Dissertations / Theses on the topic 'Student researchers'
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Matei, Speranta-Gabriela. "Student teachers as researchers : an inquiry-oriented approach to initial teacher education." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269853.
Full textEsposito, Antonella. "The transition ‘from student to researcher’ in the digital age: Exploring the affordances of emerging ecologies of the PhD e-researchers." Doctoral thesis, Universitat Oberta de Catalunya, 2014. http://hdl.handle.net/10803/290995.
Full textFlitcroft, Deborah. "Impact of teachers' behaviours on student motivation and exam performance." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/impact-of-teachers-behaviours-on-student-motivation-and-exam-performance(e54d6885-e78a-43ee-aaf7-89050a153daf).html.
Full textShearer, Caroline. "Student voices : a study of the transfer, early experiences and inclusion of students in a further education college involving students as co-researchers." Thesis, University of East London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532594.
Full textBland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16434/1/Derek_Bland_Thesis.pdf.
Full textBland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16434/.
Full textNoonan, Jesse Sage. ""If you don't read, it is like you don't exist": The Transformative Power of Critical Literacy at an Alternative Charter High School." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/251.
Full textScott, Hannah Jeanne. "Breaking silences through collaborative actions : exploring ways to empower students with learning difficulties." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/breaking-silences-through-collaborative-actions-exploring-ways-to-empower-students-with-learning-difficulties(8566a442-eec8-42f4-8381-114f0d735dad).html.
Full textLin, Yuhfen. "From Students to Researchers: The Education of Physics Graduate Students." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213372064.
Full textKrabacher, Anne Claxton. "Undergraduate Research as a Means of Student Engagement: A Study of Research's Involvement in Five Areas of College Life." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211200259.
Full textEbenezer, Jazlin Vasanthakumari. "Students' conceptions of solubility : a teacher-researcher collaborative study." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32245.
Full textEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Neiderhouse, Nick R. "The Impact of a Problem-Based Service-Learning Course on the Improvement of Behaviors Reflecting Positive Character Traits on Students Considered At-Risk in a Suburban High School." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371760211.
Full textConrad, Lettie Y. "Managing academic information: A grounded theory model of the student-researcher information experience." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/228753/1/Lettie_Conrad_Thesis.pdf.
Full textPrassas, Lea 1960. "A descriptive study of collaboration: Teacher-researchers and cross-age students writing to learn." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289644.
Full textGiroud, Nicolas. "Problems to put students in a role close to a mathematical researcher." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79881.
Full textBruce, Catherine Diane. "Collaborative action research on enhancing student communication in mathematics, building a teacher-researcher community." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62980.pdf.
Full textSiegel, Bryna L. "Resistence, resistance, and change : toward a critical praxis for student researched writing /." View online ; access limited to URI, 2009. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3380538.
Full textMagalhaes, Maria Cecilia Camargo. "A study of teacher-researcher collaboration on reading instruction for Chapter one students." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39989.
Full textEd. D.
Spacco, Jaime W. "Marmoset a programming project assignment framework to improve the feedback cycle for students, faculty and researchers /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/4095.
Full textThesis research directed by: Computer Science. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Thompson, Susan Wilensky. "Net Generation Researchers: An Inquiry Into Hypertext Reading and Research Strategies of First-Year Composition Students." Master's thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2165.
Full textM.A.
Department of English
Arts and Humanities
English MA
Errico, Alexandra Sandy. "The effects of a researcher-designed intervention on elementary students' music performance anxiety levels." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12363.
Full textThe purpose of this study was to examine the effects of an instructional strategy on performance anxiety in elementary music students and how the effects varied according to participant characteristics. The primary research question addressed in this study was: Do elementary students who received a performance anxiety intervention experience significantly less anxiety prior to a performance than a control group? Auxiliary questions included: Was there a significant difference between the anxiety scores of boys and girls? Was there a significant difference between the anxiety scores of students in varying grade levels? The participants were fourth and fifth grade chorus students in an urban public school in the Northeastern United States. For the instructional portion of the study, students were randomly placed in control and experimental groups. Both groups completed the state portion of the State-Trait Anxiety Index for Children (STAIC) before performing in a choral concert. Following this performance, participants in the experimental and control groups received six consecutive chorus classes in which 15 minutes were devoted to practicing song material for their second performance. In addition, the experimental group received six 30-minute sessions consisting of a researcher-designed instructional approach during class. The control group did not receive the training but worked on other musical activities. After the training was completed, both groups completed the state anxiety portion of the STAIC again before performing in a concert. Analysis through ANCOVA indicated that there was no significant difference between the mean pre-test and post-test scores of the state portion of the STAIC of the control and experimental groups and no significant difference between boys and girls. There was, however, a significant difference between grades four and five. Suggestions for further research include studies on elementary students, music perfonnance anxiety, and applicable interventions that significantly reduce this anxiety.
