Dissertations / Theses: 'Student roles'

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Mgweba, Sikho. "Student expectations of future life roles." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/6840.

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Work and family are the two most significant life domains for most individuals (Greenhaus, Collins & Shaw, 2003). Compositional and structural changes in the work and family domains over the past few decades such as: dual-earner couples and single working parents, the decline of traditional gender roles and a movement toward egalitarian family structures have rendered increased understanding and reconciliation of family and working life (Steil, 2007). Such work- family considerations, however, are not only important for adults within the workforce, but also for young adults who are in the process of making future family and career decisions, and are about to enter the workforce (Westring & Ryan, 2011). The purpose of this study was to explore how students understand and distinguish between different life roles, and therefore gain insight into the expectations they have of their future life roles. Using Kelly's Repertory Grids Technique, qualitative data was obtained through fifteen interviews with postgraduate students from the University of Cape Town. The data was analysed using a combination of thematic analysis and frequency counts. The reliability of the results was ensured by conducting two sets of reliability checks. Following thematic analysis, eight dyadic themes emerged: self-interest- selflessness, demanding- relaxing, collaborationindependence, freedom-restriction, affective- unaffective, boring- enjoyment, structuredflexible, and personal satisfaction- obligation. These themes revealed values and attributes students perceive as significant in the construal of their future life roles. The results were interpreted and discussed in light of existing research and literature in the field.

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Kuhn, Laura A. "Student perceptions of school counselor roles and functions." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1843.

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Thesis (M.A.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Engquist, Jill Bridget. "Teachers' perceptions of the roles and responsibilities of school counselors." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004engquistj.pdf.

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Bosch, Bailey. "Women who Study: Balancing the Dual Roles of Postgraduate Student and Mother." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/592.

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Although the value of educating mothers has been established in the previous research, little is known about the experiences of mothers who participate in higher education. What is known supports a largely negative portrayal of the experience; it seems that it is a difficult journey, filled with tension. This thesis reports on an exploration of the experiences of mothers who are postgraduate students in Australia. The research comprised of two phases: the first phase was a narrative study of the experiences of 14 Australian postgraduate student mothers. The second phase comprised of a Q-method study of 75 postgraduate student mothers, where Q-method is a technique that incorporates both qualitative and quantitative components. In addition, there was a precursor study was undertaken to ensure variety in the Q-statements, as well as a follow-up study which checked for confirmability of the Q-study interpretation. The findings showed that studying impacted on almost every facet of a woman’s life. Postgraduate student mothers juggled childcare and timetabling issues and, for some, their main challenge was a lack of support. They overcame these difficulties with highly developed organisation and time-management skills, oftentimes with partner support, and by sacrificing sleep and recreation time. The women were strongly motivated by the desire for personal achievement, and the opportunity to create a better future for their children. Postgraduate education rewarded student mothers with a sense of freedom, growth, pride and achievement, as well as developing their professional identity. The results of this research program demonstrated that postgraduate education provided women with a major opportunity to grow and develop their personal abilities while raising their children. This fresh perspective offers an alternative, and more positive snapshot of life as a student mother, and contrasts with the previously reported experience in the literature.

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Christovich, Courtney. "Student perception of their instructors do college students rate female professors more harshly?" Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/832.

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Student evaluations are often used by administrators to make important career decisions for professors such as offers of tenure, increase in salary or other monetary reward (see Frick, Chadha, Watson, & Zlatkovska, 2009). Research has consistently shown that helpfulness in its various operational definitions is one of the most important traits to students when evaluating a professor (For example Silva et al., 2008). Previous findings have demonstrated that inequalities exist among subjective student evaluation ratings of men and women, (see Bennet, 1982). The present study extended this research by manipulating the instruction styles (strict vs. permissive), as well as the gender of the instructor, in a hypothetical syllabus. Participants were randomly assigned to read 1 of 4 syllabi which varied only by instruction style and gender of the instructor. Subsequently, participants answered follow up questions on the content of the syllabus which emphasized the gender of the instructor. Evaluations were collected in the form of both Likert scale ratings and responses to open ended questions. The written evaluations were analyzed for emotional content using the Linguistic Inquiry and Word Count Software (LIWC, Pennebaker, Francis, & Booth, 2007). A 2 (male vs. female) X 2 (strict vs. permissive) between subjects ANOVA was applied to the data collected. The results support the hypothesis that gender inequalities do exist, particularly when the professor was established as having a strict style of student interaction.
B.S.
Bachelors
Sciences
Psychology

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Armbrust, John Walter. "Perceptions of teacher and student roles : views of Japanese businessmen." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4273.

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Research provides a vast amount of information detailing the learning styles and preferences of learners and the influence of one's culture on that individual's perceptions of the world. Little of that research, however, has been applied to studying the effects of culture on the learner's perceptions of teacher and student roles, specifically in the area of second language learning. What is available often appears in the form of anecdotal descriptions of teaching and learning experiences abroad. A possible reason for the lack of investigation of student views in this area has been the absence of an adequate measuring device with which to gauge the responses of potential informants.

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Fan, Jieqiong, and 范洁琼. "Thinking styles' socialization and their roles in student development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/196455.

