Dissertations / Theses: 'Psychomotor skills; learning; learning experience'

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Popp, Jennifer K. "The effect of peer education on learning and performing athletic training psychomotor skills." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312661.

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The purpose of this study was to assess the effectiveness of an intentional, formal peer education program on the performance of psychomotor skills of 22 undergraduate students enrolled in an upper extremity assessment course. Using a randomized pretest-posttest control group design, student performance on a practical exam of psychomotor skills related to the orthopedic assessment of the wrist and hand was evaluated. Both the peer teacher and Approved Clinical Instructor (ACI) groups received an instructor-led introduction and practice of psychomotor skills in the traditional laboratory classroom setting. Participants in the peer teachers groups attended two one-hour review sessions over the course of two weeks that were staffed by upper division peer teachers, while participants in the ACI group attended similar sessions that were staffed by an ACI. There were no differences between the groups on the pretest scores as indicated by a t-test (p>.05). A repeated measures analysis of variance (ANOVA) revealed a significant difference (p<.05) in the scores of participants of both groups on all tasks from the pretest to the posttest. ANOVA measures indicated no significant differences (p>.05) between the groups on any of the posttest tasks related to wrist and hand assessment. The Athletic Training Peer Education Assessment Survey revealed that most (n=8, 66.7%) of the students in the peer teachers group indicated that they felt less anxious when performing laboratory skills in the presence of peer teachers as compared to performing them in front of the classroom instructor, and most (n=7, 58.3%) felt more self-confident when practicing laboratory skills with a peer teacher. Over half (n=8, 66.7%) of the students also responded that being taught laboratory skills by peer teachers increased their interaction and collaboration with other students more than being taught by the classroom instructor. Peer education appears to be a valid teaching-learning method that may be incorporated into an athletic training education program as a means to foster the learning and performing of athletic training psychomotor skills, encourage collaboration among students, and decrease anxiety of novice learners.
Department of Educational Leadership

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Kim, Myung Shin. "An investigation of the young adult beginner learning piano in comparison with the child beginner." Thesis, Online version, 1996. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.243836.

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Fraser, Moira Margaret. "The student experience of learning transferable skills in higher education." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324073.

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Schrock, Sharon Hartman. "An investigation of the differences between methods of teaching psychomotor skills and its effect on nursing students' learning." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/497612.

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This study sought to determine if videotape and a live lecture demonstration produced different levels of performance by nursing students on a psychomotor task. Singer and Gerson's (1979) cognitive information processing model, specific to psychomotor performance, provides a theoretical framework for this study. The literature reviewed suggests generally there is no significant difference in learning between students taught by media and those taught by live lecture methods. A quasi-experimental two group design was used to test the hypothesis. An observation post-test of the assess the students' performances according to the tool's behavioral criteria, viewed the tapes and rated the performances of the psychomotor skill, range-of-motion. A t-test revealed no significant difference (t = 2.039; df = 18; p = .056) between the performances of the two groups on the psychomotor task. The investigation's findings suggest that the use of a videotape to teach psychomotor nursing skills is as effective as a live lecture demonstration.
School of Nursing

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Volansky, Kerry J. "What are Best Practices to Teach Orthopedic Psychomotor Skills in an Online Environment?" University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564912951811945.

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Sutherland, Ros. "Psychomotor skills in vocational education : an exploratory study into their importance, description and possible differentiation into levels of learning." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=12843.

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Koptur, Evren. "TRANSFERABLE LEARNING SKILLS OF AN MMORPG: A WORLD OF WARCRAFT QUEST." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1459175932.

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Jain, Sachin. "Test anxiety and mathematics anxiety as a function of mediated learning experience and metacognitive skills." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1232418141&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Hetzel, Virginia. "A positive learning experience with a broad-based art curriculum for a middle school's life skills class." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992.
Source: Masters Abstracts International, Volume: 45-06, page: 2748. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 70-71).

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Brook, Rebekah Lyn. "Using the ADDIE Model to Create an Online Strength Training Program: An Exploration." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/47431.

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The purpose of this design and development research was to investigate whether the ADDIE model can be used to design online modules that teach psychomotor skills. The overarching research question was: How can the ADDIE Model of Instructional Design be used to create an online module that teaches safe and effective movement for psychomotor skills? To examine the research question, an online strength program focusing on correct technique was designed and developed. The design phase involved creating storyboards and scripts for the development phase. The development phase involved creating videos, still, audio, and slides that were put together to form instructional sequences for each movement. A website was designed to accommodate the requirements of the course and all the instructional materials were uploaded to the website. This program was implemented using college students with no health problems. Each participant was assigned to either single joint movements or multiple joint movements. They recorded themselves pre and post instruction. Strength and conditioning interns overseen by a subject matter expert and a strength and conditioning enthusiast scored these videos. The results of the implementation revealed that both beginners and advanced learners made improvements to their movements. It was concluded from the results that it was possible to teach correct movement online and that designers need to be aware of the interaction between type of learner and the specific movements rather than the type of movement. Major themes that emerged were they were unsure if they were completing the movement correctly and preferred having a coach present to provide feedback, and several participants had trouble transferring the theory into practice. Problems the reviewers had were that the videos were difficult to score due to camera angles and some issues with the rubrics. An analysis of the review process revealed there were problems with the consistency and reliability of the scoring. An overall answer to the overarching research question was that it is possible to use the ADDIE model to create successful online instruction for strength movements. It was necessary to created guidelines for designers to follow when developing online psychomotor skills courses.
Ph. D.

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Geithner, Silke, and Daniela Menzel. "Effectiveness of Learning Through Experience and Reflection in a Project Management Simulation." Sage, 2016. https://tud.qucosa.de/id/qucosa%3A35394.

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Aim. In close cooperation with an international automotive supplier we developed the “C2” business simulation game in order to meet real work practice needs. Based on the example of a site-location decision and the setup of a new factory in China, the participants of the game experienced the challenges of an interdisciplinary project team as well as project management in complex and rapidly changing situations. During the game we used the creative learning method LEGO® Serious Play®,1 which helps to express different understandings through hands-on modelling. The aim of the game is to acquire and improve both technical project management knowledge and soft skills of the participants. Method. In total, 47 students participated in one of six two-day game sessions. They reported self-perceptions about their skill level through pre- and postgame questionnaires. Further data were collected during the simulation game based on observations, lessons learned reflections of the participants and evaluation questionnaires. Results. Results from our pre- and post-game self-assessment questionnaires show that the “C2” business simulation game improves not only conceptual knowledge about project management but also team working and the participants’ other soft skills. Results indicate that the students’ reactions to the simulation game were positive, and students felt that the LEGO Serious Play method helped them to better cope with challenges of teamwork, influences of stakeholders, risk factors and unpredictable project situations. Conclusion. These results suggest that our business simulation game has the potential to be an effective learning and training tool to provide students with relevant skills necessary for project managers. By giving students the opportunity to act in an authentic scenario based on a real project case, we can support their action-oriented as well as their trial-and-error learning, or in short their learning through experience.