Phipps, Oliver Lorenza. "The Effect of Researched-Based Practices on Reading Achievement of Title Î? Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1321.
Full textSilverman, Anna Kate. "Students as researchers : the implementation and evaluation of a whole-school pupil voice project in a primary SEBD school." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020710/.
Full textEdosomwan, Simeon Osamuyimen. "The Perceptions of Education Doctoral Students and Graduates Concerning Their Experiences of Thriving During the Transition to Independent Researchers." Diss., North Dakota State University, 2018. https://hdl.handle.net/10365/28763.
Full textMalacara, Estrada L. (Lourdes). "What promotes interest in a science career path?:exploring graduate students and postdoctoral researchers’ descriptions of their interest development." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905252088.
Full textTian, Zhongfeng. "Translanguaging Design in a Mandarin/English Dual Language Bilingual Education Program: A Researcher-Teacher Collaboration." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108914.
Full textTraditionally strict language separation policies in dual language bilingual education (DLBE) programs reflect parallel monolingualism and have been criticized as failing to recognize the sociolinguistic realities of bilingual students (García & Lin, 2017). To leverage bilingual learners’ full linguistic repertoires as resources, this study explored how Sánchez, García, and Solorza’s (2018) translanguaging allocation policy could be strategically and purposefully designed in a third grade Mandarin/English DLBE classroom where the majority of the students were English-dominant speakers. Taking the form of participatory design research (Bang & Vossoughi, 2016), I (as a researcher) and a Mandarin teacher worked together to co-design translanguaging documentation, translanguaging rings, and translanguaging transformation spaces across different content areas – Chinese Language Arts, Science, and Social Studies. During the process, we also engaged in equitable forms of dialogue and listening to openly discuss, negotiate, and develop our translanguaging co-stance in iterative ways. Data collection included classroom and design meeting recordings, observational field notes, and teacher and students’ artifacts and interviews throughout the school year of 2018-19. Inductive and deductive coding were adopted for data analysis. Findings revealed that translanguaging pedagogies took many shapes based on contextual factors, such as the different pedagogical purposes and curricular demands across content areas. Students were able to develop deeper content understandings, build cross-linguistic connections, and develop their bi/multilingual identities and critical consciousness in those flexible bilingual spaces. Findings also demonstrated that the ideological (re)negotiation between the researcher and the teacher was a bumpy and discursive journey, replete with tensions, confusions, and difficult conversations. Overall, it was a balancing act to create translanguaging spaces while maintaining the language-minoritized (Mandarin) space and privileging students’ use of Mandarin given the societal dominance of English. This study provides implications for new theoretical and pedagogical understandings of translanguaging, and suggests that researcher-teacher collaboration provides a promising way to generate evidence-based, practitioner-informed, and context-appropriate knowledge for DLBE curricular and pedagogical improvements
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Lee, Heesook Ms. "The Relationships Between Research Training Environment, Researcher Identity Formation Process, and Research Activity Among Counseling Doctoral Students." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/td/2335.
Full textChen, Ying-Yi. "Using a Learners-as-Researchers approach to raising discourse awareness among high school students learning English as a Foreign Language." Thesis, Queen's University Belfast, 2017. https://pure.qub.ac.uk/portal/en/theses/using-a-learnersasresearchers-approach-to-raising-discourse-awareness-among-high-school-students-learning-english-as-a-foreign-language-edd-tesol(48b82006-cb09-4def-88db-00e8c396b365).html.
Full textRivers, Angel. "Cultural Check and Connect Sessions: A Researcher-Designed Pilot Dropout Intervention Program for Ninth Grade African-American Students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/118.