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Three of the major controversial issues in the field of intellectual styles are: 1) whether or not styles can be changed; 2) whether or not styles are value-laden; 3) whether styles are distinct from or they are part of personality traits. The main purpose of this research was to address these three issues by 1) exploring the socialization process of students’ thinking styles through tracing the change of thinking styles over one year and examining the competing influence of students’ perceived parenting styles, perceived learning environment, and personality traits on their thinking styles; and 2) exploring the role of thinking styles in students developmental outcomes with regard to career decision self-efficacy and subjective well-being. The research adopted a quantitatively-driven mixed method design and it involved three phases: the pilot study (a quantitative study), the main study (a longitudinal, quantitative study), and the follow-up study (a qualitative study). The pilot study validated a series of inventories that were subsequently utilized in the main study and preliminarily explored the relevant relationships among three hundred and forty-one Chinese university students from Shanghai, mainland China. In the main study, nine hundred and twenty-six students from the same university responded to a questionnaire consisting of the modified inventories and some demographic information at the beginning of an academic year. One year later, they responded to the same questionnaire again. After that, based on the results of the main study, 29 students were selected to participate in a follow up study that involved individual face-to-face interviews. Results of the main study generally supported the research hypotheses. With regard to the malleability of thinking styles, the research found that students’ thinking styles changed over one year and the change of thinking styles can be at least partially attributed to the two environmental factors (i.e., parenting styles and learning environments). These findings suggest that, albeit relatively stable, thinking styles can be socialized/changed. With regard to the role of thinking styles in student development, results indicated that mainly Type I thinking styles (characterized by creativity, nonconformity, and autonomy) positively contributed to students’ career decision self-efficacy and subjective well-being. Furthermore, Type I thinking styles were also major mediators in the relationships of parenting styles and learning environments to career decision self-efficacy and subjective well-being. These findings suggest that thinking styles are value-laden, with Type I thinking styles being more adaptive than other styles. With regard to the relationship between personality and thinking styles, results indicated that thinking styles and personality traits overlapped with each other to limited extents and both of them made unique contributions to student development. Moreover, thinking styles were more malleable than personality traits. These findings suggest that styles are distinct from rather than subordinate to personality traits. Results from the follow-up interview study further confirmed the results of the main study and provided explanatory information on how the identified relationships happened. Generally speaking, the present research has both theoretical and practical implications. It significantly contributes to the discussion on the aforementioned major controversial issues in the field of styles. Furthermore, based on the research findings, specific suggestions on how to optimize the development of students’ thinking styles are provided for parents, teachers, and university administrators. Finally, the limitations of this research and the recommendation for future studies are discussed.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Bartholomew, Hannah. "Learning environments and student roles in individualised mathematics classrooms." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249584.

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Carnahan, Diane A. "Teachers in California partnership academies: Roles, relationships and student success." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/20.

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The problem for this study is positioned in exploring how four high school academic (two science, one English, one history) teachers change their curricular, pedagogical, and assessment practices from traditional high school environments to career-oriented program settings, such as California Partnership Academies (CPAs). The participants were from four different school sites and districts and represented industry sectors related to energy, green engineering, or environmental science. This was a qualitative, collective case study using classroom observations, interviews. and document review of lessons as the data sources. This study found that participants provide an instructionally stable and efficient learning environment in the CPA academic classroom setting, one in which teachers get to know students well and have the flexibility to modify their instructional practices to meet the needs and goals of the academy program. The findings provided evidence that participants' instructional practices with their academy students are different from the instructional practices in their traditional non-academy classrooms. Differences include how participants plan for instruction, the curriculum materials and teaching strategies they use, how they assess student learning, and what classroom culture is established. It is reasonable to infer from the findings that it is not any single strategy or approach that provides an effective and stable curricular instructional program for students in California Partnership Academies. Rather, it is a combination of teacher's actions (e.g. classroom culture they establish), behaviors (e.g. role and teacher-student relationships), and beliefs (e.g. self-efficacy) that contribute to their ability to move from a traditional instructional setting to a career-oriented environment. In addition, the collaborative nature of the academy team of teachers and the commitment they make to implement the goals of the academy to ensure student success constitute significant findings that compliment the current research. These findings also build on or expand the research by presenting examples of the curriculum, pedagogical, and assessment practices found in career academy settings. Findings are significant for practitioners who seek to understand what is needed from teachers, administrators and teacher educators to improve the environment of high school programs and close the instructional gap currently found in our nation's secondary schools.

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Weiskittle, Rachel E. "The Roles of Gender and Ethnicity in College Student Bereavement." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3762.

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The developmental stage of emerging adulthood often poses substantial challenges that negatively impact bereavement experiences (Schultz, 2007; Tanner & Arnett, 2009). Some emerging adults may be even more at risk for adverse grief outcomes due to individual differences such as gender and ethnicity, but very few studies have investigated these variables within the population. We addressed this gap in the literature by investigating the influence of gender and ethnicity on college students’ bereavement experiences using the Hogan Grief Reaction Checklist (HGRC; Hogan, Greenfield, & Schmidt, 2001) Results indicates a significant relationship between ethnicity and levels of personal growth, use of religious coping, and type of loss. The present study found no clinically significant differences in male and female college student bereavement characteristics.

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Alghasab, Maha. "Student-student collaboration in wiki mediated collaborative writing activities : exploring EFL teachers' roles in the collaborative process." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/13068/.