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Harris, Neil. "The use of Level 1 skills-based intervention strategies to influence expectations and improve the student learning experience." Thesis, University of Southampton, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431957.

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Baeza, Mario Enrique. "The influence of behavior modeling and experience on the acquisition of computer skills." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/588.

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Jiang, Mengjie. "The development of digital skills in adapting to the UK learning environment : a learner experience study on Chinese international postgraduate students." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42397.

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This research focuses on the digital practice among Chinese international students during the transition from undergraduate study to postgraduate, and how they refine their skills to adapt to digital practice in the UK at the level of master’s study. The research questions are: What are digital practices among Chinese international students during the transition from undergraduate study to master’s study? How have Chinese international postgraduate students’ digital skills developed during master’s study? How can Chinese international students be supported in enhancing their digital skills to adapt to learning in a UK university? The research was conducted in a UK university, using mixed convergent design. The study took place during 2014-2016 academic year. Data sources include: survey with 409 postgraduate students; photographic journaling with 4 participants; mind map activities with 14 participants; semi-structured interviews with 30 participants; and observation with 4 participants. The study found that participants had challenges in digital practice upon arrival; however, they are able to refine their skills to make adjustment. Students’ agency and reflective practice with social support are important factors for development of digital skills. However, there seems to be a disconnect between students’ use of digital technologies in their own time and those determined by institutions. With students bringing their own cultural scripts (e.g., their existing patterns of using technologies) to postgraduate study and appropriating digital technologies for their own use and students’ digital practice tends to be constrained by the context in which each student in situated. Students’ digital skills and issues ought to be better understood within a context. It is hoped that more research attention can be directed towards ‘bottom up’ research, to hear the student voice and to study students’ digital practices in day-to-day situations.

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Pinkerton, A. Louise. "The influence of motor production experience on voice perception." Thesis, University of Iowa, 2016. https://ir.uiowa.edu/etd/5825.

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Perceptual speech and voice analysis is an essential skill for all speech-language pathologists, but it is a difficult skill to teach. Even the reliability for experienced experts is variable. Some training literature and practices in speech-language pathology suggest that imitating pathological voices may be useful for developing perceptual judgment. Evidence from other fields suggests that motor experience influences perception. Until now the link between production and perception of voice quality has not been addressed. The purpose of this pilot study is to test the hypothesis that imitating pathological voice samples would improve the perceptual discrimination abilities of naïve, inexperienced listeners. Three expert listeners rated 25 voice samples using a perceptual voice evaluation scale, the Grade, Instability, Roughness, Breathiness, Asthenia, Strain Scale (GIRBAS) (Dejonckere et al., 1996), and identified anchor samples for the training protocol. These expert ratings were used to develop summary expert ratings that served as a comparison for the naïve listener ratings. Two groups of naïve undergraduate listeners received training in evaluating voice quality and in administering the GIRBAS. They completed a pretest, a training session, a homework session, and a post-test. During each activity, they rated 6 voices and provided a confidence rating for their scores. The experimental group imitated the voice samples during the study, and the control group completed the training without supplemental motor experience. It was hypothesized that both listener groups would have improved accuracy and confidence levels between the pretest and post-test, with a larger improvement for the experimental group. Data suggested that training improved naïve listener accuracy and confidence levels and that this improvement was maintained for at least seven days after the initial training. Post-test accuracy for both groups was approximately the same. Imitation did not improve the accuracy of ratings, although those subjects had higher confidence levels. The data supported previous research that found that training improved the accuracy of perceptual voice evaluations. However, the hypothesis that imitation could improve perceptual ratings was not supported by this study and bears further investigation due to the small sample size.

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Cass, Susan B. "A journey along the road to "Model 2" : an in-depth study of one practitioner's experience in learning the diagnostic skills of action science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0006/MQ40161.pdf.

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Catino, Robert J. "Relationship Between Flow Experience, Flow Dimensions, and the Equivalence of Challenges and Skills in the Web-Based Training Environment." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2582/.

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This study applied components of Csikszentmhalyis flow theory to the Web-based Training (WBT) environment. Specifically considered were how the equivalence of a learners perceived challenges and skills for an activity can effectively predict the emergence of flow in the WBT environment. Also considered was the ability of flow dimensions defined in flow theory to predict and model the occurrence of flow during WBT activities. Over a period of about one hour, students (n=43) from a southwestern US university engaged in WBT learning activities pertaining to on-line coursework or self-study. A special Web-based software installed on the students computers sporadically reminded them to complete a series of on-line questionnaires which collected data on their flow experience, learning activities, and flow dimensions. The data collection method employed by this study is effectively an electronic, Web-enabled version of, and functionally equivalent to, the Experience Sampling Method (ESM) used in other flow studies. This study employed questionnaires used in prior flow studies to collect data regarding respondents flow experiences and flow dimensions, and developed an on-line instrument to collect data on students learning experiences based on instructional events found in computer-based lessons from Gagné. Significant findings (p<.05) from this study suggest that, in the WBT environment studied, as the relative level of challenge and skill of a learning activity increases, so does the level of flow experienced by the individual. This study also found that flow dimensions are good predictors of flow experience. The results of this study should have important implications for WBT users and instructional designers. Since flow is a positive experience that most individuals wish to repeat, understanding how to facilitate the occurrence of flow, from both the WBT users and instructional designers perspective, is likely to be beneficial to the rapidly emerging field of WBT.

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De, Mink Karen Joy. "Learners' experience of the integration of theory and practice in a wholesale and retail generalist (NQF Level 2) learnership." Thesis, University of the Western Cape, 2007. http://hdl.handle.net/11394/2832.