Full textBannan-Watts, Margaret Elizabeth. "Spiritual ecological consciousness towards ecological conversion: Experiental stories of senior secondary students and an autoethnography of the researcher." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/79752a083ee9bb0de11dd0b6d4020039850ca9b4cbca4e3b564d3a0ef5a112ca/2379438/64786_downloaded_stream_11.pdf.
Full textPersson, Lena. "En aktionsforskningsstudie om undervisning och lärande för hållbar utveckling." Licentiate thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-52291.
Full textLärarforskarskolan Klimatutveckling och Vattenresurser
Manco, Vega Alejandra. "Early career researchers and PhD students from the social sciences use of Social Networking Sites (SNS) for science communication: an affordances approach." Thesis, Uppsala universitet, Institutionen för informatik och media, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-332028.
Full textSantos, Joana Ribeiro dos. "Encontros de ensino de História como espaçostempo de pesquisa: o professor-pesquisador e o estudante-pesquisador nos cotidianos escolares." Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5485.
Full textThis text is the result of some meetings. Classroom meetings, History meetings, discussion meetings, life meetings. Those meetings produced some new threads, which have woven together and joined a net that associated questions about school routine, History teaching, teachers training, evening school and research in the classroom. The aim was to understand if school is a research time-space and if pupils are researcher-students and also if teachers are researcher-teachers. By the conclusion of the research, developed in an evening public school in Rio de Janeiro, we could share the daily experiences of its practitioners and discuss if school provides research actions among students, and also if it tries to develop activities from the pupils interest. The school is a research place and we are researcher-students and researcher-teachers, even though, in many circumstances, school, as it is organized, under various internal and external pressures, such as, for instance, the failure in teachers training and the teaching public politics, denies pupils interests. In this kind of organization, students are not able to recognize themselves as conductors of their own learning-teaching process, researcher students and teachers. It is the research experience, from activities which stimulate students to make choices, search for information, analyze and criticize them, organize their thought, appropriate themselves of the gathered acknowledgment and have a position in society, changing themselves, the final result will be the critical citizens, who should be educated under the assistance of school and History teaching.
Kao, Shin-Mei. "Classroom interaction in a drama-oriented English conversation class of first-year college students in Taiwan : a teacher-researcher study." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239367113.
Full textLo, Wen-Chu. "An application of the Triarchic Theory of Intelligence to students of English in a Taiwanese university : reflections of an action researcher." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/61/.
Full textAlexandre, Maria Thereza 1947. "O processo de socialização do aluno no contexto do Projeto Ciência na Escola - Primeiros Passos." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250745.
Full textTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-21T13:24:58Z (GMT). No. of bitstreams: 1 Alexandre_MariaThereza_D.pdf: 2467822 bytes, checksum: 72a2754c99bd40133cf87310bcd63142 (MD5) Previous issue date: 2012
Resumo: Este estudo, nascido de um desconforto que originou a questão de pesquisa, tem por objetivo a verificação da hipótese de que a formação do aluno pesquisador de sua realidade, com base nos pressupostos da metodologia de pesquisa científica, enseja sua formação enquanto ser social, a qual dar-se-ia no estabelecimento de relações com a natureza e com a sociedade, imbricadas entre si. Abrangendo, estritamente, o contexto do Projeto Ciência na Escola - Primeiros Passos, relacionado a docentes e estudantes da Educação Infantil e dos anos iniciais do Ensino Fundamental, esta investigação é atravessada pela maneira como se deu, no período de 2003 a 2010, a formação do aluno pesquisador de sua realidade, com o desenvolvimento de projeto de pesquisa. Ao longo deste estudo, o aluno pesquisador surge da descrição de suas ações, manifestações, intervenções, atitudes, realizada pelas professoras pesquisadoras, e sua formação envolve o decorrer de um ano letivo. Ao realizar o trânsito entre a universidade e a escola, a professora traduz em ação pedagógica, no cotidiano de sala de aula, as propostas deste Projeto, assentando-se sob os pressupostos da pesquisa-ação sua formação como pesquisadora da própria prática. Sendo a socialização o processo por meio do qual ocorre a formação do ser social, esta constituiu-se em objeto de estudo, de forma a fornecer suporte teórico ao procedimento da análise dos relatórios anuais elaborados pelas docentes sobre os projetos de pesquisa das classes, cujas temáticas envolveram, no âmbito das relações com a natureza, a nutrição, com incidência em alimentos e produção, e o meio ambiente, com foco em aspectos como água e lixo, e, no tocante às relações sociais, racismo e brinquedo, divisão essa que, feita para fins de esclarecimento, acabou por tornar evidente o entrelaçamento de ambas as relações. Com os resultados obtidos foi possível realizar a proposição da inclusão formal do processo de socialização nos pressupostos do Projeto, até o momento voltados para a aquisição do conhecimento produzido pela ciência e a apropriação da metodologia de pesquisa científica.
