Dissertations / Theses on the topic 'Prompt Learning'
To see the other types of publications on this topic, follow the link: Prompt Learning.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Prompt Learning.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Hessler, Theresa L. "The effects of an extended prompt versus a typical prompt on the length and quality of first draft essays written by secondary students with mild disabilities." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124204799.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xv, 210 p.; also includes graphics. Includes bibliographical references (p. 132-138). Available online via OhioLINK's ETD Center
2
Watkins, Gillian Anne. "Prompt spelling : an approach to the teaching and learning of spelling at secondary school level." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/30980.
Full textAbstract:
Much of the research into the spelling process focuses on developmental factors with reference to young learner writers (e.g. Gentry 1982, Frith 1985). Despite some studies into specific spelling difficulties of adults (e.g. Klein and Millar 1990) there is little research selectively focusing on persistent spelling difficulties at secondary school level. The aim of the research was thus to develop and evaluate an approach to the teaching and learning of spelling which would meet the diversity of needs experienced by young adults at secondary school level. The approach would need to recognise the value of paired learning (Topping and Whiteley 1990) as an effective means of addressing individualised spelling needs and of promoting spelling acquisition. The research was conducted in 5 secondary schools and involved a sample population of 33 teachers and 73 students. Additionally, as a result of two publications, a further selected sample of 25 teachers was drawn from the responses evoked. Research methods, within the framework of action research, involved the design and refining of the approach. This included observing and interviewing teachers and students and analysing the Researcher's recorded experiences as a participant observer. The findings of the research revealed that the approach, designated 'Prompt Spelling', was an effective method which significantly raised the spelling achievement of students with spelling difficulties in terms of increased standardised spelling ages and improved recognition of the principles of English orthography. Prompt Spelling was found to raise students' levels of metacognitive awareness whilst prompting systematic exploratory learning through discovering how to spell whilst providing a context within which teachers' appreciation of what students need to know about spelling was increased as they observed students' effective learning.
3
McWilliams, Kyle Grant. "An analysis of variables affecting instructional efficiency." Thesis, University of Canterbury. School of Education, 2006. http://hdl.handle.net/10092/1046.
Full textAbstract:
A lot about the learning process still remains unknown. The experiments described in this thesis investigated variables that affect instructional efficiency by employing specifically programmed computers to manage and control instructional variables within each experiment for 6- to 7-year old children. A Measurement Procedures Study was undertaken to ascertain when a response should be classified as "acquired." It was decided to classify a response as acquired if it could be performed correctly (without prompting) seven days after instruction. A review of the relationship between accuracy level during instruction and the rate of acquisition found that higher accuracy levels during instruction tend to be associated with higher rates of acquisition provided that non-copying prompting procedures are employed. The first experiment investigated the relationship between accuracy level during instruction and rate of acquisition by presenting a non-copying antecedent prompt (model of the correct spelling word) depending on a preselected target accuracy level. As an error-contingent prompt (model of the correct spelling word) was also provided it could not be ascertained whether transfer of stimulus control occurred as a result of the antecedent prompt, or the error-contingent prompt, or both. The second experiment was a repeat of the first experiment with the error-contingent prompt removed. It was found that it was possible to manage, although not completely control, the accuracy level during instruction by presenting a simultaneous non-copying prompt and that higher accuracy levels during instruction were associated with higher rates of acquisition. A review that examined the error-correction research found that a variety of correction procedures were effective. However, none of the 36 experiments which were reviewed controlled the number of response opportunities. Experiment 3 compared the effects on rate of acquisition of presenting an antecedent model or an error-contingent model. The results of Experiment 3 showed that when the number of learning opportunities was controlled there was little difference in effectiveness or efficiency between an antecedent model and an error-contingent model. Experiment 4 compared the effects of presenting an error-contingent model against an error-contingent model and a secondary response opportunity. It was found that an error-contingent model was at least as effective, although it was overall less efficient when response opportunities were controlled. A supplementary analysis was undertaken to review and compare the results obtained across the four experiments. Across experiments each newly acquired spelling response required about five practice responses, on average. It appears this was a critical variable for acquisition. Additionally, each acquired response was acquired over a two-day period. Although rates of acquisition differed between high-achieving children and low-achieving children, there was little difference in the number of practice responses required for acquisition between these two groups. It was observed that most of the 6- to 7-year old participants found error feedback aversive and this appeared to result in reduced attention to models of the correct spelling when these occurred following errors. The results from this series of investigations suggest that an opportunity for the transfer of stimulus control from the prompt (model of the correct spelling) to the practice stimulus (the spoken word) is more critical for acquisition than where the prompt occurs within the trial (that is, the antecedent or consequent position). It was suggested that future research could investigate (a) the variables which are necessary for the transfer of stimulus control, (b) the generality of the observation that children require five practice responses in order to acquire discrete academic responses, and (c) the effects on rates of acquisition and instructional efficiency of varying the distribution in time of practice responses for children who are learning various types of academic skills.
4
Gillespie, Michael Anthony. "Critical Thinking About Values: The Effects of an Instructional Program, Reasons for Attending College, and General Life Goals on the Application of Critical Thinking to Values Expressed in an Essay Prompt." Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1131378791.
Full text
5
Riley, Gerard Anthony. "The use of prompts in teaching people with a learning disability." Thesis, University of Leicester, 1993. http://hdl.handle.net/2381/34684.
Full textAbstract:
The thesis reviews existing research on the use of prompts in teaching people with a learning disability. The review suggests a wide range of inadequacies and omissions. Many traditional prompt types and procedures lack any adequate theoretical rationale or empirical validation. There is also a lack of empirical and theoretical work concerning the formal and circumstantial factors which may determine their effect; and concerning their combined and comparative effects. An attempt is made to remedy some of these deficits. The issues are discussed in theoretical terms from both a behavioural and a cognitive perspective. These theoretical accounts (particularly the cognitive one) are then used to suggest ways in which existing prompting practices may be refined, and to suggest some relatively novel practices. The empirical investigations tested the effectiveness of some of these practices. Evidence is provided for the effectiveness of fading response prompts; of using stimulus prompts in teaching the motor and perceptual components of tasks; and of using mnemonic devices in teaching chained perceptuo-motor skills. In the circumstances of the studies reported, delaying the prompt and instructions to recall the required information failed to have an effect. The empirical work also provided evidence that, in some circumstances, full physical guidance can be less effective than alternatives, and delaying the prompt can be less effective than fading it.
6
Pawlak, Patricia A. "Self-Regulated Learning Prompts in the Enhancement of Critical Thinking Skills." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1461712180.
Full text
7
Platt, Kelsey Elyse. "Developing metacognitive and self-regulated learning skills through reflective writing prompts." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3164.
Full textAbstract:
Effective practice determines the quality of a performance and it is essential to improving a musician's overall level of playing. Studies show that experts in the field of music display superior metacognitive skills, or the ability to think about one's thinking. Metacognition is an important skill that needs to be developed in order for a student to become a self-regulated, or independent learner. Effective practice can be improved by learning and developing metacognitive and self-regulated learning skills.
An important component of self-regulated learning is reflective thinking. Reflective thinking is a mental process that contributes to deeper learning experiences, improves problem solving skills, and enhances creativity. Reflective thinking can be stimulated with writing activities. Research and theories of reflective practices informed the creation of the Reflective Writing Prompts.
The Reflective Writing Prompts stimulate reflective thinking as they teach and develop metacognitive and self-regulated learning skills to make practice more effective. Each exercise prompts the student to think and write a response to questions focused on a specific skill. These prompts are based on research in music psychology and reflective thinking, with special focus on metacognition, self-regulated learning, practice habits, and reflective journaling. The pertinent studies and theories in these areas will be examined and explained in relation to each other. With this foundational knowledge in place, the Reflective Writing Prompts will be presented. The prompts are designed to support first or second year music students in their development as independent learners who practice effectively.
8
Yuasa, Mashiho. "Effect of feedback and prompts on initial learning and transfer in learning to write SQL database queries." Thesis, Georgia Institute of Technology, 1990. http://hdl.handle.net/1853/29883.
Full text
9
DiFrancesca, Daniell. "The Impact of Writing Prompts on Learning During Ill-Structured Problem Solving." Thesis, North Carolina State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110537.