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Master Education - Med
Skills development is essential for every country to keep abreast with, at least one aspect of globalisation, namely, changes regarding production in the modern world. The way in which each country implements its skills development programme will depend on the unique history and circumstances of that country. Germany and Japan are amongst those countries that opted for a high skills strategy, whilst the United Kingdom opted for a low skills strategy. Kraak (2005) argues that South Africa would benefit by implementing a ‘multi-pronged’ skills strategy because many of its citizens are unskilled or have very low skills. This approach would cater for lowskills, intermediate-skills and continue to develop high skills. South Africa’s inputs-based education and training system has been replaced by a controversial outcomes-based approach. Many authors view an outcomes-based programme as lacking theory or content (Kraak, 1998; Young, 2004; Brown & Keep, 2000; Boreham, 2002), as reductive and mechanistic (Bates & Dutson, 1995, in Boreham, 2002) and mainly work-based and assessment-driven (Boreham, 2002). These criticisms question the quality of outcomes-based programmes. New laws promulgated by the South African government have introduced learnerships that form part of this new Skills Development strategy. This study reviewed the general policy on skills development and explored the experiences of learners who completed a Wholesale and Retail Learnership in the context of the structured college-based learning, the practical work-based learning as well as the integration of theory and practice, in South Africa. A qualitative approach was selected to enhance the researcher’s understanding of the personal perspectives and experiences of learners who completed the learnership. The case study approach was used with a focus on analysing the subjective opinions of this group of learners. The research methods employed to clarify the understanding of how these learners experienced the learnership were semi-structured interviews, observations and analysis of documents. The research shows that South Africa’s multi-level National Qualifications Framework provides for academic as well as vocational training and promotes a ‘multi-pronged’ skills strategy. The findings suggest that the learners on this learnership experienced the theoretical learning in the college and the practical learning on the job as an integrated whole. The study concludes that the structured college-based learning enabled the learners on this learnership to implement what they learnt at college in the workplace.
South Africa

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Meinert, Pamela A. "The Effect of Previous Life Experience on Cognitive Structure Changes and Knowledge Acquisition of Nursing Theory and Clinical Skills in Nontraditional Nursing Students." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1216647879.

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Forster, Mary Josephine. "'Exit, loyalty and voice' : the experience of adult learners in the context of de- industrialisation in County Durham." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31194.

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This thesis examines the effects of de-industrialisation on the lives of adult learners attending adult education programmes in the former coal mining and steel working communities of County Durham. It presents the outcomes of a qualitative study of life history stories which are 'person centred'. Focusing on the subjective experiences of learners, both past and present, was an appropriate way in which the learner voice could be heard as well as helping to understand their experiences and views on the effects that de- industrialisation has had on their lives, and if lifelong learning was improving their life chances. The importance of social class and gender in configuring and understanding adult learner experiences are critical factors whilst, at the same time, the collective resources of these working class communities have been systematically undermined. Furthermore, the provision of publically funded adult education has declined dramatically since the 1980s. Through the prism of learners' lives the study explores experiences of employability skills programmes and community adult education programmes on shaping the position, disposition and identity of learners who have experienced a major trauma to their communities, their families and themselves. Ontological insecurity, a product of de-industrialisation, has a critical impact on the lives of these adults. The thesis adopts Hirschman's (1970) framework of 'Exit, Loyalty and Voice', originally used to frame the responses of workers confronting the possibility of job losses in a firm, as a way of understanding the reactions of adult learners to the impact of de-industrialisation on communities. In Hirschman's framework the relationship between exit, loyalty and voice followed a distinctive pattern. Loyalty, for example, was the opposite of voice, as people in a firm stayed silent in order to be saved from job loss. In this study, loyalty to the community has enabled individuals to benefit from support and community provision, which has given them a lifeline for survival and a step on the way to finding a voice. Exit, in the original framework, involved proactive workers getting 'ahead of the curve' by finding alternative employment before others. In this study, employability skills training - as a resource for exit - does not deliver. Instead, it systematically demoralises individuals and undermines their capacity to act. It involves churning learners between welfare and more training programmes and, where and when available, into short-term work. The overall impact has resulted in the social exclusion of these learners from the labour market and from the community - the opposite of agency. It is argued that this is a paradox given that social and economic inclusion was an aim of lifelong learning policies. The thesis challenges the claim of neoliberal ideology that purports to promote the freedom of individuals to determine their own fate. Those attending employability skills programmes are expected to find solutions to structural problems, and are subjected to coercive methods through psychological interventions that are expected to bring about attitudinal behaviour changes to achieve employability. It is argued that this is a paradox given deficient labour market conditions which are beyond the control of the learner. Attention is given to public sector community adult education that once offered liberating models of adult education, but have now been subjected to the logic of neoliberal governmentality. This is creating new 'subjectivities' for educators, who are being coerced to deliver learning for the economy rather than social purpose education. What has emerged is a new role of the employability trainer.

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Candalh-Touta, Ninon. "Assistance à l'Apprentissage de la Dextérité en Laparoscopie." Thesis, Sorbonne université, 2018. http://www.theses.fr/2018SORUS297.

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La chirurgie laparoscopique est une chirurgie mini-invasive qui est devenue un standard pour certaines procédures tant elle présente de nombreux avantages pour le patient d'un point de vue esthétique et rémission post-opératoire. Malheureusement, la chirurgie laparoscopique s'accompagne aussi de difficultés d'ordre mécanique, visuel et ergonomique. L'apprentissage de cette chirurgie est alors long et difficile pour les internes en école de médecine. Traditionnellement, l'apprentissage se déroule au bloc opératoire, les internes assistant le chirurgien en naviguant la caméra par exemple. L'apprentissage sur patient réel est cependant stressant et ne laisse pas la possibilité de répéter les gestes. Selon la procédure, la courbe d'apprentissage peut-être très lente avec des conséquences sanitaires et financières significatives. Dans ces conditions, l'apprentissage en dehors du bloc opératoire devient nécessaire et des simulateurs de laparoscopie ont été développés. Malheureusement, les restrictions budgétaires et réglementaires ne permettent pas d'avoir des séances d'entrainement efficaces en dehors de la salle d'opération. Ainsi, la thèse présentée porte sur l'amélioration de la formation à la chirurgie laparoscopique lors de ces séances sur simulateur en dehors du bloc opératoire. Tout d'abord, il est apparu dans nos recherches que, durant les séances d'entrainement, les élèves étaient peu guidés dans leurs gestes et qu'ils n'avaient pas de retour quantitatif sur leur performance. Nous avons donc implémenté dans un premier temps un guidage kinesthésique qui se comporte comme un guide virtuel pour l'élève. Puis nous avons implémenté deux retours sensoriels (visuel et tactile) pour avoir cette fois-ci des élèves actifs dans la correction du geste laparoscopique. Ensuite, nous avons remarqué que l'élève lui-même est très peu considéré lors des séances d'entrainement où les exercices pratiqués sont standardisés. Nous avons alors proposé deux pistes pouvant mener à un apprentissage personnalisé : - Considérer les capacités psychomotrices des internes dans le processus d'apprentissage afin d'homogénéiser les groupes d'internes et faciliter l'enseignement ; - Décomposer les difficultés de la laparoscopie afin de palier le problème d'absence de gradualité des séances d'entrainement classiques
Laparoscopic surgery is a minimally invasive surgery that becomes a standard for some procedures as its many benefits for the patient (esthetic and postoperative remission). Unfortunately, laparoscopic surgery also comes with mechanical, visual and ergonomic difficulties. Consequently, the learning of this surgery is long and difficult for the students in medical school. Traditionally, learning takes place in the operating room (ex: students assist the surgeon by navigating the camera). Operating a real patient is, however, very stressful and does not allow the possibility of repeating gestures. Depending on the procedure, the learning curve may be very slow with significant health and financial consequences. Under these conditions, learning outside of the operating room becomes necessary and laparoscopic simulators have been developed. Unfortunately, budget and time restrictions do not allow for effective training sessions outside of the operating room. Thus, the thesis presented concerns the improvement of laparoscopic surgery training during these simulator sessions outside of the operating room. First of all, it appeared in our research that during the training sessions, the students were not very guided in their actions and that they had no quantitative feedback on their performance. We first implemented a kinesthetic guidance as a virtual teacher for the student. Then we implemented two sensory feedbacks (visual and tactile) to have more active students in the correction of the laparoscopic gesture. Then we noticed that the student himself is not considered during the training sessions where the exercises are complex. Thus, we proposed two ideas to personalized the learning : - Consider the psychomotor skills of the students in the learning process in order to homogenize the groups of students and facilitate the teaching ; - Decompose the difficulties of laparoscopy to overcome the problem of lack of gradual training sessions