Resumo: Este estudo, nascido de um desconforto que originou a questão de pesquisa, tem por objetivo a verificação da hipótese de que a formação do aluno pesquisador de sua realidade, com base nos pressupostos da metodologia de pesquisa científica, enseja sua formação enquanto ser social, a qual dar-se-ia no estabelecimento de relações com a natureza e com a sociedade, imbricadas entre si. Abrangendo, estritamente, o contexto do Projeto Ciência na Escola - Primeiros Passos, relacionado a docentes e estudantes da Educação Infantil e dos anos iniciais do Ensino Fundamental, esta investigação é atravessada pela maneira como se deu, no período de 2003 a 2010, a formação do aluno pesquisador de sua realidade, com o desenvolvimento de projeto de pesquisa. Ao longo deste estudo, o aluno pesquisador surge da descrição de suas ações, manifestações, intervenções, atitudes, realizada pelas professoras pesquisadoras, e sua formação envolve o decorrer de um ano letivo. Ao realizar o trânsito entre a universidade e a escola, a professora traduz em ação pedagógica, no cotidiano de sala de aula, as propostas deste Projeto, assentando-se sob os pressupostos da pesquisa-ação sua formação como pesquisadora da própria prática. Sendo a socialização o processo por meio do qual ocorre a formação do ser social, esta constituiu-se em objeto de estudo, de forma a fornecer suporte teórico ao procedimento da análise dos relatórios anuais elaborados pelas docentes sobre os projetos de pesquisa das classes, cujas temáticas envolveram, no âmbito das relações com a natureza, a nutrição, com incidência em alimentos e produção, e o meio ambiente, com foco em aspectos como água e lixo, e, no tocante às relações sociais, racismo e brinquedo, divisão essa que, feita para fins de esclarecimento, acabou por tornar evidente o entrelaçamento de ambas as relações. Com os resultados obtidos foi possível realizar a proposição da inclusão formal do processo de socialização nos pressupostos do Projeto, até o momento voltados para a aquisição do conhecimento produzido pela ciência e a apropriação da metodologia de pesquisa científica.
Abstract: This study was born from some uneasiness experienced that gave origins to the mainquestion of the research. It has as main objective the verification of the hypothesis according to which the formation of the pupil as a researcher of his own reality, grounded on the assumptions of the methodology of scientific investigation, provides too an opportunity to his formation as a social human being. This specific formation would be supported on the settlement of relations with both nature and society, implied between itselves. This investigation, strictly linked to the context of the Science in School Project - First Steps, respecting to elevens and teachers of Pre School as well as of initial series of Elementary School, is traversed by the manner by which takes place the students formation while researchers of their living realities, throughout the development of project investigation. Along this study, this pupil as researcher emerges from descriptions of his actions, manifestations, interventions and attitudes made visible in the researchers teachers reporting, a process that happens all along the academic year. By doing the transit between university and school, the participants teachers translate into pedagogical action the purposes of the mentioned Project; and their formation is sustained by action-research methodology. As the process through which takes place the formation of social human being consists in socialization, this topic constituted an object of study, as a way of furnishing theoretical grounds reclaimed by the analysis procedures of annual registries elaborated by docents about the research projects of classes/series, whose thematic included, in the sphere of relations with nature, nutrition, focusing on food and production, and environment, with emphasis on water and garbage; and, regarding to social relations, on racism and toys, conducting such section, made for comprehension ends, to evidentiate the intertwining of both relations. With the results obtained became possible the actualization of the proposition of formal inclusion of socialization processes within the Project?s assumptions, until now directed to the acquiring of the knowledge produced by science and the appropriation of the scientific research's methodology.