Full textAbstract:
Ill-structured problem solving requires a variety of skills and strategies that K-12 students often lack due to limited exposure to these problems and a reliance on superficial problem-solving strategies (Greiff et al., 2013; Jonassen, 1997, 2000; Mayer & Wittrock, 2006). This study employed a computer-based problem-solving program called Solve It!, which scaffolds students through a general problem-solving process to identify and support solutions to ill-structured physics problems. Using a sequential explanatory mixed methods design, this study examined the impact of the prompt response and narrative writing tasks on seventh grade students’ (N = 117) physics content knowledge and problem-solving strategy acquisition while solving ill-structured problems in Solve It!. Students were randomly assigned to one of four conditions, which varied in the type of writing tasks students completed. Findings from this study revealed a significant increase in physics knowledge and problem-solving strategies across conditions. Due to the small sample size and several limitations with the study design, condition effects did not emerge. However, students in the narrative writing condition with low physics prior knowledge did benefit from the narrative writing task. Implications for this research include the use of computer-based environments to teach both content and problem-solving strategies simultaneously and the potential to use narrative writing tasks for learning.
10
Barnett, Monique. "A Comparison of Simple Versus Elaborative Prompts on Acquisition of Picture Associations." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2354.
Full textAbstract:
Memory, or the ability to recall previously learned information, has been evaluated among different populations. Some previous research has utilized different forms of verbal prompts to assist participants in recalling associations. These verbal prompts can be categorized as simple or elaborative. Although previous research has indicated that both forms of verbal prompts are effective in teaching individuals to relate stimulus pairs, there is currently no research that compares these prompting methods. Therefore, the current study sought to compare simple and elaborative prompts for teaching a picture-association task with four typically developing preschool children. Data suggest that elaborative prompts were more effective in teaching associations across all participants and resulted in similar levels of maintenance at 1-week and 1-month probes. Keywords. associative learning, memory, verbal prompts
11
Klaver, Sofie, and Donna-Maria Maalouf. "Interorganizational learning through collaboration in the non-profit sector." Thesis, Malmö universitet, Institutionen för Urbana Studier (US), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43173.
Full textAbstract:
In 2015, Swedish Non-Profit Organizations (NPOs) served as the backbone of society, assisting 162.877 immigrant refugees escaping conflict zones throughout the world. As the thrive to include newcomer refugees in the Swedish society continues, non-profits are facing numerous of challenges such as operating in highly competitive environments marked by shrinking grant budgets and increased pressure to provide long-term impact. To achieve optimal NPO organizational sustainability, the non-profit sector must therefore interact and learn how to address the aforementioned difficulties collectively. Furthermore, existing studies emphasizes the scarcity of research on learning through non-profit collaboration, as the knowledge management and organizational learning field has mostly concentrated on the for-profit sector rather than the non-profit sector. To fill this research gap, this study uses a qualitative approach to investigate NPO perceptions of interorganizational learning through collaboration, conducting ten semi-structured interviews with NPO employees working with newcomer refugees in Sweden. The results indicated that the NPOs’ learning outcomes connected to the need for collective sensemaking of the Swedish government’s new migration policies, which had a significant influence on the target groups prospects of remaining in Sweden. Moreover, the NPOs learned from unsuccessful collaborations, resulting in changes to the organizations’ routines and processes aimed at improving future collaborations. As a consequence, learning outcomes were incorporated into their organizational memory through digital Knowledge Management Systems such as Google Drive and Rise-Up. They were, however, heavily reliant on people’s willingness to share tacit and explicit knowledge, as well as an organizational culture that encouraged them to knowledge share. As a result, most non-profits either did not upgrade these systems at all or did not have the technological infrastructure to do so in the first place.
12
Lin, Rixing, Masud Gaziyev, and Alaa Eddin Shubat. "Facilitating Organizational Learning in For-Profit Social Enterprises for Sustainability." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21093.
Full textAbstract:
For-profit social enterprises are facing the dual challenges of fulfilling social purpose on the one hand and surviving business competition on the other. Being a sustainable for-profit social enterprise, the company must balance between economic, social and environmental aspects throughout their business operations. In order to achieve the desired end of sustainability, organization need to keep learning about the social needs and the business environment in order to develop sustainable business processes, and better fulfill their purpose as organizations formed to create social value. The study aims to fill the gaps in sustainability research literature about organizational learning in for-profit social enterprises by exploring how effective learning processes occur at individual, group and organizational level and how to facilitate these learning processes to improve sustainability. The study develops an analytical framework by combining the 4I framework for organizational learning process (Crossan et al., 1999) and an AKO (activities, knowledge source, outcomes) framework for understanding learning activities, knowledge sources and learning outcomes. Four for-profit social enterprises in both Denmark and Sweden are chosen as cases. Based on findings, three organizational learning mechanisms are identified on selected cases. Practical implications and insights are also generated for for-profit social enterprises to facilitate organizational learning for sustainability.
13
Evener, Julie. "Organizational Learning in Libraries at For-Profit Colleges and Universities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5327.
Full textAbstract:
Academic libraries contribute to student engagement, student learning, and retention; therefore, the effects of improved library services for students may be positive and long lasting. However, despite successful application of organizational learning (OL), a strategic process for improvement, to enhance services in academic libraries, little is known about OL in libraries of for-profit colleges and universities (FPCUs). The purpose of this sequential explanatory mixed-methods study was to assess and explore the use of OL in libraries at FPCUs. Argyris and Schön's theory of organizational learning grounded this study. Responses to Chen's Processes and Phases of Organizational Learning Questionnaire, completed online by 38 respondents following a recruitment posting submitted to the electronic mailing list of the Association of College & Research Libraries Librarianship in For-Profit Educational Institutions interest group, reflected medium to high levels of OL in the libraries in the study. Multiple regression analysis indicated that the number of students enrolled was negatively related to OL score. Six survey respondent volunteers were interviewed to better understand how library staff members in FPCUs experienced OL. Common themes included external pressures from the FPCUs that made it more difficult for their libraries to implement OL, as well as the importance of communication among library team members. As a result of these findings, a manual about OL strategies for library employees in FPCUs was created. More knowledge about OL and its implications could lead to positive social change as libraries use it to better contribute to student learning and success.
14
Chlarson, Kelsey J. "Effects of High-Interest Writing Prompts on Performance of Students with Learning Disabilities by." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1089.
Full textAbstract:
Often described as passive learners, students with learning disabilities (LD) sometimes approach writing as a negative and burdensome task. Their reaction may imply that writing requires processes that they find difficult. The purpose of this study was to examine the extent to which high-interest narrative writing prompts for 12- to 13-year-old students in special education increase accuracy and total words written (TWW) in a 3-min timed writing sample compared to low-interest writing prompts. High-interest writing prompts are story starter topics chosen by each participant as preferred ones for writing tasks. Participants will be three individuals from a sixth- and seventh-grade special education language arts class who have been classified with LD. Initially, participants will select high- and low-interest writing topics using a prompt selection procedure. Given 40 potential writing topics, individual participants will select their 10 highest and lowest topics of interest. Participants completed 20, 3-min timed writing samples based on high- and low-interest narrative writing prompts. High- and low-interest topics were counterbalanced. Percent accuracy, TWW, and correct writing sequences (CWS) were recorded by the researcher. Using a multi-element design, the results confirmed that high-interest writing prompts produced more volume in comparison to low-interest writing prompts. However, results did not show higher accuracy in the high-interest condition. Results are discussed in terms of constructing writing lessons for sixth- and seventh-grade students with LD.
15
Gustafsson, Lovisa. "Organizational Learningin a Non-profit setting : A study of Continuity and Transferof knowledge within UppsalaStudent Union." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-207959.
Full textAbstract:
This is a case study, within the field of Education and Human Resource Development. The subject is handover in a non-profit organization. The organization studied is the Uppsala Student Union (US). US is a politically run Non-profit organization (NGO), with the objective to work for better study- and living conditions of the 35 000 students at Uppsala University, Sweden, who are its members. Four people active within US have been interviewed, and the empiric material has been analyzed mainly based on the theories of Organizational Learning and Continuity Management. Some other theories are presented as well, as an orientation with relation to handover in organizations and organizational development. The questions asked are: 1. How is transfer of knowledge perceived in US – as a significant problem, a small problem or no problem at all? 2. If transfer of knowledge is perceived as a problem, what are thought to be the causes? 3. In US, as a NGO, how is handover managed? Which problems arise with respect to handover? 4. What else of interest and relevance can be found? The answers are: 1. A small problem. Transfer of knowledge is much thought of, but there are problems which are viewed as more important. 2. The causes for problems with handover are mainly referred to a heavy workload for the actives, high turnover and insufficient handover routines. 3. Routines for handover is a well integrated part of the work at US. And the conditions in terms of resources are good compared to other student unions. Some problems still arise, and a selection of these are presented in the study. 4. Additional findings have been defined under the following headlines: Representation on Boards – an area for improvement Changing the roles On Actives-mentality (Swe. föreningsmänniskor) Effective policy making Students as actives
16
Fisher, Heather Anne. "Measuring students' engagement and learning during problem-solving in introductory genetics : the effects of problem-solving and self-regulated learning prompts." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/49975.