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The use of wikis to support collaborative writing activities has captured the attention of second/foreign language researchers (SL/FL). The majority of studies to date have found evidence of positive collaborative behaviours, however some studies have reported inactive and unequal participation, individual ownership of the text, and minimal evidence of collaborative dialogue. Although the important role of the teacher has been reported in contexts such as face- to-face (FTF) and other online contexts, few studies have explored the effect of teachers’ online interventions on student-student (S-S) interaction in the wiki context. Therefore, this thesis fills this gap by exploring teachers’ interventional behaviours, and in particular, how they affect S-S wiki collaboration. A qualitative multiple case study design was conducted with 3 EFL teachers and their students (aged 17-18 years) at two Kuwaiti government high schools. Data were collected over a period of 13 weeks. The online discussion that occurred between students via the wiki threaded mode and their writing behaviours, as shown in the edits history were analysed and triangulated with the interview data. Unlike previous research, this study brings together the analysis of the wiki threaded discussion and editing behaviours to understand the process of collaboration. Qualitative Computer Mediated Discourse Analysis (CMDA) suggests that the teachers played an effective role in shaping the way the students interacted. An examination of the teachers’ interventional behaviours suggests that some interventional behaviours promoted S-S collaboration and some hindered it. Behaviours such as establishing a wiki culture of collaboration, reinforcing a sense of wiki community, asking students to engage mutually, being a co-learner and modelling editing behaviour, all seem to promote collaboration. Conversely, direct teacher edits, immediate responses, using an authoritative tone, and asking inactive students to participate may promote participation but not necessarily collaboration. The interview data also suggested that sociocultural issues, such as teachers’ superiority, questionable peer feedback, and individual text-ownership hindered collaboration. Therefore, this thesis argues that even in an online student-centred context such as a wiki, the role of the teacher is critical. Teachers who adopt a non-authoritative and collaborative-orientated intervention are much more effective in promoting S-S collaboration than those who are authoritative and intervene in a non-collaborative way. There is therefore a need for teacher training that raises teachers’ awareness of effective pedagogy regarding the use of wikis.

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Liu, Shuo. "Exploring Gender Role Communication in Chinese International Student Couples." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin162645582289654.

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Purcell, Jennifer M. "Perceptions of senior faculty concerning doctoral student preparation for faculty roles." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002188.

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Martinez, Luisa C. "The Perceived Roles of Student Affairs Administrators in Public Higher Education." UNF Digital Commons, 2017. https://digitalcommons.unf.edu/etd/772.

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The field of student affairs administration could benefit from research on how student affairs administrators perceive their duties, responsibilities, and obligations, as well as how such an understanding could contribute to organizational theory, practice, and policy. The purpose of this study was to examine how administrators in student affairs perceive their role in public higher education institutions in the United States. This study examined SAAs’ duties, obligations, and responsibilities (role) using Q methodology. Although there are perception studies using Q methodology in higher education, there are fewer empirical studies on how SAAs’ perceive their roles. Consequently, this study recruited forty professionals in student affairs from 12 public institutions of higher education. On a continuum from “least important” (-4) to “most important” (+4), they sorted 37 statements that represented their views on SAAs’ duties and responsibilities. The 40 sorts were then factor analyzed with PQMethod 2.33 a, freeware program. Four factors emerged that represent distinct viewpoints on the role of student affairs administrators in public tertiary institutions—Connective Leadership, Instructive Leadership, Supportive Leadership, and Constructive Leadership. These four factors—details of which are presented in the study—indicate that student affairs administrators view their roles through four different leadership lenses, but that each lens is modulated or modified by four major theories—self-perception theory, organizational role theory, and, more importantly, student development theory.

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Langley, Dorothy. "Faculty Roles in Student Retention at Historically Black Colleges and Universities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4304.

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Implications for student dropouts include fewer career options and lower earning potential. The purpose of this study was to investigate faculty perceptions of their roles in the student retention process at a Historically Black College and University (HBCU) in the Southeast United States. Guiding the phenomenological study was Lewin's theory of change model. Data were collected using a questionnaire, interviews, and faculty-student intervention logs. The questionnaire was completed by 32 full-time faculty at the study site. Interviews with 5 participants were conducted after the completion of the questionnaire, and 5 participants provided information via a faculty-student intervention log about strategies used to retain students. Data were analyzed through coding of responses and recorded frequencies to identify themes. Participants reported that they should be involved in retention efforts, and primary retention efforts occurred through the student success program, the retention coordinator, first-year experience course, retention committee, and advising. Participants also reported that their role in student retention is as an advisor, and faculty engagement with students inside and outside of class improves student retention. A process change paper with recommendations for improving student retention was shared with the administration of the HBCU. Findings may be used by leadership at HBCUs to increase retention and graduation rates thereby allowing graduates to pursue careers and function effectively in society.

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Ruffin, Cedrina Monique. "School Social Workers' Roles Involving Teacher-Student Sexual Misconduct and Exploitation." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4481.