Abstract: This study was born from some uneasiness experienced that gave origins to the mainquestion of the research. It has as main objective the verification of the hypothesis according to which the formation of the pupil as a researcher of his own reality, grounded on the assumptions of the methodology of scientific investigation, provides too an opportunity to his formation as a social human being. This specific formation would be supported on the settlement of relations with both nature and society, implied between itselves. This investigation, strictly linked to the context of the Science in School Project - First Steps, respecting to elevens and teachers of Pre School as well as of initial series of Elementary School, is traversed by the manner by which takes place the students formation while researchers of their living realities, throughout the development of project investigation. Along this study, this pupil as researcher emerges from descriptions of his actions, manifestations, interventions and attitudes made visible in the researchers teachers reporting, a process that happens all along the academic year. By doing the transit between university and school, the participants teachers translate into pedagogical action the purposes of the mentioned Project; and their formation is sustained by action-research methodology. As the process through which takes place the formation of social human being consists in socialization, this topic constituted an object of study, as a way of furnishing theoretical grounds reclaimed by the analysis procedures of annual registries elaborated by docents about the research projects of classes/series, whose thematic included, in the sphere of relations with nature, nutrition, focusing on food and production, and environment, with emphasis on water and garbage; and, regarding to social relations, on racism and toys, conducting such section, made for comprehension ends, to evidentiate the intertwining of both relations. With the results obtained became possible the actualization of the proposition of formal inclusion of socialization processes within the Project?s assumptions, until now directed to the acquiring of the knowledge produced by science and the appropriation of the scientific research's methodology.
Doutorado
Psicologia, Desenvolvimento Humano e Educação
Doutor em Educação
Maillot, Lionel. "La vulgarisation scientifique et les doctorants : mesure de l'engagement, exploration d'effets sur le chercheur." Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCH040/document.
Full textWe examine two questions: what factors influence the engagement of researchers in public engagement activities ? what effects, for himself, can a researcher derive from popularization (or public communication of sciences and technologies : PCST)? After a synthetic history brushing different paradigms of the PCST, we investigate 20 studies carried out between 1967 and 2014. These interrogate the researchers. We criticize them one by one and clear some trends. PCST has generally "good press" and the commitment of researchers seems weak but robust. Opinion-type studies tend to allow the diagnosis and recommendations to be declared to the researchers themselves, others use less declarative theoretical models, and divergences appear around the influence of the "gaze of others" especially. The question of effects is not analyzed. To explore our two questions further, we use two approaches. On the one hand adapting a theoretical model, the theory of planned behavior, to the corpus of PhD students of the University of Burgundy; on the other hand, to take advantage of my experience as head of the Experimentarium, an extension program which, for 17 years, has been hiring doctoral students. The survey using the theory of planned behavior determines the main factors of engagement: past behavior, attitude towards extension, the opinion of colleagues. Beyond general trends, multifactorial analyzes make it possible to better identify, on a case by case basis, the factors that influence the commitment of each one.Each doctoral student has its own history. The observation of the Experimentarium supports the influence of attitude, pleasure to popularize, as well as the importance of the consequent socialization of actions of popularisation. These criteria are both factors of commitment and effects for the researcher. ...These reflections invite thinking about popularisation, not as a task or a duty to be fulfilled, but as a situation which - if prepared, observed, adjusted and therefore reflexive - can be a source of emancipation for the public but also for the searcher
Cook, Karen. "The role of the academic library in supporting postgraduate students and researchers within the Community and Health Sciences Faculty at the University of the Western Cape." University of the Western Cape, 2020. http://hdl.handle.net/11394/7287.