Full textAbstract:
Developing problem-solving skills is a major goal in most undergraduate science courses. However it is rarely taught and supported explicitly. As courses shift away from didactic formats towards more interactive, problem-based ones, students’ abilities to problem-solve become even more integral to their success. Unfortunately, many students entering these introductory science courses are new to and struggle with problem-solving, requiring support to develop these skills. One possible support is prompting students throughout the process of problem-solving, encouraging content understanding and broad-based problem-solving skill development.
This research investigates the role of two types of prompting, exploring how they affect student engagement and learning during problem-solving. This study took place in an Introductory Genetics course, where students completed a scheduled weekly problem-based tutorial, containing a question set and quiz question. Tutorial sections were divided into one of three conditions, which included different combinations of prompts provided in addition to content-based questions. The first condition, Problem-Solving, encouraged positive problem-solving behaviours, such as stating known information and identifying relevant data, through answering content-related prompts. The second condition, Self-Regulated Learning, included the same positive problem-solving prompts, and also asked students to reflect on why the prompts assisted them in problem-solving. A Control condition received no prompts and only engaged in the domain-specific problem-solving activity.
Responses to questions during and following the manipulation were coded on three scales – completion, correctness, and explanation – which represent three facets of engagement. Engagement Profiles were created to characterize student engagement throughout the question set. The three scales were used to explore the effect of condition, using the quiz question as a post-intervention measure of learning. Engagement Profile results demonstrated students engaged with the question set differently across conditions, but there were no significant differences on the quiz question responses on any of the scales.
This study contributes to educational research by comparing two forms of problem-solving support, suggesting a method to categorize student engagement during problem-solving. It also demonstrates the importance of measuring process, in addition to learning outcomes, to identify behavioural changes; and proposes an application of self-regulated learning theory that is situated in context. Finally, course-specific recommendations were made.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
17
Beasley, Robin Lynn. "What Are They Learning: a Study of Errors Produced During Behavior Acquisition Utilizing Two Prompting Procedures with a Cat." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149561/.
Full textAbstract:
Prompting methods are common amongst animal trainers, both novice and experts. However, there is little empirical evidence to demonstrate the strengths or weaknesses of common prompting procedures. The current study assessed the strengths and weaknesses during behavior acquisition of two prompting methods, luring and targeting. Luring placed an edible directly in front of the animal which guided the animal through the desired behavior. Targeting, however used a target, an arbitrary object the animal has been trained to touch, guide behavior. A cat was trained, using each method, to walk around a flower. Walking around the right flower pot was trained using luring and walking around the left flower pot was trained using targeting. After both behaviors were acquired, a delay cue method was designed to transfer stimulus control. Later a combination of a delay cue and prompt fading was used. During acquisition the luring method acquired the behavior of walking around a pot more quickly with consistently fewer errors. During stimulus transfer the cat began independently initiating the behavior earlier with the target trained behavior and produced more correct behaviors after the verbal cue. Luring appeared to produce the faster behavior, but after stimulus transfer it could be concluded that the cat did not learn the desired behavior, but rather following the lure. Both methods could be beneficial in different circumstance, however, given the desired behavior was to walk around a flower pot on cue, targeting would be considered best practice.
18
Probst, Philipp [Verfasser], and Anne-Laure [Akademischer Betreuer] Boulesteix. "Hyperparameters, tuning and meta-learning for random forest and other machine learning algorithms / Philipp Probst ; Betreuer: Anne-Laure Boulesteix." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2019. http://d-nb.info/1193049016/34.
Full text
19
Ballou, Muriel L. "Characteristics of successful e-learning units that are not-for-profit subsidiaries and for-profit subsidiaries within public higher education institutions /." View abstract, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3191700.
Full text
20
Chen, Dar-Wei. "Metacognitive prompts and the paper vs. screen debate: how both factors influence reading behavior." Thesis, Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53840.
Full textAbstract:
As online learning rises in popularity, students are increasingly learning through technology and without regular guidance from teachers. These learning environments differ from traditional classrooms in many ways and deliver different experiences. In this study, participants’ learning environments were manipulated using two independent variables, each with two levels for a total of four conditions: study medium (text was presented either on paper or a screen) and prompt type (text was interspersed with prompts designed either to induce metacognitive processes or to be interacted with non-metacognitively). Ninety-two participants were each assigned to one of the four conditions in a between-subject design, read three expository texts, completed a comprehension test after each text, and responded to a survey at the end of the study. Participants who read text on paper tended to take more notes and spend more time studying than those who read from a screen, but performance was equal between the mediums. Participants receiving metacognitive prompts performed better than non-metacognitive participants on multiple-choice questions with an effect size comparable to those generated by educational interventions in existing literature; however, the performance difference was not statistically significant unless prompt response scores were controlled for. In addition, behavioral differences emerged between metacognitive participants (re-read more) and non-metacognitive participants (summarized more while reading). The results from this study can be used to inform dialogue about technology in classrooms and instructional design.
21
Liggett-Nichols, Keisha. "The Impact and Implementation of Learning Intervention on Management and Organizational Practice in a Non-Profit Setting." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/bus_admin_diss/30.
Full textAbstract:
ABSTRACT
The Impact and Implementation of Learning Intervention on Management and Organizational Practice in a Non-Profit Setting
BY
Keisha Liggett - Nichols
2013
Committee Chair: Ram Sriram, PhD
Major Academic Unit: Business Administration
The intent of this research is to explore the concepts of organizational learning as it relates to “double loop” learning. Specifically, this research will test the concepts of double loop theory proposed by Argyris, (1976) in a seminal piece, and the paradigm of Evidence-based management (EBM) in the context of a non-profit organization. The paper will review the transition from a single loop learning organization to a double loop learning organization utilizing EBM as a learning intervention for change. The non-profit organization used in this research is significant as it is a monitoring agency; an intermediary between Public Administration, counties, and private agencies. The paper will demonstrate through a single case study the limitations of single loop learning, and how interventions or processes that lead to organizational learning could facilitate transitioning to a double loop learning organization. The study expects to contribute to the literature by highlighting the value of double loop learning and the use of EBM as a learning intervention mechanism. This study will also underscore how double loop learning and EBM can add value to organizational processes.
22
Swisher, Melissa J. "Determining the Relation Between the Moments of Acquisition of Baseline Conditional Discriminations and the Emergence of Equivalence Relations." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30515/.
Full textAbstract:
The experiment was an attempt to gain a more precise understanding of the temporal relation between the development of analytic units and equivalence relations. Two prompting procedures were used during training to pinpoint when eight subjects learned the conditional discriminations. Near simultaneous presentation of probe and training trials allowed for examination of the temporal relation between conditional discrimination acquisition and derived performances on stimulus equivalence probes. The data show that, for seven of eight subjects, a decreased reliance on prompts was coincident with the development of equivalence-consistent choices on either all or some probe trials, which suggests that the development of analytic units is sufficient to give rise to equivalence relations among stimuli.
23
Myers, Janet. "'Making a difference' : a study of experimental learning and practice development of non-profit managers." Thesis, Nottingham Trent University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441461.
Full textAbstract:
Much research undertaken in the non-profit field over the last twenty years has focused on size, definition and economic contribution of the sector. Practitioner literature has focused on tools and techniques for managing and working in the sector. Managerial experience In the sector has been largely absent from mainstream management discourse. This study seeks to address gaps In knowledge by exploring the subjective experience of managers in non-profit local development agencies (LOAs). Qualitative research, undertaken with 20 LOA chief executive officers (CEOs),aims to describe and explain how these CEOsmake sense of what they do. More specifically, to consider how concepts of self, Image and identity influence CEO thinking and capacity for action; how CEOs construct the concept of leadership and what effective leadership looks like for their sector; and how they manage, learn and enhance their practice. In doing so, a pragmatist philosophical framework links life, work, theory and practice. A social constructionist research methodology provides a means to consider how CEOs make meanings and construct personal theories, and concepts of sensemaklng, autopolesis and legitimate peripheral participation provide a robust analytical approach. Research methods Include In-depth Interviewing, adaptation of repertory grid technique and a period of Intense shadowing of two CEOs. Findings from the research make significant contributions to understanding and current knowledge of managerial experience In a non-profit context. The thesis points to the need to extend current thinking on conventional approaches to management development. It brings In to view concepts of modal participation, networked practitioners and positive marglnalisation as aspects of expert practice for LOA CEOs.The methods used to elicit leadership constructs and produce a model of leadership dimensions has potential for exportable, future use and encourages further debate around social entrepreneurship and social change leadership. Additional implications for further research Include learning in Inter-organisational settings. As such, the context for the research is non-profit LOAs,however the learning gained from the research extends beyond non-profit boundaries.