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Incidents of sexual misconduct by educators continue to become more prevalent in the United States, resulting in negative social, emotional, and psychological effects on many students. School social workers are professionals with backgrounds in prevention, intervention, and advocacy; however, very little literature has examined the roles of school social workers in preventing and addressing teacher-student sexual misconduct. This case study explored school social workers' roles and their perceptions thereof in relation to incidents that involved teacher-student sexual misconduct and exploitation. General systems theory provided the framework for understanding the roles of social workers and their approaches to working with the different systems associated and connected with the entire education system, including teachers and students. Nine school social workers participated in 30-45-minute audiotaped, in-depth, face-to-face interviews and provided data for this study related to their roles and responsibilities in addressing sexual misconduct in schools. Transcribed interviews were coded, first using emergent open coding and then using focused/axial coding, to form 2 main themes. School social workers in this district were identified as having no well-defined primary or secondary roles related to prevention of and response to teacher-student sexual misconduct, which was reported to result from a number of barriers to school social workers' ability to deliver effective services. A reevaluation of school social workers' roles to include addressing crises such as sexual misconduct has the potential to promote positive social change by improving the educational system and the school's ability to provide a healthier educational environment for students.

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Zeng, Wen. "The roles of student self-determination and parent involvement in postsecondary enrollment for students with learning disabilities." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1593273641784401.

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SENIOR, Rosemary, and r. senior@curtin edu au. "The good language class: teacher perceptions." Edith Cowan University. Education And Arts: School Of Education And Arts, 1999. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0002.html.

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This is a qualitative, descriptive study of group processes in classes of adult language learners, viewed from the perspective of practising teachers. The study has an internal narrative which takes the reader through the process of the research, from the initial question raised by a casual classroom conversation to the discussion chapter which questions a number of assumptions underlying current English language teaching practices within western educational contexts. The study falls into two distinct phases. The first phase uses the constant comparative method of data collection and analysis to integrate the perceptions of 28 experienced language teachers into the following theory: teachers judge the quality of their classes in terms of the degree to which they function as cohesive groups. The second phase uses the social-psychological framework of class cohesion to explore the perceptions of eight language teachers concerning a range of everyday behaviours and events occurring within their classes. The data were gathered through classroom observations and extended weekly teacher interviews and were supplemented by information from student interviews.

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Frazier, Terrence Lanier. "African American college men holding leadership roles in majority white student groups." [Ames, Iowa : Iowa State University], 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3360345.

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Hoover, Daniel R. Jr. "A Balancing Act: Division III Student-Athletes Time Demands and Life Roles." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618271.

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A majority of the research on student-athletes occurs at the Division I level, acid less is known about Division III student-athletes. The scant research addressing the experiences of Division III students-athletes focused on academics, campus involvement, development, and athletic identity (Griffith & Johnson, 2002; Heuser & Gray, 2009; Richards & Aries, 1993; Schroeder, 2000; Umbach, Palmer, Kuh, & Hannah, 2006). What remains unknown is how they manage life roles as Division III student-athletes.;This case study sought to address the time demands and life roles (e.g. athletics, family, friendship, religion, academic, and romantic interests) of student-athletes. Two private, Division Ill institutions in the Midwest were selected. A total of 21 student-athletes from both men and women's basketball teams were interviewed. The findings suggest student-athletes are strained by time demands, yet have developed strategies to better manage their time. Family serves as a foundation and the most important life role for a majority of student-athletes. Teammates, coaches, and athletic involvement offer additional support as student-athletes transition through college. The life roles of religion and romantic relationships, however, were not seen as important for student-athletes. This research concluded that Division III student-athletes juggle multiple roles but their priorities change over time. of note, participant's integrated roles over time and particular transition phases existed for students. Moreover, instead of border keepers vying to reinforce borders between roles, this study concluded that border bridgers existed instead that sought to aid students in blurring boundaries between their various roles. Male athletes were less able to describe how they managed time, whereas female athletes readily identified organizational strategies and stronger team bonds.

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Fairbanks, Amanda Jo. "Relationship factors influencing doctoral student retention and success: a study of faculty advisor and doctoral student perceptions." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32501.

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Doctor of Philosophy
Department of Special Education, Counseling and Student Affairs
Linda P. Thurston
Navigation and completion of a doctoral degree presents numerous challenges, including managing and understanding the faculty advisor/advisee relationship. Research shows faculty advisors are a critical aspect of the doctoral student experience; however faculty advisors and doctoral students do not always have the same perceptions of the advisor/advisee relationship. This study focused on measuring perceptions of faculty advisors and doctoral students in STEM and social science disciplines on various aspects of the advisor/advisee relationship. Likert-style survey items were used to measure perceptions of six constructs, advisor attributes and characteristics, roles and functions, relationship behaviors, and the faculty advisor role in student academic success, professional socialization, and engagement. Surveys were completed by 137 faculty advisors and 131 doctoral students. Analysis of data was conducted using various methods, including comparison of descriptive statistics, independent samples t-tests, and a factorial analysis of variance. Results of the data analysis revealed some significant differences between the perceptions of faculty advisors and doctoral students on several constructs. The discussion of results focuses on connections to current literature, as well as implications for future research and practice.

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McLean, Kayla M. "School counselors' perceptions of their changing roles and responsibilities." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006mcleank.pdf.

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Miller, Leng Chan. "Mentoring Project 2000 student nurses : community nurses' experience and perceptions of their roles." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/a7ffac92-cb56-4d84-a95a-c3750d530759.