Full textResearch, aimed at strengthening the economy and driving development, with the view to address South Africa’s numerous challenges and/or advance knowledge, generally, exists in abundance. It has highlighted the crucial role played by institutions of higher learning, such as universities, in this regard. In particular, the contribution of academic libraries in supporting the country’s agenda, with regard to its teaching and research goals, has come to the fore. Academic libraries have been portrayed, quite correctly, as the legitimate heart of the university, for majority of scholars rely heavily on their collections and services in their quest to develop new knowledge. However, the role played by these important facilities in supporting postgraduate students and researchers in South Africa is yet to be comprehensively examined. With a view to partly address this existent knowledge gap, this study examines the interaction between the University of the Western Cape’s (UWC’s) library and the institution’s Faculty of Community and Health Sciences’ postgraduate students and researchers. In accomplishing this task, I explore the skill set and competencies required of the subject librarian to best support the research needs of postgraduate students and researchers at UWC’s Faculty of Community and Health Sciences. I also investigate the perceptions and expectations of postgraduate students and researchers vis-à-vis the institution’s library. Additionally, this study explores the innovative measures adopted by UWC’s library in its quest to provide competent and satisfactory services to its postgraduate students and researchers. For its theoretical framework, this study employs the Diffusion of Innovation (DOI), also known as Roger’s model. This framework has been used to explore how innovative research services can be established and offered to support postgraduate students and researchers’ needs. This study employs a mixed methods approach and makes use of various data collection instruments, namely, survey questionnaires and interviews. The collected data has been analyzed through the Statistical Package for the Social Sciences (SPSS). The transcribed interviews have been analyzed thematically. The findings indicated some gaps between postgraduate students’ and researchers’ expectations for library’s research support services, research workshops and skills and competencies of a subject librarian. The findings also revealed postgraduate students’ and researchers’ perception of the library’s research support services, research workshops and subject librarians’ skills and competencies to be fulfilled. Even though many of the identified needs are currently being addressed by UWC library, several potential areas for improvement were identified. One of the major challenges is the awareness of the library services and facilities the library offers to support research. Other challenges that postgraduates’ students and researchers are facing is that they are often not aware how to search for information, easy access to the library’s resources and the expertise of the subject librarians.
Pietrandrea, Laura M. "Co-Constructing Critical Literacy in the Middle School Classroom." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1228266146.
Full textYoneda, Fusako. "The Sociocultural Contexts of Being/Becoming Japanese within a Japanese Supplementary Culture/Language School: A Practitioner Researcher’s Un/Learning of Culture and Teaching." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245416649.
Full textЗахарченко, Д. О. "Маркетинг міжнародних програм студентської мобільності." Master's thesis, Сумський державний університет, 2019. http://essuir.sumdu.edu.ua/handle/123456789/75893.
Full textAtkins, Elaine. "Developing Internet research skills among criminology honours students and researchers in the Institute of Criminology, University of Cape Town : an evaluation of the methods and materials used for this purpose." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7747.
Full textIn order to assist honours students and researchers in the Criminology Department at theUniversity of Cape Town to fully utilise resources available through the Internet and other online databases, an online electronic research skills tutorial was developed and implemented. The aim of this research is to assess whether this tutorial is a useful and efficient method of imparting information literacy skills and assisting users to use the rich array of information available electronically. The concept of information literacy is reviewed internationally and in South Africa, in order to place this research within this framework. Concepts of benchmarking and best practice are examined to assess whether the tutorial meets these criteria. Internet trainer certification is studied as well as the importance of linking information tutorials to specific subjects and integrating them with the curriculum. In developing and implementing this tutorial, other information literacy initiatives and Internet tutorials were examined to provide background information and to inform the construction of the tutorial. Initiatives at the University of Cape Town were explored to avoid duplication and overlap and to build on prior training of students and researchers. The practical component of this research reviews the implementation of the tutorial with 13 participants. The participants completed pre-tutorial assessment questionnaires, using open and closed questions, to assess their knowledge and skills. The questionnaire responses were scored on a scale of I to 5 and represented in graphical form. The participants completed the online tutorial, which introduced important sites for criminologists that can be found on the Internet as well as in other electronic databases, and explored how to use the Internet to support research. The tools and techniques to improve Internet searching were reviewed with the participants, as was the critical thinking needed to evaluate information found on the Internet. A post-course evaluation was completed to assess whether the participants had found this a useful experience, whether the course was at an appropriate level and whether the objectives of the course had been achieved. A self-administered follow-up evaluation questionnaire was completed 2 to 3 months after completion of the tutorial in order to assess whether the information contained in the tutorial had been used, sites visited and whether in retrospect, the participants found the experience a useful one. The findings of these questionnaires are analysed and presented in graphical form on a scale of 1 to 5. The analysis of the research shows that the participants of this case study found the experience of doing thc online research skills tutorial a valuable one and that it assisted in developing new skills and in providing a window into all the electronic resources available in their field.