24
Charlot, Jennifer. "Developing a Team Capable of Learning While Executing: A Story About a Non-Profit Startup." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645026.
Full textAbstract:
During the Ed.L.D. Residency, I served as the Director of Implementation for Character Lab, a start-up non-profit that translates psychology research into school-based experiences so students can learn and flourish. The focus of my strategic project was to help the organization translate a researched-based goal setting intervention called WOOP (wish, outcome, obstacle, plan). I was charged with designing the training and the dissemination methods that enable teachers to implement WOOP with fidelity. Given its status as a start-up, Character Lab had yet to develop the internal infrastructure and teaming processes to execute this project. Therefore, my research question focused on uncovering a process to do so. I sought to answer the question: “How can Character Lab internally structure itself to fail, learn, and simultaneously create impact with WOOP?”
The execution of the strategic project led to the development of new internal systems that would serve as the operating blueprint within Character Lab going forward. Additionally, the learning harnessed from attempting to implement a psychology intervention in schools will inform Character Lab’s strategy on scaling. This leadership experience allowed me to grapple with the tension between managing the developmental needs of an organization and the urgency to create impact in the field.
25
Rodericks, Keenan Gerard. "Teaching students with severe disabilities to perform a pre-lunch routine using the system of least prompts." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1254.
Full textAbstract:
The system of least prompts has been used to teach a variety of daily living skills to students with severe to moderate disabilities. The present study attempted to determine the effects of the system of least prompts when used to teach a pre-lunch routine to two students with severe disabilities. The students were categorised as autistic, or as having autistic characteristics, with severe to moderate intellectual disabilities and communication deficits. The results indicated that the system of least prompts was effective in facilitating a change in students' responses. Three effects were observed in relation to the hypotheses, First, there was an increase in the number of unprompted correct responses. Second, there was a reduction in the time each student required to complete the task. Third, there was a reduction in the use of intrusive prompts to stimulate task-related activity. Additionally, substantial improvements were observed in the communication and behaviour of both students. During maintenance one student continued to perform at an efficient level, while the other student required the assistance of the least intrusive prompt.
26
Daniels, Desiree Margaret. "Coaching : an effective way to transfer learning and strengthen the capacity of non-profit organisation leaders." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/19802.
Full textAbstract:
Thesis (MPhil) -- Stellenbosch University, 2011.Non-profit organisations (NPOs) play a crucial role in society, largely serving the needs of those members who are most vulnerable. The leaders of these organisations work in challenging circumstances and are often expected to fulfil roles for which they have not been trained. Various leadership development programmes have been designed to equip leaders in this sector with the necessary knowledge and skills to deal effectively with the increasing and more complex demands placed on them. Stand-alone programmes, however, have been shown to have less success in transferring knowledge and skills back to the workplace than blended learning approaches. This means a large proportion of the learning investment is being wasted. Since coaching has proved to be a powerful intervention leading to individual and organisational transformation in many sectors, the main question that this investigation has tried to answer is: To what extent can coaching contribute to enhancing the transfer of learning back into the workplace for NPO leaders who have attended a leadership development programme. Further questions relating to factors influencing the learning transfer process were also addressed during this study, as was the preference for different coaching formats. This investigation involved a case study design and was based on a programme for NPO leaders offered at the University of Stellenbosch Business School, referred to as the NPO Plus programme. The findings of this study are intended to provide insights for trainers on the benefits of using coaching as a component when designing learning interventions, and to shed light on what coaches can expect when coaching NPO leaders. The NPO community, as well as donors, can also get a sense of how coaching can contribute to building and strengthening the overall capacity of leaders in the non-profit sector.
27
Benayache, Ahcène. "Construction d'une mémoire organisationnelle de formation et évaluation dans un contexte e-learning : Le projet MEMORAe." Compiègne, 2005. http://www.theses.fr/2005COMP1591.
Full textAbstract:
De nombreux documents ou plus généralement de nombreuses ressources peuvent être utilisés dans le cadre d'une formation e-Iearning (ou e-formation). Certaines de ces ressources sont produites 'en interne' par les différents acteurs impliqués dans la formation, d'autres sont disponibles sur le web : cours en ligne, supports de cours, transparents, bibliographies, foires aux questions, notes de lectures etc. Le nombre de ressources disponibles ne faisant que croître, le problème de leur accès et de leur gestion se trouve ainsi posé. Dans cette thèse, nous considérons une formation comme une organisation, dans laquelle différents acteurs sont impliqués, et proposons d'en gérer les informations, les documents et les connaissances au moyen d'une mémoire organisationnelle de formation basée sur des ontologies. Dans le projet MEMORAe, nous nous sommes focalisés sur deux scénarios d'application: l'apport de l'ingénierie des connaissances dans le domaine éducatif et l'apprentissage par exploration basé sur des ontologies. Trois aspects ont été principalement développés dans ce travail : l'apport d'une mémoire organisationnelle dans le contexte d'une formation e-Iearning ; le choix (a) des ontologies pour indexer et structurer le contenu d'un cours et (b) des Topic Maps pour exploiter ces ontologies ; la conception et l'implantation de l'environnemment E-MEMORAe d'aide à l'apprentissage par exploration guidé par des ontologies et l'évaluation de cet environnement auprès des étudiants de B31. 1 à l'UPJV et les étudiants de NF01 à l'UTCMany documents and resources are now available in order to support e-Iearning. Some are internaI and made by several actors implied in the e-Iearning. Others are available on the web: on-line courses, course supports, slides, bibliographies, frequently asked questions, lecture notes, etc. The increasing number of available resources is a real problem in content management systems. Ln This PhD, we consider a course like an organization, in which different actors are involved. We proposes to manage the informations, documents and knowledge of this organization by means of a learning organizational memory based on ontologies. It was carried out in the context of the MEMORAe project focusing on two application scenarios: the contribution of the knowledge engineering in the educational domain and the learning by exploration based on ontologies. Three aspects were essentially developed in this work : the contribution of an organizational memory in the e-Iearning context ; the choices of (a) using ontologies to model metadata, and (b) to represent them with the Topic Maps formalism ; the design and implementation of the E-MEMORAe, an environment assistance for e-Iearning, and the evaluation of this environment with students in the framework of : the B31. 1 applied mathematics course at the University of Picardy in France, and the NF01 algorithms and programming course at the University of Technology of Compiègne
28
Neuscharank, Angelica. "UMA DOCÊNCIA PELA GARIMPAGEM: ENCONTROS COM SIGNOS." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/7193.
Full textAbstract:
This is a master s thesis written under the view of teaching anxieties and experimentations in relation to some spaces and meetings with signs produced by people, readings, conversations, life situations and fragments of the places where I have made myself as a teacher, student and reader. With the intention to capture the heterogeneous which were present in the meetings with the three schools, master s lectures, the meetings with the Group of Studies and Research in Art, Education and Culture and Proust readings. Such movements were weaved in order to think a mining teaching and a learning by the meeting with the signs (DELEUZE, 2010), which are concepts I problematize along this writing. Also, the tensioning with other concepts such as: heterogeneous, happening, cartographic attention and involuntary memory have been necessary. These concepts compose, along with the cartographic method, a possibility for what I designate as a mining of signs. Therefore, I have not concentrated on the exercise of the recent memory as a rescue, but as an involuntary memory, which allowed to overfly certain happenings and, thus, potentiate something that was already naturalized.Dissertação de Mestrado escrita sob o olhar das inquietações e experimentações docentes com relação a alguns espaços e encontros com os signos produzidos por pessoas, leituras, conversas, situações de vida, fragmentos dos locais onde me fiz docente, estudante e leitora. Na pretensão de capturar os heterogêneos que estavam presentes nos encontros com as três escolas, as aulas de mestrado, os estudos do Grupo de Estudos e Pesquisa em Arte, Educação e Cultura e as leituras de Proust. Tais movimentações foram tecidas com o propósito de pensar uma docência garimpeira e a aprendizagem pelos encontros com signos (DELEUZE, 2010), que são conceitos problematizados ao longo desta escrita. Também se fez necessário o tensionamento com outros conceitos, como: heterogêneos, acontecimento, atenção cartográfica e memória involuntária. Estes compõem, juntamente com o método da cartografia, uma possibilidade para o que designo como garimpagem de signos. Portanto, não me propus ao exercício da memória recente enquanto um resgate, mas de uma memória involuntária, que permitisse sobrevoar certos acontecimentos e, assim, potencializar algo que já estava naturalizado.
29
Fancher, Gail A. "An analysis of utilizing not-for-profit organizations and service-learning activities in the administrative assistant program at Western Technical College." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006fancherg.pdf.