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This study explores and analyses the experiences and perceptions of community nurses (District Nurses, Health Visitors and School Nurses) involved in mentoring Project 2000/Diploma in Higher Education student nurses within one site of a College of Nursing. It addresses the significance of mentorship in nursing education and in particular, the mentoring role of community nurses from their own perspective. Conceptual frameworks derived from the literature review on mentorship in nursing education are adopted in operationalising the research aims and the formulation of questions for data collection. The exploratory and descriptive nature of the study lends itself to utilising two methods of gathering data: postal survey questionnaires and semi-structured interviews. One hundred (100) respondents participated in the former, while twenty (20) informants took part in seventeen (17) interviews carried out by the researcher over a period of four months. The findings of the study indicate that mentoring Project 2000 student nurses is a complex, time consuming and skilled activity, and that there are positive as well as constraining factors which affect the effectiveness of the mentoring process and the quality of the mentors. It also suggests that mentors require educational and managerial support, continuing professional development, and recognition for their role. Recommendations are made for improving the mentoring process and the quality of mentors. It is hoped that the information will improve the quality and utility of nurse education, and enhance the quality of interpersonal relationships between mentors, students, and clients or patients in the community.

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Lepone, Mayo Nicole K. "An analysis of student affairs professionals' management of role conflict and multiple roles in relation to work/life balance." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368012963.

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Lord, Benjamin. "The Roles of Religious Coping, World Assumptions, and Personal Growth in College Student Bereavement." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2059.

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The field of bereavement research is currently lacking empirical studies examining grief in adolescent and young adult populations. Furthermore, the roles of religion (Hays, & Hendrix, 2008), meaning-making (Park, 2005) and post-bereavement personal growth (Davis, 2008), all of which are critical to understanding the loss experiences of people in these age groups (Balk, & Corr, 1996), have yet to be enumerated in a reliable way in the literature. Stroebe (2004) has emphasized the need to improve methods and measurement tools by including more thorough measures of religious coping and bereavement experience. The current study aimed to clarify the process of meaning-making following the loss of a loved one by testing a mediational model in which the use of positive religious coping methods influence the maintenance or development of adaptive core beliefs, which in turn produce favorable outcomes. Data were collected in a survey format from 222 college students, and analyzed using structural equation modeling to test the data against Baron and Kenny’s (1986) criteria for mediation. The data do not support a mediational model of meaning-making for the current sample, but an acceptable model of the effects of world assumptions on outcome variables was developed. The data suggest that while all core beliefs are important to the process of personal growth following a loss, beliefs regarding self-worth are the strongest predictors of positive outcomes and stronger beliefs in the randomness of events are problematic.

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Astin, Paul. "Personalization in small learning communities supporting teachers' new roles in a conversion small learning community middle school /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1693037431&sid=3&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Gruszka, Katarzyna, Annika Regine Scharbert, and Michael Soder. "Changing the world one student at a time? Uncovering subjective understandings of economics instructors' roles." WU Vienna University of Economics and Business, 2016. http://epub.wu.ac.at/4794/1/EcolEcon_WorkingPaper_2016_7.pdf.

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In the wake of the economic crisis, a number of student organisations and researchers came together to highlight the lack of pluralism and heterodox approaches in economics curricula. The high relevance of the pluralism debate becomes clear once set within the considerations of the implications of a given scientific discourse on reality. This is especially relevant for social sciences, where reality-creating is visible in e.g. the influence of economists on policy making. This study explores the role of instructors in co-constructing the dynamics of the pluralism discourse and debates. An empirical field study is conducted with lecturers in introductory economics courses at the WU Vienna University of Economics and Business where they place themselves within the pluralism discourse via a Q-study. Q is a mixed method typically employed for studying subjectivity inherent to a given, socially contested topic. It begins with a set of statements that undergo a sorting procedure on a relative ranking scale, and finishes with factorrendering. Four voices are identified: Moderate Pluralist, Mainstreamers, Responsible Pluralists, and Applied Pluralists. The implications of the ideas brought by these voices are discussed from the point of view of discursive institutionalism, stressing in particular the role of ideas and discourse in institutional change. On top of what is here referred to as discursive readinesses for changes towards more pluralism, strategies for overcoming the difficulties on the institutional level need to be developed. (authors' abstract)
Series: Ecological Economic Papers

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Cervantes, Cynthia Crystal, and Vanessa Vazquez. "Knowledge of School Resource Officer's Roles and Their Perceptions on School Social Worker's Roles." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/716.

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The study examined the perception of school resource officers (SROs) role in a school setting, the training they received prior to working in a school setting, their interaction with students, and their relationship with school administration, staff, and school social workers. Previous studies discussed SROs’ roles to be ambiguous and their primary focus of a school resource officer to maintain school safety, while other studies discussed the criminalization in schools due to the placement of law enforcement in the school settings. The study employed a qualitative design with face-to-face interviews with seven participants who serve or have served as a SRO's in a public school, grades kindergarten through twelfth grade. The study found that SROs knew their roles very well and did not feel their role was ambiguous. The study also revealed that and that school administrators might cause issues if they did not fully understand the role and limitations of the SRO’s. Another finding of the study was that SRO’s roles do not collide with school social workers (SSWs). Based on the findings of the study, we recommend that school administrators and staff work on understanding the role of SROs to better work with the students they serve. The study findings also encourage SROs, SSWs and school administrators to work collaboratively to better serve students on campus effectively and work with better understanding each disciplines knowledge.

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Dethlefsen, Anna K. (Anna Katheryn). "Differences in the Actual and Ideal Roles of Secondary School Counselors in Region X Schools as Perceived by Counselors, Principals, and Counselor Educators." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc330590/.