Lowerre, Robert. "PERCEPTIONS OF TEACHERS REGARDING THE IMPORTANCE AND EXISTENCE OF RESEARCHED-BASED PROGRAM CHARACTERISTICS IN ALTERNATIVE HIGH SCHOOLS AND TEACHER’S PERCEPTIONS OF EFFICACY IN THE COMMONWEALTH OF VIRGINIA." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2335.
Full textVan, Camp Diana Jean. "An investigation of the effects of a researcher-designed string music curriculum on the playing skills of mildly mentally handicapped middle school students grouped in homogeneous and heterogeneous classes /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487672631600038.
Full textSouza, Maria das Graças de. "Contribuições de um programa educativo de uma organização não governamental (ONG) para a prática da educação ambiental na conservação da biodiversidade." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/18/18139/tde-11012008-125349/.
Full textThis study had the objective of identifying the contributions of an educational program conducted by a non-governmental conservation organization, IPÊ - Instituto de Pesquisas Ecológicas (Institute for Ecological Research) in the field of environmental education, geared to the conservation of biodiversity through the integration of scientific research and the formal educational system. Qualitative and quantitative evaluation processes were adopted, in which the data were collected using a number of instruments. The study was based on the principles of participatory approach and research-action, and took place in the surroundings of the Rio Pardo region, involving 72 students of the formal education system, 5 teachers and 6 researchers of the environmental field. Results indicate a predisposition among environmental researchers and teachers to become involved in environmental education actions that aim at students\' social and environmental enhancements. The exchange of information and of knowledge was the main factor to motivate participation and integration actions between teachers and researchers in the inclusion of environmental themes and local conservation in classrooms. Results also indicate that IPÊ\'s education strategy increased learning, creativity and socialization among students, besides stimulating their interest in local environmental aspects. The study shows the need to promote more opportunities to guide and prepare teachers to conduct extra-classroom activities with environmental focus.
Smith, Christina Catharina. "An analysis of the e-research needs of postgraduate students at higher education institutions." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-01162007-153836/.
Full textTauceda, Karen Cavalcanti. "O contexto escolar e as situações de ensino em ciências : interações que se estabelecem na aprendizagem entre alunos e professores na perspectiva da teoria dos campos conceituais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/105016.
Full textThe study deals on the learning to learn of the different subjects/actors in teaching situations problematizing and diversified, produced in the dynamics of the school context. Learning, in this study, it is considered as an "event" related to different contexts historical-cultural in a dynamic unity, whose subject-actors are inserted, causing multiple situations producing learning. The situations and the interactions between the individuals involved in the act of learning, were analyzed in a public school in Porto Alegre/RS, the State College Julio de Castilhos, between 2011 and 2013, together with the students of 1ST year of secondary education in the discipline of biology, and the students of the Federal Institute of Education, Science and Technology (IFRS-campus Porto Alegre), of degree course in Natural Sciences: Chemistry and Biology, participants of PIBID (Institutional Program of Scholarships to Teaching), between july 2012 and december 2013. From the perspective of a research in action, were análisados concepts built (the invariant operative), and we identified the difficulties to determine the problem situations most suitable to promote the conceptions in sciences. But in the interactions that are dialectically in the school, the teacher also learns, modifies itself. It is in the classroom that the teacher will develop your investigative process to learn how to teach, constructing concepts related to the teaching of science, in a learning to learn. In the process of learning to learn, the teacher understands the dinâmca related to learning to learn of student. In the learning difficulties of students and teachers trained and training, the teacher researcher has changed through reflection of their own learning difficulties to solve problem situations, at focus of Gérard Vergnaud (1990), in the conceptual fields. In this analysis, the knowledge is organized in problem situations, and is from the resolution of these situations that the subjects who learn, develop their conceptualizations. The context of teaching the teacher trainers also is problematized in this research. In investigations of initial and continuing training, the situations / social contexts has influenced learning in sciences, reinforcing the idea that learning to learn through the Resignification of the previous concepts in problem-solving situations, it is essential to learn to teach. When there not is this connection, identifies difficulties for the learning of the teacher, because he simply repeats without signification some concepts transmitted in the academy, reproducing often many times, the traditional methodology of teaching. It was found in this study that a teacher who is not formed in a research context, where his practice in the classroom not the basis for the elaboration of new meanings of academic knowledge, is a teacher who probably does not recognize as an element for the learning of their students, research. Therefore, the learning and teaching science if perform in the context whose essence must be the research, because it is permeated by teaching situations that is constitute in the historical-cultural context of the subjects of learning. The arguments of this thesis were based from the reflection-action on reference Vergnaud (1990, 2003), Ausubel (1980, 2000), Vygotsky (! 988), Moreira (2002, 2011), Freire (2004), Demo (1999) Nóvoa (1992) and Schon (1997).