Full text
30
Kirby, Linda. "Another look at reflection : promoting student voice, self-efficacy and student/teacher dialogue through structured, guided reflection prompts in a college reading and study skills course /." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/19/.
Full text
31
Berrio, Angel Antonio. "Organizational culture and organizational learning in public, non-profit institutions : a profile of Ohio State University Extension /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192447429672.
Full text
32
Miller, Tanya Kay. "The informed manager : exploring absorptive capacity in the non-profit sector." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/67562/1/Tanya_Miller_Thesis.pdf.
Full textAbstract:
Being across new knowledge is critical to the survival of individual businesses. This study explored the way in which managers of small social services in Queensland identified important new knowledge and brought this into their organisations.
New knowledge was found to be highly valued by managers with key resources allocated to knowledge seeking processes particularly in response to regulatory change. Knowledge absorption involved accessing multiple sources, and external professional networks were found to be critical to understanding and integrating new knowledge. The research highlighted the challenges in securing new knowledge and the importance of managers professional links.
33
Tưởng, Duy Hải. "Études des stratégies d’apprentissage par projet dans le cadre d’une éducation au développement durable." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3040/document.
Full textAbstract:
La thèse se concentre sur la recherche de stratégies d'apprentissage dans les lycées vietnamiens quant à la participation aux projets d'apprentissage intégrés à l'enseignement et apprentissage de la science physique dans le cadre d'une éducation au développement durable. Elle développe cinq stratégies principales d'apprentissage dans le cadre d'un scénario de projet de l'exploitation des énergies solaires dans la vie courante, et cela dans trois classes de terminales de différentes écoles. Les résultats de la thèse révèlent de nombreux indices concernant les impacts de l'enseignement par les professeurs sur l'apprentissage de leurs élèves, ainsi que sur les méthodes d'apprentissage mobilisées par les élèves pour la réalisation du projet dans un contexte où ils doivent jumeler ce projet avec leurs cours courants sur la classe. Ces résultats sont analysés et nous aident à proposer des suggestions afin d'améliorer le déploiement des projets intégrés à l'enseignement/apprentissage des disciplines scolaires ainsi qu'à augmenter l'efficacité de l'éducation au développement durable dans le contexte scolaireThe research focuses on student learning strategies in project based learning in context of sustainability education through secondary physics education in Vietnam. The intervention about a learning scenario for the grade-12 student project on solar energy at three different high schools has resulted in five possible learning strategies. In addition, the research outcome shed light on the relation between how the teacher implemented the project design and student achievements as well as how the student struggled with classroom activities and group-based assignments to fulfill their projects. Based on these results, the application of project based learning is suggested to change for more effective student learning and better sustainability education in the school
34
Olagasti, Elorri. "L’Assistance à la Maîtrise d’Ouvrage : quelles modalités d’accompagnement ? Le cas d’un projet de reconversion architecturale." Thesis, Pau, 2012. http://www.theses.fr/2012PAUU2009/document.
Full textAbstract:
Le sujet du dysfonctionnement dans la production architecturale, s’il n’est pas récent reste encore pour l’heure une problématique encore posée que les intervenants ont du mal à résoudre. En effet, à une époque où les dispositifs et les réglementations sont de plus en plus nombreux, amenant avec eux la multiplication du nombre d’intervenants, ce sujet demeure complexe et enclin à de nouvelles difficultés. Alors que faire ? Comment intervenir pour aider les acteurs des projets architecturaux à surmonter ces difficultés ? Autrement dit comment les accompagner sur cette problématique ? A l’évidence, il n’existe pas de recettes toutes faites. Ce travail a l’ambition de présenter notre réflexion sur les modalités d’accompagnement favorisant l’implication des acteurs et s’intéressant à leur mode de prise en compte de cette problématique. Pour cela, à partir de la littérature, nous avons cherché à approfondir le constat selon lequel la gestion des projets architecturaux est globalement assez peu efficace et efficiente malgré des réglementations de plus en plus importantes et une nouvelle fonction d’accompagnement qui se développe ces dernières années, celle d’assistance à la maîtrise d’ouvrage. Notre cheminement nous a conduite à mettre en lumière l’importance que revêt un accompagnement favorisant l’implication des acteurs dans le projet. Nous avons expérimenté cet aspect sur un terrain constitué par un projet de reconversion architectural d’une SCI. Dans ce projet, nous sommes intervenue en tant qu’assistante à la maîtrise d’ouvrage dans le cadre d’une CIFRE sur une durée de trois ans. Cette immersion nous a permis de dégager des modalités concrètes d’accompagnement qui favorisent l’implication des différents acteurs de l’organisation dans le projet et ceci, dès les phases amontWhile the problems of management of architectural projects is not a new topic, it remains an issue that stakeholders struggle to resolve. While plans and regulations are becoming more and more numerous, increasing the number of stakeholders, this topic remains complex and prone to new difficulties. So, what should be done? How can those involved in architectural projects be supported to overcome these difficulties? Obviously, there are no ready-made solutions. The aim of this study is to present our reflection on how to promote stakeholder involvement and our understanding of how they deal with these issues. By way of a literature search, we investigated the finding that architectural project management is generally not really effective and efficient despite the increasing impact of regulations, but also despite an emerging practice of a support function that has expanded in recent years: project management assistance. Our search led us to highlight the importance of an approach to project support that promotes the involvement of stakeholders. We gained experienced of this issue on a site consisting of an architectural conversion project for an enterprise. We took part in this project as an assistant project manager in the context of a CIFRE (a type of contract between the researcher and the enterprise) over a period of three years. This involvement allowed us to identify specific support methods that promote stakeholder involvement in this project from its beginning
35
Cai, Mengmeng. "A Profit-Neutral Double-price-signal Retail Electricity Market Solution for Incentivizing Price-responsive DERs Considering Network Constraints." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99094.
Full textAbstract:
Emerging technologies, including distributed energy resources (DERs), internet-of-things and advanced distribution management systems, are revolutionizing the power industry. They provide benefits like higher operation flexibility and lower bulk grid dependency, and are moving the modern power grid towards a decentralized, interconnected and intelligent direction. Consequently, the emphasis of the system operation management has been shifted from the supply-side to the demand-side. It calls for a reconsideration of the business model for future retail market operators. To address this need, this dissertation proposes an innovative retail market solution tailored to market environments penetrated with price-responsive DERs. The work is presented from aspects of theoretical study, test-bed platform development, and experimental analysis, within which two topics relevant to the retail market operation are investigated in depth.
The first topic covers the modeling of key retail market participants. With regard to price-insensitive participants, fixed loads are treated as the representative. Deep learning-based day-ahead load forecasting models are developed in this study, utilizing both recurrent and convolutional neural networks, to predict the part of demands that keep fixed regardless of the market price. With regard to price-sensitive participants, battery storages are selected as the representative. An optimization-based battery arbitrage model is developed in this study to represent their price-responsive behaviors in response to a dynamic price. The second topic further investigates how the retail market model and pricing strategy should be designed to incentivize these market participants. Different from existing works, this study innovatively proposes a profit-neutral double-price-signal retail market model. Such a design differentiates elastic prosumers, who actively offer flexibilities to the system operation, from normal inelastic consumers/generators, based on their sensitivities to the market price. Two price signals, namely retail grid service price and retail energy price, are then introduced to separately quantify values of the flexibility, provided by elastic participants, and the electricity commodity, sold/bought to/from inelastic participants. Within the proposed retail market, a non-profit retail market operator (RMO) manages and settles the market through determining the price signals and supplementary subsidy to minimize the overall system cost. In response to the announced retail grid service price, elastic prosumers adjust their day-ahead operating schedules to maximize their payoffs. Given the interdependency between decisions made by the RMO and elastic participants, a retail pricing scheme, formulated based on a bi-level optimization framework, is proposed. Additional efforts are made on merging and linearizing the original non-convex bi-level problem into a single-level mixed-integer linear programming problem to ensure the computational efficiency of the retail pricing tool.