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Pettersson, Mikael, and Sebastian Palm. "Hur äventyrspedagogik tillämpas på en Reggio Emilia-inspirerad förskola : Reggio Emilia-pedagogers tankar om äventyrspedagogik." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91351.

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Syftet med det självständiga arbetet var att undersöka hur äventyrspedagogik tillämpas i en Reggio Emilia-inspirerad förskola. Genom att jämföra dessa pedagogiker kan man få syn på likheter och skillnader som motiverar tillämpningens betydelse för barns lärandeprocesser. Undersökningen fick sitt praktiska utförande i en skogsmiljö på en av förskolorna, där två förskollärare hade teoretiska kunskaper inom äventyrspedagogik och Reggio Emilia. Tio pedagoger och en förälder deltog som observatörer i äventyret. Utöver dessa deltog två studenter från förskollärarutbildningen, Stockholms universitet som också är författarna till denna undersökning. Deras observationer och intervjusvar från de två förskollärarna ingår i undersökningen. I äventyret deltog femtiofem sexåringar från fem förskolor inom enheten. Utformningen av äventyret bestod av sju stationer med diverse samarbetsövningar där utmaningarna i övningarna hade olika svårighetsgrader. Barnen skulle utmanas i och få utforska sina frågor i en spännande miljö med hela kroppen. Det framkom att resurser i form av tid för planering, föräldrar och pedagoger ute i äventyret både som observatörer och som säkerhet och trygghet krävdes. Resultatet av vår undersökning visar att tillämpningen av äventyrspedagogik med sin syn på sinnliga samspelsövningar med motoriska inslag och med naturen som stöd, berikar och kompletterar förskolors arbete med barns lärandeprocesser samt Reggio Emilias syn på barns möjligheter till utveckling och lärande.
The purpose of the independent work was to investigate the adventure pedagogy applied in a Reggio Emilia-inspired preschool. By comparing these pedagogies can catch sight of the similarities and differences that justify the application's impact on children's learning processes. The survey received a practical point in a woodland setting on one of the pre-schools, where two preschool teachers had theoretical knowledge in adventure education and Reggio Emilia. Ten teachers and a parent participated as observers in the adventure. In addition to these two students attended from preschool teacher, Stockholm University, who is also the authors of this study. Their observations and interview responses from the two preschool teachers surveyed. The adventure took fifty-six year olds from five kindergartens within the unit. The design of the adventure consisted of seven stations with various team-building exercises where the challenges of the exercises had different difficulty levels. The children were challenged to explore and get their questions in an exciting environment with your whole body. It was revealed that the resources in terms of time for planning, parents, and educators around the adventures both as observers and that safety and security was required. The results of our study show that the application of adventure education with its view of sensuous interplay exercises with motor elements and with nature that support, enrich and complement förskolors work with children's learning processes and the Reggio Emilia approach to children's opportunities to learn and develop.

Sebastian Palm har efter att uppsatsen skrevs bytt efternamn till Denus.

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Palm, Tina. "Socialt och emotionellt lärande som redskap." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20570.

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The aim of this study is to investigate work on social and emotional learning in the everyday practice of 221 educators working in preschools and schools. With using a mixed method both quantitative and qualitative information was gathered. In the introduction and background, the state of knowledge is problematized, SEL is defined, previous research reports and the education in SEL is described. The literature review describes SEL in relation to educators, children/pupils and children with special needs. An expansive learning approach permeates the performance analysis. The study's results are largely in line with previous research in the field of SEL and shows correlations between educators and child/pupils social and emotional skills and relational competence. The educators describe that they perceive children's behavior in a different way, had better understanding themselves, gained a common understanding and a common language, and become better at working inclusively and making adjustments based on the children’s/pupils needs. The educators felt that the children/pupils managed routine situations better based on the environment's expectations. The children/pupils were also perceived to have developed a better self-esteem and self-confidence based on the fact that they more often succeeded in interacting with others and that they were seen and confirmed based on their needs. The thesis concludes with suggestions for further research and hopes.
Denna studie syftar till att undersöka hur pedagogerna upplever att en kompetensutveckling i socialt och emotionellt lärande - SEL påverkar deras vardagsnära praktik och barnen/eleverna. 221 pedagoger verksamma inom förskola och skola deltar i studien. Med hjälp av en mixad metod samlades kvantitativ och kvalitativ data in. I inledningen och bakgrunden problematiseras kunskapsläget och SEL definieras. Tidigare forskning redovisas grundligt utifrån socialt och emotionellt lärande i förhållande till hälsofrämjande och förebyggande arbete, pedagoger, barn/elever samt barn i behov av särskilt stöd. Engeströms teori om expansivt lärande tillsammans med tidigare forskning om SEL används i resultatanalysen. Studiens resultat visar på samband mellan pedagogers och barns/elevers sociala och emotionella kompetens och relationella kompetens. Pedagogerna beskriver att de har fått bättre förståelse för barns beteende, fått en samsyn och ett gemensamt språk, och blivit bättre på att arbeta inkluderande och göra anpassningar utifrån barnens/elevernas behov. Pedagogerna redogör för hur barnen/eleverna klarar rutinsituationer bättre utifrån omgivningens förväntningar. Barnen och eleverna upplevs också ha utvecklat en bättre självkänsla och självförtroende utifrån att de oftare lyckades i samspel med andra och att de blev sedda och bekräftade utifrån sina behov. Uppsatsen avslutas med förslag på vidare forskning och förhoppningar.