Kovalčikienė, Kristina. "The importance of psychological, social and academic environmental factors for postgraduate (doctoral) students’ professional identity expression." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140930_121057-39775.
Full textDaktaro disertacijoje analizuojama Lietuvos doktorantų profesinio identiteto daugialypiškumo problematika. Darbe keliama prielaida, kad psichologiniai, socialiniai ir akademinės aplinkos veiksniai gali paaiškinti doktorantų profesinio identiteto raišką, kurią stebime per atliekamus profesinius vaidmenis: tyrėjo-mokslininko, dėstytojo ir visuomeninių paslaugų teikėjo/praktiko. Disertacijos teorinėje dalyje pristatoma identiteto reiškinio terminijos problematika, profesinio identiteto sampratos aiškinimas integruojant identiteto ir socialinio identiteto teorijas, doktoranto profesinio identiteto formavimosi ypatumai per karjeros konstravimo teorijos prizmę, doktoranto profesinį identitetą lemiančių veiksnių analizė sistemų teorijos kontekste, pateikiamas teorinis tyrimo modelis. Empirinėje darbo dalyje pristatomi 2013 m. atliktos Lietuvos doktorantų apklausos rezultatai. Tyrimo imtis – 494 doktorantai iš 22 aukštojo mokslo institucijų Lietuvoje. Tyrimo rezultatų analizė atskleidė, kad tam tikri doktorantų asmenybės bruožai bei mąstymo stiliai, subjektyviai suvokiamas palaikymas iš skirtingų socialinių šaltinių (mokslinio vadovo, kolegų ir kitų studentų, šeimos ir draugų, darbdavio) bei akademinės aplinkos veiksniai (darbo sąlygos bei mokslo sritis) turi reikšmę doktorantų identifikacijai su skirtingais profesiniais vaidmenimis. Kompleksinis veiksnių sąveikos įvertinimas atskleidė, kad doktorantų profesinio identiteto raiškai tam tikri veiksniai yra svarbūs netiesiogiai, o per... [toliau žr. visą tekstą]
Uema, Soraya Noriko. "Etude d'ateliers scientifiques à l'université à destination d'élèves : efficacité, efficience et pertinence d'un dispositif complexe." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0447/document.
Full textThis thesis aims to better understand how scientific workshops led by researchers at the university try to motivate students from primary school to high school to pursue a university science career. Our major challenge was to analyse the scientific workshops with a didactical goal by taking into account the complexity of interactions between its actors and their expectations. As such, this work is based on a analysis of the workshops, as these are seen as a complex dynamic system. We articulate a qualitative approach consisting in a “complex core of analysis” and a systemic triangulation of the system: the context, the strategies and the production.In this perspective, this thesis reflets on the culture of assessment in education by proposing a modelisation of a “multireferencial assessment” based on three criteria: the efficacy, the relevance and the efficiency. To do that, different levels of analyses are proposed based on questionnaires and interviews of students, mediators and teachers who were engaged in workshopsThe results have especially highlighted the gap between the objectives of the workshops' participants and a those of the institutional presented for these workshops. For the mediators, the teachers and the students, these workshops are primarily meant to enjoy the activities. More, mediators who took part in the study express little interest in showing a positive view of their own academic background and their career, whereas students see, before anything else, researchers’ career as a vocation
Kitchen, Rebecca Jane. "How do ethnic minority students represent geographical knowledge? : exploring the stories that relate to representations and link with post-14 subject choices." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/267923.
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