Case studies are conducted on a modified IEEE 34-bus test-bed system, simulating both physical operations of the power grid and financial interactions inside the retail market. Experimental results demonstrate promising properties of the proposed retail market solution: First of all, it is able to provide cost-saving benefits to inelastic customers and create revenues for elastic customers at the same time, justifying the rationalities of these participants to join the market. Second of all, the addition of the grid service subsidy not only strengthens the profitability of the elastic customer, but also ensures that the benefit enjoyed per customer will not be compromised by the competition brought up by a growing number of participants. Furthermore, it is able to properly capture impacts from line losses and voltage constraints on the system efficiency and stability, so as to derive practical pricing solutions that respect the system operating rules. Last but not least, it encourages the technology improvement of elastic assets as elastic assets in better conditions are more profitable and could better save the electricity bills for inelastic customers. Above all, the superiority of the proposed retail market solution is proven. It can serve as a promising start for the retail electricity market reconstruction.Doctor of Philosophy
The electricity market plays a critical role in ensuring the economic and secure operation of the power system. The progress made by distributed energy resources (DERs) has reshaped the modern power industry bringing a larger proportion of price-responsive behaviors to the demand-side. It challenges the traditional wholesale-only electricity market and calls for an addition of retail markets to better utilize distributed and elastic assets. Therefore, this dissertation targets at offering a reliable and computational affordable retail market solution to bridge this knowledge gap. Different from existing works, this study assumes that the retail market is managed by a profit-neutral retail market operator (RMO), who oversees and facilitates the system operation for maximizing the system efficiency rather than making profits. Market participants are categorized into two groups: inelastic participants and elastic participants, based on their sensitivity to the market price. The motivation behind this design is that instead of treating elastic participants as normal customers, it is more reasonable to treat them as grid service providers who offer operational flexibilities that benefit the system efficiency. Correspondingly, a double-signal pricing scheme is proposed, such that the flexibility, provided by elastic participants, and the electricity commodity, generated/consumed by inelastic participants, are separately valued by two distinct prices, namely retail grid service price and retail energy price. A grid service subsidy is also introduced in the pricing system to provide supplementary incentives to elastic customers. These two price signals in addition to the subsidy are determined by the RMO via solving a bi-level optimization problem given the interdependency between the prices and reaction of elastic participants. Experimental results indicate that the proposed retail market model and pricing scheme are beneficial for both types of market participants, practical for the network-constrained real-world implementation, and supportive for the technology improvement of elastic assets.
36
Scott, Kristoffer, and Tasmin Hoque. "Ideella organisationer och den lärande funktionen : En fallstudie av KFUM Sverige." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30501.
Full textAbstract:
Bakgrund och problem: Lärande inom organisationer har effekt på hur organisationer hanterar förändring och anpassar sin organisation för en förbättrad effektivitet, vilket kan leda till konkurrensfördelar. Det är intressant att se på ideella organisationer och deras lärande funktion då organisationsformen skiljer sig från den privata sektorn där företag i större utsträckning arbetar med lärande mer strukturellt medan ideella organisationer ofta baserar sin lärande funktion på lösa samtal. Vår undersökning tar avstamp från detta och mer specifikt i den ideella organisationen KFUM Sverige. Eftersom det är en organisation som sysslar med en rad olika aktiviteter har vi valt att smala av undersökningsområdet till de basketföreningar som har koppling till KFUM. Syfte: Syftet med denna studie är att undersöka hur KFUM arbetar som lärande organisation och hur de lokala KFUM-basketföreningarna har arbetat för att öka medlemsantalet. Potentiellt kan vi få en bild av hur en ideell organisation arbetar som en lärande organisation och huruvida de tar tillvara på intern kunskapsförmedling mellan sina underföreningar. Metod: Vår studie grundar sig i en djupare förståelse för dels människors agerande men även rutiner och arbetssätt inom olika föreningar, valde vi att genomföra intervjuer med personer från basketföreningar med KFUM-anknytning samt en intervju med personen som arbetar som kommunikationsansvarig hos KFUM Sverige, vars arbetsuppgifter behandlar kommunikation med KFUM:s föreningar i hela Sverige. Resultat och slutsats: Efter genomförd studie kan vi dra slutsatserna att KFUM:s basketföreningar är förändringsbenägna och de arbetar som lärande organisationer på individuell nivå men att KFUM Sverige, på nationell nivå, har brister i sin lärande förmåga. Vi anser att detta skulle kunna förbättras genom införande av system som gynnar kunskapsdelning och att organisationen i sig behöver arbeta för att förbättra sin organisatoriska identitet då detta är ett sätt för organisationen att få en organisationskultur som främjar lärande mellan de lokala föreningarna.
37
Williams, Cathy Q. "Black Online, Doctoral Psychology Graduates' Academic Achievement: A Phenomenological Self-Directed Learning Perspective." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1304.
Full textAbstract:
Guided by the conceptual framework of self-directed learning and culture, this study investigated the effectiveness of Title IV private, for-profit colleges and universities (FPCUs). Little research has examined this topic, which is problematic considering the disproportionate rate of student loan defaults experienced by Black FPCU borrowers. A phenomenological design was used to explore the meaning of academic achievement for Black doctorate recipients who attained a doctorate in psychology through an FPCU. This study specifically examined how Black students experience the completion of doctoral psychology programs at 2 FPCUs and what factors contributed to these students finishing their degrees. A unique-criterion-purposive sample of 7 Black students who completed doctoral psychology programs at FPCUs within the past 5 years was recruited to participate in telephone interviews. Moustakas' data analysis steps were applied to the data. The results indicated that study participants saw an association between attaining their doctorates in psychology and their self-actualization. They shared the experiences of selecting a suitable FPCU, choosing a specialty area, negotiating transfer credits, completing the doctoral coursework phase, and completing the dissertation phase. Their commitment to achieving self-actualization was a salient experience in finishing their degrees. A core aspect of self-actualization was their cultural knowledge, which helped them to overcome challenges and persevere. However, the results uncovered some insufficiencies in the FPCUs' practices. They have implications for positive social change by highlighting how FPCU academic support services might use cultural knowledge and self-actualization strategies to maximize the successful matriculation of Black students.
38
Ross, Yvonne Rose. "Perceived Academic Needs of Military Veterans Within a For-Profit." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1929.
Full textAbstract:
The number of recent U.S. military veterans attending college has increased due to the Veterans Education Assistance Act; however, retention and graduation rates for this population have declined. The purpose of this qualitative study was to identify the experiences and academic needs of recent military veterans as they transition from the military to academic life at a for-profit, proprietary college. In addition, this study identified differences in the problems faced by male and female veterans and explored whether veterans understood the resources available to them as they enrolled in higher education. Schlossberg's transitional theory was the conceptual framework used in this ethnographic case study. Eight female and 8 male military veterans of the Iraq or Afghanistan war were selected for focused interviews through purposeful sampling. The results of the study indicated that regardless of gender, military veteran students at the local college needed time management skills, help with medical and social issues, and career development. While the college was perceived as student centered, another emergent theme was ineffective classroom management. A 3-day professional development program was designed for faculty and staff in order to increase their knowledge of the challenges faced by veterans in transition and to help military veteran students achieve academic success. Future research could expand the numbers of colleges and students represented in the study. This study promotes positive social change by providing higher education faculty members the results of the study so that they can apply the findings in amending current teaching strategies in an effort to provide a comprehensive learning environment for military veteran student.
39
Li, Xibao. "Learning From the Implementation of Residential Optional Time of Use Pricing in the U.S. Electricity Industry." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1047271855.
Full text
40
Volkoff, Laurent. "Leadership et formation des managers." Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM3069/document.
Full textAbstract:
Le cadre en entreprise est appelé à jouer deux rôles distincts : celui de manager et celui de leader. Grâce à une étude pluriréférentielle une modélisation définitoire de la notion de leadership est proposée. Cette modélisation sera comparée avec l’analyse d’entretiens conduits auprès de cadres praticiens. Un approfondissement des concepts de formation et d’apprentissage tentera de résoudre la question de la possibilité de formation pour le rôle de leaderA Business executive is called to play two distincts roles : the manager’s one and the leader’s one. Through a multirefrential study, a defining model of the leadership concept is proposed. This model will be compared with an analysis of interviews conducted with business executive practicians. A deep investigation of learning and training concepts will try to resolve the question of effective training leader possibility
41
Aguayo, Alfaro Alexandra, Arias Lesly Esthefany Chavez, Paucar Mirko Alipio Gonzales, Anaya Cecilia Brigitte Mato, and Nuñez Gianella Marithe Ynca. "Proyecto Mantequilla de maní “Nutrimaní”." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/652654.