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24

Suksudaj, Nattira. "What factors influence learning of psychomotor skills by dental students?" Thesis, 2010. http://hdl.handle.net/2440/63693.

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Several key factors have been identified that relate to skill acquisition: a) ability, b) motivation, c) thinking processes and d) learning environments. Other health professions have used learning theories to inform study designs when investigating skill acquisition but this approach has not been adopted routinely in dentistry. Previous studies in dentistry have focused mainly on the predictive value of assessments used in dental admissions, eg ability tests, rather than trying to clarify how factors such as motivation and ability influence skill learning. This dissertation explores the influence of the above key factors on dental performance and outlines theoretical-based implications for practice in operative technical courses. To clarify how motivation, ability, thinking processes and learning environments influence the acquisition of psychomotor skills in operative dentistry, two cohorts of dental students were studied from different years of the Bachelor of Dental Surgery program at The University of Adelaide. To determine the nature of the relationship between individual differences in ability, motivational determinants and performance on routine operative dentistry tasks, a cross-sectional study (Phase I) was conducted of third-year students. Phase I also investigated the use of motor learning parameters by students during completion of a routine operative task. The second phase of the study investigated individual differences in ability of a different cohort of students and was carried out during the second year. This was achieved by exploring the contribution of ability and motivation determinants to changes in motor performance throughout the operative technique course. The study also explored external factors that were related to performance, ie learning experiences that students reported had influenced their skill learning, as well as motor learning parameters they used during the activities. Both quantitative and qualitative approaches were used to explore the previously noted key factors using a range of instruments, eg psychometric tests, a motivation survey, a retrospective think-aloud technique and critical incident reports. Significant positive associations were found between cognitive, psychomotor and motivation scores and performance in operative dentistry. This relationship varied across different stages of learning in the dental program. Students tended to focus on evaluating their outcome rather than evaluating their processes to achieve a task. Three themes related to learning environments were derived from critical incident reports and follow-up interviews: roles of tutors in providing a positive learning environment; perceptions about the quality of cavity preparations, ie “learning from errors”; and roles of peers in self-assessment of outcomes. This study has provided insights into individual differences in the learning of psychomotor skills by dental students as a result of inherited factors, eg ability, as well as the roles of the learning environment in enhancing learning. This dissertation presents the implications of these findings for the design of quality learning activities in operative technique courses.
Thesis (Ph.D.) -- University of Adelaide, School of Dentistry, 2010

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25

Higgins, Denise. "The implementation of instructional design for dental and oral health simulated-based learning experience for psychomotor skill acquisition supported by a conceptual framework and educational theories." Thesis, 2019. http://hdl.handle.net/1959.13/1401285.

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Research Doctorate - Doctor of Philosophy (PhD)
Historically dentists and oral health therapists begin their pre- clinical technique training in simulation environments. There is limited published literature in this area of simulation design, curriculum and teaching delivery including educational theories, instructional design, psychomotor skill acquisition or standards of best-practice. To address these deficiencies this thesis presents a series of philosophical research questions and findings that collectively make an original contribution to the future of dental and oral health simulation-based curriculum, teaching and learning. This body of work presents a hybrid traditional and artefact thesis supported by an exegesis. This consists of traditional components and elements specific to the original designed artefacts, with the exegesis components emphasising why the artefacts were developed and used in the research study to solve the identified deficiencies. This original investigation consisted of: Analysis of dental and oral health simulation educator Faculty members’ personal teaching experiences. ; Analysis of existing dental and oral health simulation-based teaching and learning curriculum. ; Evaluation of the existing simulation-based learning techniques and technologies. ; Development of innovative, contemporary, ‘fit-for-purpose’ simulator technology complete with design evaluation and strategic analysis. This thesis provides an original curriculum that includes original artefacts specifically designed to address the existing deficiencies of dental and oral health simulation-based teaching and learning. This includes the original creation and design of a dental local anaesthetic administration part-task training simulator, and an original virtual reality local anaesthetic mode of delivery for students. The findings and teaching aids from this research have been implemented in the Bachelor of Oral Health Therapy program at the University of Newcastle, Australia. There is national and international interest in this research and its findings. This research is changing the way dentists and oral health therapists will be educated in the future.

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Huang, Ching-Ta, and 黃景達. "Discovery the maze experience — Reflection on learning the three diabolos skills." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/43935687626296238179.

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碩士
台北巿立體育學院
體育與健康學系碩士班
98
Discovery the maze experience - Reflections three diabolos skills of learning Abstract As time changes, sports technology also changes with innovation. All impossibilities become possibilities. However what are the subtleties in the implementation of breaking through from the impossibility? How do sport techniques and knowledge form? The paper portrays the self-studied new Diabolo skills (Three Diabolos) of the author through a narrative inquiry which is incorporated with text description to bring the experience closer to reality. The study also interprets the breakthrough keys that are difficult to express with narrative reflection with in-depth research on the specific construction model of technical knowledge of the author. It is perceived that technical knowledge is constructed by the continuous interaction of explicit and tacit knowledge. The key guidelines for Diabolo skills is mastered through control of steps, approaches, strength, and tempo. This discovery shows that the learning pattern of technology is gradually constructed through the cycle of steps in Refinement of Perception, Priority of Steps, Integration of Whole and Partial, and Realization of Technical Knowledge. The mastering of key guidelines is not separate but the focus of our attention. We control other guidelines through adjustment and practice; as well as slowly constructing our own technical knowledge through accumulation of internalization in practice. The reason for my own breakthrough in learning lies on the fact that I have broke through the blurry point in technical learning; from which I understand the reason for doing it. I have controlled some clear and unclear message in the process, which saves many unnecessary processes for me and therefore rapidly grasp the keys to the techniques.

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Law, Kai Fung. "Early career experience and optimism spillover." 2012. http://hdl.handle.net/2152/19454.

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Using a long panel on employment history, I exploit a novel setting to examine if sell-side analysts carry over their early career experience into their future professional careers. I find that analysts' early mentorship experience has a long-lasting impact on their professional styles. Analysts are more optimistic if they work with optimistic mentors in their first jobs as junior analysts: they issue more strong buy recommendations and upgrade jumps, and they are also more optimistic in earnings forecasts and price targets. While it is easy to pick up their mentors' styles, I show that it is apparently harder for them to learn their mentors' skills, as indicated by the lack of spillover in forecast accuracy. Only talented superstar mentors can unwind this pattern, passing their skills and reputation to their proteges. The market—especially sophisticated institutional investors—is smart in identifying the apprentices of optimistic mentors as short-run market reactions to their forecast revisions are weaker. Collectively, these results have important implications for financial economists and regulators (on a new source of optimism), for analyst profession (on talent management and portability), and for market participants (on information dissemination and optimism debias).
text

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Cheung, Jeffrey J. H. "Preparing for Simulation-based Education and Training Through Web-Based Learning: The Role of Observational Practice and Educational Networking." Thesis, 2014. http://hdl.handle.net/1807/44009.