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There has been extensive criticism of schools for allowing counselors to be used for duties that lie beyond defined counselor roles. The purpose of this study was to determine if counselors are still being misused today as they have allegedly been in the past. The problem was divided into nine questions in order to ascertain differences in actual and ideal roles of secondary school counselors as perceived by counselors, principals and counselor educators. The study was limited to secondary schools in the Region X Education Service Center in Texas. The study included brief definitions of roles and an extensive review of literature. Twenty-three schools from the Region X Education Service Center in Texas were chosen using a random, stratified selection process. A counselor and the principal from each of these schools were interviewed using a Q sort. Three counselor educators were randomly selected to participate from each of three universities in the area. The Q-sort technique was used in order to determine differences in actual and ideal perceptions of the counselor's role as held by counselors, principals, and counselor educators. Cohen's equation for Q sorts was used to establish correlations between the different perceptions. A t distribution for correlation was used to determine significance. There was a significant positive correlation for these groups concerning their perceptions of secondary school counselors' roles: 1. Counselors' actual and counselors' ideal. 2. Principals' actual and principals' ideal. 3. Counselor educators' actual and counselors* ideal. 4. Counselors' and principals' actual. 5. Principals' and counselor educators' actual. 6. Counselors' and counselor educators' actual. 7. Counselors' and principals' ideal. 8. Counselors' and counselor educators' ideal. 9. Principals' and counselor educators' ideal. The Q-sort questions were also analyzed to determine which roles were ranked by these three groups to be most and least important.

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Soltani, Sepide. "Från blöjan till boken : en studie om stressupplevelse hos studerande mödrar." Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17842.

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The purpose of the essay is to investigate the experience of stress in student mothers, if it turns out that the roles they carry are incompatible. Furthermore, I want to know what factors can create this. The study is based on a qualitative method and the empirical material is produced via semi-structured interviews in which five student mothers participated. The result showed that the roles of student and mother of a student mother are incompatible. It was also shown that there are factors such as behavioral expectations of a role based on the social context one is in, inadequacy as a mother or student, finding balance between these roles may be a reason for their perceived stress. It was also stated in the results that the perceived stress has different effects on student mothers' everyday lives. There was a positive impact where their motivation to achieve the goal was increased and negative which contributed to a negative feeling such as insufficiency in order to internalize the student role with the mother role.

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Haber, Paige. "Cocurricular involvement, formal leadership roles, and leadership education experiences predicting college student socially responsible leadership outcomes /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3720.

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Thesis (M.A.) -- University of Maryland, College Park, 2006.
Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Park, Hyo Na. "Exploring South Korean Elementary EFI Learners' Construction of Investment| The Roles of Student-Centered Instructional Strategies." Thesis, Indiana University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13807367.

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Applying Kramsch?s (2012) notion of the multilingual learner as a subjective being, this study explores how South Korean elementary students construct their investment (Norton Peirce, 1995) in EFL learning in relation to their economic, social, and cultural capital (Bourdieu, 1986; Bourdieu and Passeron, 1977) as these emerge in their interactional patterns in their EFL classroom. Also, it explores how students perceive the introduction of student-centered instructional strategies and how they construct their investment in EFL learning before and after the introduction of these strategies. The setting for the study was a sixth-grade classroom in a public elementary school located in the central district of a major South Korean metropolitan area. Of the twenty-two EFL learners in the class, ten were selected as participants in the study, and of these, three were chosen as focal students on the basis of their status as low-achieving learners. Data collection methods included ethnographic classroom observations, non-structured interviews with the learners, and their writing and drawing artifacts. For data analysis, thematic coding was employed to generate codes based on two interviews with each learner, which were then categorized to generate themes (Salda?a, 2016). Three principal findings emerged: 1) learners? EFL proficiency, peer relations, parental linguistic support, and linguistic support outside of the school provided significant forms of economic, social, and cultural capital in the EFL classroom; 2) the learners? economic, social, and cultural capital played important roles in their linguistic achievement, but were not as relevant to their perceptions of and attitudes toward their EFL learning; and 3) the students reported that student-centered instructional strategies helped them to acquire self-confidence, strong resolve to learn English, and positive attitudes towards EFL learning. The instructional strategies appeared to be particularly effective in promoting the construction of investment by students with relatively low levels of social, economic and cultural capital. The study concludes that short-term applications of student-centered instructional strategies appear to provide some benefits to students who struggle with EFL learning. Implications include recommendations for further research into short-term and long-term applications of student-centered instructional strategies and their relationship to elementary students? construction of investment.

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DeMoulin, Jade Lin. "Corrective Feedback and Teacher/Student Roles in the Acquisition of the Passé Composé and the Imparfait." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579010.

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This thesis explores the differences between the Passé Composé and the Imparfait and why it can be difficult for students of the French language to correctly employ these two past tenses. I will examine the use of corrective feedback in French second language classrooms and the teacher/student role in the acquisition of the Passé Composé and the Imparfait by reviewing the literature in this field, and provide didactic suggestions going forwards.

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Bao, Xuehua. "Who makes the choice? rethinking the roles of self-determination and relatedness in Chinese children's motivation /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36429417.

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Rodriguez, Naeemah. "Upper Classmen's Valuation of Their Roles as Mentors to New Ninth Graders: A Case Study in a Diverse Suburban High School." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2255.