Full textAbstract:
En el presente trabajo de investigación se evalúan todos los aspectos necesarios a tener en cuenta para iniciar un negocio de elaboración y comercialización de mantequilla de maní. Está dirigido a mujeres y hombres del NSE A y B que habiten en las zonas 2, 7 y 8 de Lima Metropolitana, que tengan de 18 años en adelante. La propuesta de valor se basa en los insumos empleados para la elaboración de las mantequillas 100% naturales, que aportan beneficios a la salud y a diferencia de la competencia, no se utiliza preservantes o químicos. Nos aseguramos de mantener una relación cercana con los clientes durante todo el servicio, con la finalidad de fidelizarlos e incrementar la participación de mercado. Se trabajará por medio del canal de venta directa y redes sociales. Para el inicio de las operaciones se realiza una inversión inicial de S/32,220, la cual permitirá adquirir las maquinarias e insumos necesarios para empezar las operaciones. Respecto a la proyección de ventas se realizaron siete experimentos a través de distintas redes sociales (Facebook, Instagram y Tik Tok) y se obtuvieron aprendizajes sobre el producto para lograr cumplir con las expectativas y exigencias del consumidor. Con estos datos se realizó una proyección y análisis de los Estados Financieros. Para el primer año se obtendrá una utilidad neta del 8%, la cual incrementará en 5% para el segundo año, por la mejora en las eficiencias de la capacidad productiva y el incremento de las ventas en 88%. Debido al aumento de la demanda y el cambio en los hábitos de consumo en la población."In this research study, we will consider all the necessary aspects to start a business of making and selling peanut butter. Our public target are women and men of the socioeconomic level A and B, who live in zones 2, 7 and 8 of Lima who are 18 years of age or older. Our value proposition is based on the supplies we use to make our peanut butter 100% natural, which provide health benefits for our consumers and different from our competition we don't use preservatives or chemicals. We make sure to maintain a close relationship with our customers though all the service to retain them and increase market share. Our sales channel will be made through direct sales and social networks. To start operations, the actionists will make an investment of S/ 32,220, which will allow to buy the machinery and supplies required to start operations. Sales projections were based on seven experiments we performed through different social networks like Facebook, Instagram and Tik Tok, to obtain learnings about our product. With this data we made projections and analysis of the financial statements. For the first year, we obtain a net profit of 8%, which will increase in 5% for the second year, because of the improvement in the efficiencies of productive capacity and sales will increase in 88%, due to the increase in demand and the change of the feeding habits of the population.
Trabajo de investigación
42
Salam, Louay Pierre. "Apports d'un projet d'échanges en ligne à la formation en didactique du français langue étrangère." Thesis, Grenoble, 2011. http://www.theses.fr/2011GRENL036.
Full textAbstract:
Cette recherche a pour objet l'intégration des Technologies de l'Information et de la Communication (TIC) dans la didactique du Français Langue Étrangère en général et dans la formation initiale des enseignants de manière spécifique. Notre travail s'interroge sur l'apport réel du projet le « Français en (1ère) Ligne » à la formation des étudiants de Master FLE de l'université de Grenoble 3. En effet, ce projet les met dans une situation d'apprentissage actif où ils seront amenés à concevoir des activités pédagogiques et à accompagner des apprenants.Notre cadre conceptuel, résolument pluridisciplinaire, fait appel à des bases théoriques en didactique des langues, en analyse des interactions, en sciences de l'éducation, en formation des adultes et en technologies pédagogiques. L'objectif général de la recherche consiste à mieux comprendre le fonctionnement d'une approche active pour la formation aux TIC de futurs enseignants en didactique du FLE et à en évaluer les apports.Nos analyses se déclinent en trois points : le premier consiste à examiner comment les étudiants s'organisent pour concevoir des tâches en ligne et à analyser les activités produites ; le deuxième a pour but d'identifier la construction d'une relation pédagogique en ligne et la pratique de la fonction de tuteur; le troisième vise à déterminer le rôle de l'enseignante partenaire dans la formation des étudiants. Pour cela, adoptant une démarche ethnographique, nous avons récolté plusieurs types et genres de données que nous croisons pour répondre à nos questions de recherche. Les résultats obtenus pour chaque objectif spécifique nous renseigneront de façon complémentaire sur l'objectif général en nous permettant de définir les compétences professionnelles acquises.Cette étude a deux visées : d'une part une visée descriptive, analysant les tâches et les échanges en ligne afin de mieux comprendre les actions des participants, les relations qu'ils construisent entre eux et les compétences qu'ils acquièrent. D'autre part, cette thèse a aussi une visée praxéologique. En effet, la description nous permet de réaliser une modélisation de certaines variables de ce projet. Nous pointons divers facteurs d'efficacité en ce qui concerne la formation des enseignants aux TICE et l'utilisation de celles-ci dans la didactique des langues. Ces éléments nous permettront de mettre en place des recherches-actionsThis research focuses on the integration of Information and Communication Technology (ICT) in teaching French as a Foreign Language in general and in the initial training of teachers in specific areas. Our work examines the real contribution of the project "le Français en (1ère) Ligne" (F1L) on the training of FFL Master students from the University of Grenoble 3.This project puts them in a situation of active learning where they will be able to develop educational activities and support learners.Our conceptual framework, which is strongly multidisciplinary, draws on theoretical foundations in language teaching, interaction analysis, education science, adult education and learning technology. The overall objective of the research is to better understand the role of an active approach to ICT training for FFL teachers and evaluate the contributions. Our analyses are divided into three points. Firstly, we will examine how students organize themselves to develop online tasks and analyze the activities produced. Secondly we will show how to identify building a pedagogical relationship online and practicing as a tutor. Thirdly, we will determine the role of the associated teacher in training students. To do so, through an ethnographic approach, we collected several types and kinds of data that we crossed to answer our research questions. The results will give us more information on the main objective and will allow us to define the professional skills acquired.This study has two goals: firstly, a descriptive one, analyzing tasks and online interaction to better understand the actions of participants, as well as the relationships they build between themselves and the skills they acquire. Moreover, this thesis has a praxeological aim. The description allows us to produce a model of some of the variables in this project. We point out various factors of efficiency in terms of teacher training in ICT and their use in language teaching. These elements will allow us to implement action research
43
NAKAYA, Motoyuki, Takeshi MACHI, 素之 中谷, and 岳. 町. "協同学習における相互作用の規定因とその促進方略に関する研究の動向." 名古屋大学大学院教育発達科学研究科, 2013. http://hdl.handle.net/2237/19527.
Full text
44
Nygren, Sofia. "Redo för ett liv med kultur : Sex kulturskolelärares perspektiv på sina elevers livslånga lärande genom ideellt kulturutövande." Thesis, Södertörns högskola, Pedagogik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45268.
Full textAbstract:
This essay is a qualitative study that examines the relationship between the Swedish kulturskola (non-compulsory cultural school for children and young adults), the non-profit cultural life and the phenomenon of lifelong learning. It raises the question wether teachers in the cultural school have a plan for their students lifelong learning or not; what their experience is of collaboration with the non-profit cultural life and if they take any concrete actions to facilitate the students entry into the local cultural life as amateur cultural practitioners. The theoretical framework is the situated learning theory by Lave & Wenger and the context of action theory by Dreier. Six teachers have been interviewed in the study. The result of the study is that the teachers see great values of their students lifelong learning, however, the collaboration with non-profit cultural associations is not always easy because of differences in perspective. It is helpful if the teacher him-/herself has the possibility of being personally engaged in, or at least has experience from, the non-profit cultural life, in order to be able to bridge the gap that arises for students trying to enter the adult cultural world. It is also suggested that teachers need to be given enough resources and support to be able to participate in collaborations with the associations of the local non-profit cultural life. The matter of students’ lifelong learning is urgent not only for the individual student or cultural organizations, but also for the society as a whole.
45
Daspet, Vanessa. "Lire et écrire avec des outils informatiques : le tissage d'un projet de compensation pour des adolescents dyslexiques." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2113/document.