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Simulation and Web-based Learning (WBL) are both educational approaches that are increasingly applied in medical education. However, little is known about how these two instructional approaches may be integrated to improve learning outcomes. A prospective three-arm experimental study of different WBL preparation materials was conducted. Thirty undergraduate medical students with no prior experience in central venous catheterization (CVC) were randomly assigned to one of three preparatory interventions: tradition reading materials (TM), observational practice (OP), or OP and educational networking (OPEN). Participants then completed a simulation-based training workshop in CVC and a delayed retention test. Performance was assessed by a task-specific checklist, global rating scale (GRS) and by measuring time to competency. Main findings reveal a significant linear trend across the TM, OP and OPEN groups in time to competency. This exploratory study demonstrates the potential utility of Web-based observational practice and collaborative learning for improving the efficiency of simulation-based training.

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Moates, Anne Ernestine. "Deep Learning for 21st Century Skills in Public Health Education." Thesis, 2021. https://vuir.vu.edu.au/43680/.

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Graduates of health-related associate degree programs in Australia require vocational competencies to address real-world issues as a responsible citizen, which aligns with deep learning for 21st century ideals. The research, conducted in a university setting, employed qualitative and quantitative methods, in a bounded case study. Associate degree in health science students’ engagement in learning was explored using two different questionnaire instruments, focus group interview, and for a sub-cohort of participants, undertaking a health promotion and public health elective stream, collaborative experiential learning for entry-level support roles in health was observed via focus group interview, five individual interviews, and student written reflections from 11 participants. Descriptive analysis of quantitative and qualitative data supported an emergent theme that while the associate degree contributed to acknowledged real-life skill development, some limitations in health support role work-readiness was expressed by participants. The case study research indicates that participants showed commitment to pursuing a future health professional career, with the associate degree as their pathway. The findings apply to stakeholders, such as universities offering health-related vocationally oriented associate degree programs to bolster the applied skill content, thus preparing work-ready graduates, which may ultimately benefit the wider health services community.

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JEN-CHIN, YEH, and 葉任卿. "Research on the Learning Effects about Social Skills of Experience Educational Curriculum for Students in Resource Room Program at Junior High School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/77480339985208137232.

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碩士
嶺東科技大學
觀光與休閒管理系碩士班
104
Resulted their nature essence differences and nurture learning disibilities, students with autism、intellectual disabilities、emotional or behavioral disorders in resource room problem of junior high school lack of interaction between human beings, appearance to low performance and be excluded by peers. To benefit in inclusive education,students must be taought to use social interaction skills well. Researches before focused on one type of students as direct instruction of social skills. This article will focus on three types of the students and use the teaching spirit of experiential education to arrange the courses of social skills and experiential activities,then propose the problem of action research.Finally check the suppose with grounded theory,then put forward scientific principles.

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Elliott, Christopher. "The Impact of Job Experience Training on Executive Functioning Skills for Students with Language Impairments." Doctoral diss., 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6087.

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The collaborative efforts of families, educators, and policy makers have merged vocational training with special education services for students with disabilities. The Individuals with Disabilities Education Act of 2004 introduced mandates for schools to provide transition services for students with disabilities based on three areas of need: a) education, b) employment, and independent living. This legislation has led to more work-based learning programs that meet the postsecondary needs for students with disabilities. Despite this increase in work-based learning programs many students with disabilities are still unable to make successful transitions into postsecondary outcomes. Using a mixed method design, this study examined the impact of a Job Experience Training (JET) program on the executive functioning skills of seven young men (15 to 18 years of age) over the course of seven weeks at an assisted living facility. Results of the teacher evaluations showed the students were capable of completing tasks, making individual goals, and increasing executive functioning skills while participating in the JET program. Conversely, the results from the parent and student assessments showed little to no change in executive functioning skills once the participants were outside the context of the assisted living facility. Future research is encouraged to examine a longitudinal study across multiple job sites that evaluates and measures the students' ability to transfer executive functioning skills to other contexts and further investigate mentoring as the core teaching strategy of a JET program.
Ed.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education

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32

de, Mink Karen Joy. "Learners' experience of the integration of theory and practice in a wholesale and retail generalist (NQF Level 2) learnership." Thesis, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5869_1259055363.

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Skills development is essential for every country to keep abreast with, at least one aspect of globalisation, namely, changes regarding production in the modern world. The way in which each country implements its skills development programme will depend on the unique history and circumstances of that country. Germany and Japan are amongst those countries that opted for a high skills strategy, whilst the United Kingdom opted for a low skills strategy. Kraak (2005) argues that South Africa would benefit by implementing a &lsquo
multi-pronged&rsquo
skills strategy because many of its citizens are unskilled or have very low skills. This approach would cater for lowskills, intermediate-skills and continue to develop high skills. South Africa&rsquo
s inputs-based education and training system has been replaced by a controversial outcomes-based approach. Many authors view an outcomes-based programme as lacking theory or content (Kraak, 1998
Young, 2004
Brown &
Keep, 2000
Boreham, 2002), as reductive and mechanistic (Bates &
Dutson, 1995, in Boreham, 2002) and mainly work-based and assessment-driven (Boreham, 2002). These criticisms question the quality of outcomes-based programmes. New laws promulgated by the South African government have introduced learnerships that form part of this new Skills Development strategy. This study reviewed the general policy on skills development and explored the experiences of learners who completed a Wholesale and Retail Learnership in the context of the structured college-based learning, the practical work-based learning as well as the integration of theory and practice, in South Africa. A qualitative approach was selected to enhance the researcher&rsquo
s understanding of the personal perspectives and experiences of learners who completed the learnership. The case study approach was used with a focus on analysing the subjective opinions of this group of learners. The research methods employed to clarify the understanding of how these learners experienced the learnership were semi-structured interviews, observations and analysis of documents. The research shows that South Africa&rsquo
s multi-level National Qualifications Framework provides for academic as well as vocational training and promotes a &lsquo
multi-pronged&rsquo
skills strategy. The findings suggest that the learners on this learnership experienced the theoretical learning in the college and the practical learning on the job as an integrated whole. The study concludes that the structured college-based learning enabled the learners on this learnership to implement what they learnt at college in the workplace.

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Santos, Joana Filipa Lopes Fidalgo dos. "O contributo do domínio psicomotor para as aprendizagens iniciais da leitura e escrita." Master's thesis, 2014. http://hdl.handle.net/10400.14/23859.