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This study was conducted to obtain information about a mentoring program through the eyes of eleventh and twelfth grade student mentors. These students were able to tell what needed to be known about the strengths and weaknesses of this mentoring program and what they felt needed to be done to make the program more effective and meaningful. This study will serve to inform school leaders who may be planning a peer mentoring program at an educational institution.

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Ellis, Norm. "Toward a common agenda, a case study of teacher and student roles in an innovative secondary school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24128.pdf.

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Tabano, James G. "How Former Division I Student-Athletes Experienced Their Dual Undergraduate Roles| The Internal Competition for an Identity." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557698.

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Identity research requires a multidisciplinary approach for a comprehensive understanding. Even with acceptance of multiple perspectives, one is left with ambiguous terminology and indiscrete concepts (Ashmore, Deaux, & McLaughlin-Volpe, 2004).

The inquiry into the identity of a nontraditional college population such as student-athletes is no less complicated and challenging (Gohn & Albin, 2006). The role development and role demands confronting these students make for a unique undergraduate experience (Greer & Robinson, 2006). The identity balance achieved through role salience necessitates that these students learn self-regulation and self-management skills in order to perform both academic and athletic roles effectively (Adler & Adler, 1987; Killeya-Jones, 2005; Melendez, 2009). Nonetheless, proficiency at these roles does not preclude the inevitable role foreclosures that all these student-athletes face at the end of their undergraduate experience (Ogilvie & Taylor, 1993; Pearson & Petitpas, 1990).

This dissertation is a three-part examination of this dual identity phenomenon. It explores the experiences of seven former NCAA Division I student-athletes who participated in the revenue-producing sports of basketball or football. All three of the analyses utilize a phenomenological methodology and rely on both an interview and projective stimulus. The interviews consist of three sets of open-ended questions, and the projective data instrument utilizes Card 1 (Boy with violin) of the Thematic Apperception Test (TAT) (Murray, 1943).

The initial inquiry looks at the developmental process of the student-athlete, including how the two identities are formed, sustained, and foreclosed. Many college student-athlete studies examine identity issues while the students are enrolled as undergraduates, but this inquiry focuses on those former NCAA Division I athletes who successfully navigated the dual role dynamic. The reports of those who have been able to play and graduate give insight to particular problems and the solutions these athletes developed. The results reveal a pre-collegiate dual identity development that is sustained through college by role salience strategies and role foreclosure recognition.

The second inquiry identifies those individual identity elements that may be active in the formation of the dual role identities for these former student-athletes. The dominant identity themes for the interviews were framed by Ashmore, Deaux, and McLaughlin-Volpe (2004). The narratives were scrutinized for identity themes from the participants’ high school and college experiences. The narratives consisted of the following identity elements: self-categorization, evaluation, importance, affective commitment, and content and meaning. The assessment of the TAT projections was grounded in McClelland, Atkinson, Clark, and Lowell’s (1953) achievement motivation scoring criteria. High-achievement content was found in five of the seven stories. Implications of the findings are discussed for future research into the complexity of college student-athlete identity.

The final inquiry examines the motivational and self-regulatory underpinning of these former student-athletes. Delay of gratification (DOG) has been recognized as a psychological trait involving both ego control and ego resiliency (Funder & Block, 1989). It is also recognized as an important psychological condition for academic success (Bembenutty & Karabenick, 1998).

The same two data collection instruments were used: an open-ended question interview and Card 1 (Boy with violin) of the TAT. The interview yielded recall data concerning DOG in both the high school and college experiences of these participants. The TAT gave a projective story and fictional response to the structured stimulus in the TAT picture card. There were similar responses between the data sets alluding to DOG when the narratives were assessed according to Academic Delay of Gratification strategies (Bembenutty & Karabenick, 1998). Implications for further research, policy, and practice as well as a need for more expansive qualitative inquiry into this studentathlete subpopulation are discussed.

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González-Howard, María. "Interactional patterns in argumentation discussions: Teacher and student roles in the construction and refinement of scientific arguments." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107343.

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Thesis advisor: Katherine L. McNeill
Recent science education reform documents and standards, such as the Next Generation Science Standards (NGSS), call for school science to better reflect authentic scientific endeavors by highlighting the centrality of students engaging in science practices. This dissertation study focuses specifically on argumentation (through the modality of talk), one of the eight science practices emphasized in the NGSS. Although extensively studied, argumentation rarely occurs in classrooms. The absence of this science practice in classrooms is partly due to the student-driven exchanges required by argumentation differing greatly from the interactions that occur during traditional instruction, where students primarily speak to and through the teacher. To transform the type of talk that occurs in science classrooms it is necessary to examine discourse patterns, as well as the roles classroom members take on, in order to identify and develop strategies that can facilitate the shift in discourse norms. This dissertation employs a mixed-methods approach, using social network analysis (SNA), multiple case study methodology, and discourse analysis (DA), to deeply examine video recordings of three middle school classrooms engaged in argumentation through a science seminar (a type of whole class debate). Findings from the SNA highlight the importance of argumentation research integrating a focus on argument structure with dialogic interactions, and point to the benefits of using multiple types of representations to capture engagement in this science practice. Furthermore, examining the manner by which teachers articulated student expectations and goals for the argumentation activity suggest the need to continue supporting teachers in developing and using rich instructional strategies to help students with the dialogic component of argumentation. Additionally, this work sheds light on the importance of how teachers frame the goals for student engagement in this science practice, specifically as being either individual goals or communal goals. Lastly, findings from the DA stress the relationship between discourse patterns and interactional norms, and also suggest the need to expand our perspectives of who can prompt for critique during an argumentation activity

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Beck, Terence A. "The influence of civics problem-solving steps and audience roles on substantive student engagement in fourth grade /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7595.