Full textAbstract:
Depuis la loi du 11 février 2005 pour « l’égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées », l’École s’est engagée sur la voie de l’inclusion des élèves en situation de handicap. Pour répondre à la nécessité de rendre accessibles les apprentissages à ces élèves, l'Education Nationale finance notamment du « matériel pédagogique adapté ». Plus spécifiquement, la possibilité offerte aux élèves dyslexiques de contourner ou de surmonter leurs difficultés en langage écrit grâce à l’utilisation d’aides technologiques ouvre de nouvelles perspectives d’apprentissage et d’enseignement mais suscite aussi bon nombre d’interrogations. Au coeur de notre thèse qui s’inscrit dans ce contexte, nous conduisons une étude sur l’efficacité des outils de compensation attribués aux élèves dyslexiques et dysorthographiques scolarisés dans le second degré, corrélée à leurs contextes d’usage et d’appropriation. Le recours à deux démarches, l’une expérimentale, comprenant des tests de lecture et d’écriture, et l’autre compréhensive, combinant les questionnaires et les entretiens semidirigées, permet d’aborder les phénomènes et les enjeux qui s’opèrent dans l’utilisation des outils informatiques par les adolescents dyslexiques dans le cadre de leur apprentissage de la lecture et de l’écriture en classe ordinaire. Par l’analyse et le croisement de l’ensemble des données recueillies, nous tentons de décrire les facteurs personnels et environnementaux qui sous-tendent la réalisation du projet de compensation et de mettre en lumière les obstacles et les facilitateurs à l’utilisation efficace des aides technologiques. L’approche de la complexité des processus et des interactions en jeu dans la mise en oeuvre du projet de compensation nous permet finalement d’exposer quels sont les leviers fondamentaux et indispensables à un usage efficient des outils informatiques en classe par les élèves dyslexiques-dysorthographiques mais aussi de proposer les axes dominants d’un contexte éducatif inclusif susceptible de soutenir leur usageSince the act of February 11, 2005 on equal rights and opportunities and the inclusion and citizenship of the disabled was passed, French schools have embarked on the path of the inclusion of pupils with disabilities. To respond to the need of making learning accessible to these pupils, the French Education system does finance some appropriate educational learning materials. More precisely, the opportunity for dyslexic pupils to avoid or overcome the difficulties with written language thanks to new technologies opens up new prospects for learning and teaching but also raises concerns.At the very core of this thesis lies the study I have carried out on the effectiveness of those compensatory tools given to dyslexic and dysorthographic pupils in secondary education depending on the way they use these tools and become familiar with them. Two different approaches have been used, one being experimental including reading and writing tests and the other one being comprehensive combining questionnaires and semi-structured interviews. Both have permitted to identify the phenomena and the issues related to those pupils’ use of computer tools when they learn how to read and write in a mainstream class. By analysing and crossing data, I have tried to describe the personal and environmental factors which lead to the successful completion of the compensatory project and to identify the barriers but also the facilitators leading to a more effective use of these technological tools.Examining the complexity of the processes and the interactions involved in a compensatory project not only helps to identify key leverage actions to enhance the effectiveness of the use of computer tools but also permits to define priority axes to create an inclusive learning environment that is most likely to support this usage
46
Georgoulas, Anastasios-Andreas. "Formal language for statistical inference of uncertain stochastic systems." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25430.
Full textAbstract:
Stochastic models, in particular Continuous Time Markov Chains, are a commonly employed mathematical abstraction for describing natural or engineered dynamical systems. While the theory behind them is well-studied, their specification can be problematic in a number of ways. Firstly, the size and complexity of the model can make its description difficult without using a high-level language. Secondly, knowledge of the system is usually incomplete, leaving one or more parameters with unknown values, thus impeding further analysis. Sophisticated machine learning algorithms have been proposed for the statistically rigorous estimation and handling of this uncertainty; however, their applicability is often limited to systems with finite state-space, and there has not been any consideration for their use on high-level descriptions. Similarly, high-level formal languages have been long used for describing and reasoning about stochastic systems, but require a full specification; efforts to estimate parameters for such formal models have been limited to simple inference algorithms. This thesis explores how these two approaches can be brought together, drawing ideas from the probabilistic programming paradigm. We introduce ProPPA, a process algebra for the specification of stochastic systems with uncertain parameters. The language is equipped with a semantics, allowing a formal interpretation of models written in it. This is the first time that uncertainty has been incorporated into the syntax and semantics of a formal language, and we describe a new mathematical object capable of capturing this information. We provide a series of algorithms for inference which can be automatically applied to ProPPA models without the need to write extra code. As part of these, we develop a novel inference scheme for infinite-state systems, based on random truncations of the state-space. The expressive power and inference capabilities of the framework are demonstrated in a series of small examples as well as a larger-scale case study. We also present a review of the state-of-the-art in both machine learning and formal modelling with respect to stochastic systems. We close with a discussion of potential extensions of this work, and thoughts about different ways in which the fields of statistical machine learning and formal modelling can be further integrated.
47
Senalp, Umut. "Essays on firm heterogeneity and international trade." Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/18811.
Full textAbstract:
This thesis provides four contributions to the literature on the productivity- internationalization nexus by considering some recent developments in the literature. A well-established stylized fact is reported by this literature, which is that exporters are more productive and larger than non-exporters, and two hypotheses attempt to explain this finding. The first, often referred to as the self-selection hypothesis, suggests that more productive firms select themselves into export markets, while the learning-by-exporting hypothesis highlights the role of learning from exporting. In this thesis, first, the self-selection hypothesis is revisited, and it is shown that evidence against self-selection exists in some UK industries. Second, it is demon- strated that some UK firms experience rising marginal costs, although both tra- ditional and new trade theories assume constant marginal cost. It is then shown that the evidence against self-selection that we report can be best explained by the existence of increasing, rather than constant, marginal costs. Third, the learning by exporting hypothesis is tested empirically for UK firms. Highlighting the importance of the scale effect in total factor productivity growth, it is shown that any learning by exporting effects are predominantly attributable to a change in scale efficiency. Unlike Melitz (2003), some recent studies consider some other strategies to access foreign markets, such as foreign direct investment, and cross-border mergers. Finally, following this new branch of the literature, the productivity-internationalization nexus is examined by utilizing a two-country oligopolistic model. It is shown that more productive firm might prefer greenfield investment over cross-border merger, which contradicts the findings provided by the relevant literature.
48
Shih-Yu, Liu, and 劉詩妤. "Development of a Mobile Learning System for Architecture Design courses based on a Prompt-based Annotation Strategy." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/57157495346100275227.
Full textAbstract:
碩士國立臺灣科技大學
數位學習與教育研究所
101
The aim of design course is to foster students the basic architectural design concepts, active observation capabilities and innovative thinking competence. In the traditional design instruction, teachers usually present learning materials via slides in the classroom to help learners realize the design concepts and classical design styles; moreover, field trips are conducted to situate students in real-world observations. However, in such an instructional mode, learners usually take photos to record what they have observed and take notes with papers and pencils. That is, they are unable to take notes on what they actually see, which makes it difficult to complete recall all of the important features of the learning targets. To cope with this problem, In this study, a prompt-based annotation strategy is proposed for developing a mobile learning activity to guide students to observe architecture models in the real world. In such a learning approach, students are allowed to take photos and make annotations on what they have seen with the help from the systematical guiding procedure. To evaluate the effectiveness of the proposed approach, an experiment is by having 51 freshmen randomly assigned to an experimental group and a control group. The students in the experimental group adopt the mobile learning approach with inquiry-based annotation strategy, while those in the control group learn with the conventional tour-based learning. It is found that the proposed mobile learning approach with the prompt-based annotation mechanism can benefit the learners in exploring the real-world learning targets and improving their learning outcomes.
49
Wang, Pei-Shi, and 王佩徛. "A study of the effectiveness of parents learning dialogical reading skills to prompt shared-book reading skills." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/56379522306645260233.
Full textAbstract:
碩士臺北市立大學
語言治療碩士學位學程
103
The aims of the this study were to investigate the shared reading skills of the parents of language delayed preschoolers after learning dialogic reading, and also its impacts on the children's language. The multiple baseline design across subjects was implemented in this study. Six language development delayed preschoolers and their mothers from Taipei area were invited to take part in this study. In order to examine the reproducibility of experimental results, the participants were divided into two groups. One group performed three periods--baseline (3 weeks), intervention (6 weeks) and maintaining (2 weeks), and another group only performed baseline (5 weeks) and intervention (6 weeks). Both groups of parents received a 6-week DR-learning course, and met with the researcher every week, in order to understand how they applied DR skills with their children during shared-reading at home. The data were analyzed by descriptive statistics, figure illustration, and visual analysis. Direct observations and parents interviews were implemented supplementary for exploring the social validity. The results of this study were as follows: First, after a brief learning, the parents increased using DR skills during shared-reading, and also maintained these skills after intervention. Second, DR showed a good replicability since both groups of parents demonstrated the similar learning patterns. Third, the parents responded well to one-on-one teaching and video demonstrations. Fourth, the children demonstrate improvement in verbal expression since their parents used DR skills for shared-reading. In addition to discussion of results, this study also provide suggestions for clinical practice and future research, and hoping it would be useful for people who are interested in implementing family-centered intervention.
50
Jang, Yu-ruei, and 張育瑞. "Effect of Adaptive Reflection Prompt on Learner''s Reflection Level in a u-Learning Environment." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/26612792711177507783.
Full textAbstract:
碩士國立中山大學
資訊管理學系研究所
98
Many research have shown that reflection is one of the important factors in the learning process. It is then recommended that teacher should adopt various prompt techniques to promote learners’ reflection ability in traditional classrooms. However, there are still very few studies on how to apply this kind of teaching strategy in outdoor learning environments. Therefore, this study designed an adaptive prompts strategy by matching prompt types with learning styles to improve learners’ reflection levels in an outdoor u-learning environment. We conducted an experiment using the designed and developed learning system in a butterfly ecology garden. Two classes of thirty-nine 5th grade primary school students were involved in the experiment. The result shows that the reflection levels of the learners whose learning styles matched with the appropriate prompt types were higher than that the non-matched group of learners. Therefore, it is evidenced that the designed adaptive reflection prompt system is useful in an outdoor u-learning environment.