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Ler e escrever implicam competências prévias. Algumas crianças revelam dificuldades na leitura e escrita ao longo do seu desenvolvimento e percurso escolar. Sendo este um estudo sobre a importância do domínio psicomotor para estas aprendizagens iniciais pretendemos demonstrar aspetos que podem surgir ao nível das pré-competências que objetivam dificuldades ou facilidades neste processo. A psicomotricidade é uma educação do pensamento através do movimento e neste sentido, se as aprendizagens forem exploradas de forma a propiciar a experiência psicomotora, terão muito mais significado e serão melhor aprendidas e apreendidas, dado que muitas das dificuldades apresentadas pelas crianças surgem ao nível das pré-competências, das quais se constituiu a estrutura da educação psicomotora. Assim, a educação pré-escolar, que colabora no desenvolvimento global e harmonioso das crianças, consolida esses pré-requisitos, fundamentais para toda a vida escolar do aluno. Com base numa investigação de tipologia mista, tendo como objetivo relacionar os fatores psicomotores com as competências para a leitura e escrita, foi possível verificar que estas aprendizagens são favorecidas pelo domínio psicomotor, conjuntamente com as restantes competências. Desta forma, torna-se importante que os pais, os professores e os técnicos de educação especial, que lidam com crianças nesta fase de transição para o primeiro ciclo, estejam atentos, conheçam e compreendam a importância de uma maturação e consolidação dos pré-requisitos.
Reading and writing require previous skills. Some children have difficulties in reading and writing throughout their development and schooling. This is a study on the importance of the psychomotor domain for these initial learnings, intend to demonstrate aspects that may arise at the level of previous skills aimed difficulties or facilities this process. Psychomotricity is an education of the thought through the movement and on this direction, if the learning is exploited in order to provide psychomotor experience, will have more meaning and are better learned and apprehended, given that many of the difficulties presented by children arise at the level of previous skills, which constituted the structure of psychomotor education. Thus, preschool education, which collaborates on global and harmonious development of children, consolidates these essential skills for school student's life. Based on research of mixed type, aiming to relate the factors with psychomotor skills for reading and writing, we found that this learning is facilitated by the psychomotor domain in conjunction with other skills and thus it becomes important that parents, teachers and special education technicians, who deal with children in this transition phase for the first cycle, be alert, know and understand the importance of maturation and consolidation of previous skills.

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O'Rourke, Mark. "Playing for the future: the role of gameplay, narrative and fun in computer games-based training." Thesis, 2013. https://vuir.vu.edu.au/24827/.

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This research demonstrates the ways in which computer games can provide a context for effective skill acquisition and knowledge transfer in vocational education and training (VET). In particular, it focuses on how they might increase learner engagement in theoretical subjects. The study examined the rationale behind making a pedagogical shift from content delivery to designing experience. It further investigated whether games-based learning has the potential to add meaning and relevance to VET outcomes through considering the impact of the game components of narrative, fun and gameplay in a games-based learning activity system. The study utilised a Design Based Research methodology, within an Activity Theoretical framework.

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(6326255), Stefan M. Irby. "Evaluation of a Novel Biochemistry Course-Based Undergraduate Research Experience (CURE)." Thesis, 2019.

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Course-based Undergraduate Research Experiences (CUREs) have been described in a range of educational contexts. Although various learning objectives, termed anticipated learning outcomes (ALOs) in this project, have been proposed, processes for identifying them may not be rigorous or well-documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. Additionally, evaluation of CUREs has primarily relied on student and instructor perception data rather than more reliable measures of learning.This dissertation investigated a novel biochemistry laboratory curriculum for a Course-based Undergraduate Research Experience (CURE) known as the Biochemistry Authentic Scientific Inquiry Lab (BASIL). Students participating in this CURE use a combination of computational and biochemical wet-lab techniques to elucidate the function of proteins of known structure but unknown function. The goal of the project was to evaluate the efficacy of the BASIL CURE curriculum for developing students’ research abilities across implementations. Towards achieving this goal, we addressed the following four research questions (RQs): RQ1) How can ALOs be rigorously identified for the BASIL CURE; RQ2) How can the identified ALOs be used to develop a matrix that characterizes the BASIL CURE; RQ3) What are students’ perceptions of their knowledge, confidence and competence regarding their abilities to perform the top-rated ALOs for this CURE; RQ4) What are appropriate assessments for student achievement of the identified ALOs and what is the nature of student learning, and related difficulties, developed by students during the BASIL CURE? To address these RQs, this project focused on the development and use of qualitative and quantitative methods guided by constructivism and situated cognition theoretical frameworks. Data was collected using a range of instruments including, content analysis, Qualtrics surveys, open-ended questions and interviews, in order to identify ALOs and to determine student learning for the BASIL CURE. Analysis of the qualitative data was through inductive coding guided by the concept-reasoning-mode (CRM) model and the assessment triangle, while analysis of quantitative data was done by using standard statistical techniques (e.g. conducting a parried t-test and effect size). The results led to the development of a novel method for identifying ALOs, namely a process for identifying course-based undergraduate research abilities (PICURA; RQ1; Irby, Pelaez, & Anderson 2018b). Application of PICURA to the BASIL CURE resulted in the identification and rating by instructors of a wide range of ALOs, termed course-based undergraduate research abilities (CURAs), which were formulated into a matrix (RQs 2; Irby, Pelaez, & Anderson, 2018a,). The matrix was, in turn, used to characterize the BASIL CURE and to inform the design of student assessments aimed at evaluating student development of the identified CURAs (RQs 4; Irby, Pelaez, & Anderson, 2018a). Preliminary findings from implementation of the open-ended assessments in a small case study of students, revealed a range of student competencies for selected top-rated CURAs as well as evidence for student difficulties (RQ4). In this way we were able to confirm that students are developing some of the ALOs as actual learning outcomes which we term VLOs or verified learning outcomes. In addition, a participant perception indicator (PPI) survey was used to gauge students’ perceptions of their gains in knowledge, experience, and confidence during the BASIL CURE and, therefore, to inform which CURAs should be specifically targeted for assessment in specific BASIL implementations (RQ3;). These results indicate that, across implementations of the CURE, students perceived significant gains with large effect sizes in their knowledge, experience, and confidence for items on the PPI survey (RQ3;). In our view, the results of this dissertation will make important contributions to the CURE literature, as well as to the biochemistry education and assessment literature in general. More specifically, it will significantly improve understanding of the nature of student learning from CUREs and how to identify ALOs and design assessments that reveal what students actually learn from such CUREs - an area where there has been a dearth of available knowledge in the past. The outcomes of this dissertation could also help instructors and administrators identify and align assessments with the actual features of a CURE (or courses in general), use the identified CURAs to ensure the material fits departmental or university needs, and evaluate the benefits of students participating in these innovative curricula. Future research will focus on expanding the development and validation of assessments so that practitioners can better evaluate the efficacy of their CUREs for developing the research competencies of their undergraduate students and continue to render improvements to their curricula.

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Havířová, Martina. "Vliv přírodního prostředí na rozvoj pohybových a poznávacích schopností dítěte předškolního věku." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-325562.

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This work deals with the effect the natural environment on the development of motor and cognitive abilities of preschool age. The aim is to determine the effect of education in the natural environment to the level of motor skills and knowledge of preschool children. The theoretical part describes the characteristics of preschool age. Acquaints with the development of motor skills and their training in the natural environment. It also deals with the cognitive component of the preschool child's personality and the possibilities of its development in the countryside. Zooms problems of education in a forest environment, types of learnin and methods of training in the various components of the child's personality just in a forest. The practical part is a qualitative research method used is a questionnaire survey among kindergarten teachers to determine the most commonly used educational environment, the method standardized test for 4-6-year old children to determine the level of motor skills of the children, and the method of diagnostic interview, which examined the effect of natural environments on children's knowledge. Results in agreement with reported literature confirm the positive influence of education in the natural environment for the development of several components of the child's personality.

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Klausová, Markéta. "Využití zprostředkovaného učení v rámci rozvoje komunikačních schopností u dětí předškolního věku." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-397142.

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Thesis deals with the use of mediated learning experience in the focus on the communication skills of preschool children. Thesis follows up the theoretical knowledges of preschool education especially content of it and related to main documentes. Thesis describes the development of child in preschool age and describes the speech development and speech impairments. Thesis is focused on the mediated learning experience, its principles, goals and also on the theory of structural cognitive modifiability. In the last part of thesis is describede the program of Feuerstein instrumental enrichment, which is the main part of the research. The goal of thesis is to analysed the use of the Feuerstein instrumental enrichment program in the focus on development of preschool children's communication skills.

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Jones, Asheley. "What role do professional year programs play in developing work-readiness attributes for Australian-educated international postgraduate students?" Thesis, 2018. https://vuir.vu.edu.au/37854/.

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In 2008, following Commonwealth legislation creating the 485 Graduate Visa for migration purposes, the professional accrediting bodies in Accounting, IT and Engineering were mandated to develop Professional Year Programs (PYPs) intended to alleviate the gap between discipline specific qualifications and the skills required to meet employer demands. This research conducted a critical examination of one such program: SMIPA, the Skilled Migration Program for Accounting. This was a work readiness program for international accounting graduates who studied for their accounting degrees onshore within the Australian higher education ecosystem. The primary research question framing this research: Can SMIPA be regarded as a work-readiness program upon which to model future graduate training programs? Underpinned by Bourdieu’s institutionalised capital framework, a tripartite qualitative evaluation is undertaken through multiple lenses: 337 SMIPA graduate survey responses, semi-structured interviews with six SMIPA licenced partners and a sixty-minute interview with an early Joint Accounting Body initiator. The aim of the research is to determine the role SMIPA plays in providing graduates an opportunity to improve their generic skills, so as to find work within the Australian accounting environments. The intent is to analyse whether this program offers a blue print to model the implementation of future work readiness programs. Five recommendations for the future directions of the internship component of the SMIPA program are provided, along with recommendations for future research opportunities. It is concluded that with some significant modifications to defined measurements of the program’s intended learning outcomes, a transparent process for assessing the procurement and delivery of the internship component, as well as a far more rigorous quality assurance of the operations component that would curtail the more extreme migration and educational agent practices, SMIPA could be considered a suitable model to inform a national work integrated learning program providing a blueprint to better prepare both domestic and international tertiary educated graduates for entry into the 21st century global workforce.

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Sequeira, Ana Rafaela Ferreira. "Relatório de estágio : Associação Crescer com Sentido : intervenção psicomotora nas perturbações do desenvolvimento." Master's thesis, 2016. http://hdl.handle.net/10400.5/11623.

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O presente relatório procura refletir o trabalho desenvolvido no âmbito do estágio profissionalizante, inserido no Ramo de Aprofundamento de Competências Profissionais do Mestrado em Reabilitação Psicomotora, da Faculdade de Motricidade Humana. Este estágio decorreu na Associação Crescer com Sentido, em Lisboa, onde se procurou aprofundar as competências ao nível da observação, avaliação e intervenção psicomotora. Nesta instituição foi feita observação de sessões de psicomotricidade de crianças com Perturbações do Desenvolvimento e Dificuldades de Aprendizagem. A estagiária teve ainda oportunidade de realizar as suas atividades de estágio noutras instituições, com as quais a Associação Crescer com Sentido estabeleceu parceria. Uma das instituições foi a Creche e Jardim-de-Infância “O Botãozinho”, sediada em Carcavelos, onde foram feitos rastreios das competências pré-académicas a todas as crianças do último ano da educação pré-escolar. Após a análise dos rastreios foi selecionado um grupo de crianças, com resultados mais baixos, que foi alvo de sessões de estimulação das competências de literacia emergente, de forma a prevenir eventuais dificuldades de aprendizagem. Noutra instituição, o Externato “A Ritinha”, foram realizadas sessões semanais, em grupo, de psicomotricidade, de forma a estimular o desenvolvimento das crianças em idade pré-escolar. Por fim, a estagiária teve, ainda, oportunidade de avaliar e acompanhar uma criança, de nove anos, com Perturbação do Espectro do Autismo. As intervenções realizadas consideram-se benéficas e contributivas para um melhor desenvolvimento e percurso académico destas crianças.
This report seeks to reflect the work developed under the professional internship, inserted in the Branch of Deepening of professional skills of the Master Degree of Psychomotor´s Rehabilitation of Human Motricity University. This internship happened in "Associação Crescer com Sentido" in Lisbon, where I tried to deepen my competences regarding observation, evaluation and psychomotor intervention. In this institution it was done psychomotricity´s observation sessions of children with development disturbances and learning difficulties. The trainee had the opportunity to carry out her internship activities in another institutions, which the "Associação Crescer com Sentido" established partnership. One of the Institutions was the nursery and kindergarden "O Botãozinho", in Carcavelos, where there were done screening of pre-academic competences in all the children in the last year of pre-school education. After the screening analysis a group of children with lower results were selected and were performed with this children sessions of literacy competences' stimulation, with the aim of prevention of future learning difficulties. In another institution, the college "A Ritinha", there were done psychomotricity group sessions, every week in order to stimulate the development of children in pre-school age. Finally, the trainee had the opportunity to evaluate and follow an eight years old child with autism disturbance. The interventions done were considered beneficial and contributory for a better academic development and journey of this children.

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Dissertations / Theses on the topic 'Psychomotor skills; learning; learning experience'

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