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Kukla-Acevedo, Sharon. "TEACHER EFFECTIVENESS: THE ROLES OF TEACHER CHARACTERISTICS, PREPARATION, AND TURNOVER." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/881.

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Thesis (Ph. D.)--University of Kentucky, 2008.
Title from document title page (viewed on October 30, 2008). Document formatted into pages; contains: vii, 89 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 85-88).

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Kehrwald, Jane. "Learner autonomy in the LOTE classroom: a case study of teacher and student beliefs about roles and responsibilities." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00003184/.

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[Abstract]: Learner autonomy in language learning has been described as the ability to take charge of one’s own learning by determining the objectives, defining the contents and progressions, selecting methods and techniques to be used, monitoring the procedure of acquisition and evaluating what has been acquired (Holec, 1979). Few would doubt that learner autonomy in language learning is a positive thing and can lead to learners who are more proficient in the target language. These sentiments are echoed in many language programs, which have as their explicitly stated goal the development of autonomous, self-directed learners. This project is a pilot study with the aim of investigating one such program: the Languages Other Than English (LOTE) (Indonesian) program at a regional public high school.Taking a collective case study approach this investigation sought to determine two LOTE (Indonesian) learners’ and their teacher’s beliefs about roles and responsibilities in the language learning process and how these beliefs are translated into their teaching and learning behaviour. Prior to any interventions aimed at facilitating the transfer of responsibility for the management of the learning process from the teacher to the learner, it is essential to access learners’ and teachers’ beliefs and attitudes as these have a profound impact on their learning and teaching behaviour and erroneous beliefs may lead to less effective approaches to learning, ultimately impacting on learners’ success in language learning (Horwitz, 1987).The data, collected through structured interviews and classroom observations, suggest that the subjects simultaneously exhibit characteristics consistent with and in contradiction to the profiles of autonomous learners and of a teacher who engages in pedagogy aimed at the development of autonomous learners. The two LOTE learners’ beliefs, and their learning behaviour, suggest that they defer responsibility to the teacher for the technical aspects of their learning, such as identifying learning objectives and topics, selecting learning activities and resources. On the other hand, through their expressed beliefs, and from the observed lessons, it appears that the two learners accept some level responsibility for reflecting and evaluating their learning and fully accept responsibility for maintaining their interest and motivations in learning the LOTE. While the LOTE learners defer responsibility for the technical aspects of their learning to their LOTE teacher, the LOTE teacher herself defers responsibility to the LOTE syllabus. However, the LOTE teacher was observediiiworking with learners, helping them to evaluate and reflect upon their learning and maintaining their interest and motivation in learning the LOTE.Recommendations for pedagogy to promote the development of learner autonomy and further research are presented.

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Bukky, Molly B. "Move to the Head of the Class: Teacher Agency in Constructing Student Roles in a Rural Elementary School." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1212777927.

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Mosimege, Keolebogile Betty. "Multiplicity of roles experiences of mature women students in a higher education setting /." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-09182007-115401.

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O'Banion, Liane Kehaulani. "Campus Sexual Assault and (In)Justice: an Inquiry into Campus Grievance Professionals' Roles, Responsibilities, and Perspectives of Justice." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4407.

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Approximately one in four women experience sexual violence in college. Public institutions of higher education identify professionals specifically responsible for Title IX compliance, campus grievance processes, and survivor advocacy. Success in these roles depends upon a variety of institutional, legal, and procedural factors, and the ability to balance compliance, accountability, transparency, confidentiality, and care for students in pursuit of institutional justice. However, the literature has failed to acknowledge the complexities and individual cost of serving in these contentious roles. Moreover, facets of organizational culture can hinder grievance professionals' efficacy in fulfilling their duties, facilitating consistent and fair resolutions, and ensuring just outcomes. This exploratory, qualitative study sought to fill the literature gap and add insight into the experiences and perspectives of student conduct, Title IX, and advocacy professionals at multiple public institutions by seeking to understand individual actions, values, and responses in light of organizational structures, institutional policies, leadership, grievance models, and power dynamics. Data indicated that professionals involved in campus grievance endure severe emotional strain in their efforts to facilitate justice, especially if their own values and principles are misaligned with those of institutional leaders, policies, grievance processes, or outcomes. Moreover, the findings suggest that such misalignment diminishes professional efficacy, which increases stress, fatigue, and leads to burnout, thereby decreasing the likelihood of realizing justice. Recommendations include revisions to graduate education, reimagined compelled disclosure policies, the need for employee support programs, and a call for further accountability of institutional leaders. Finally, an alternative paradigm is explicated for moral and justice-centered resolutions of campus sexual assault.

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Wimolsittichai, Nilobon. "School libraries and their roles in rural Thailand: Perceptions of public primary school principals." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/116146/1/Nilobon%20Wimolsittichai%20Thesis.pdf.

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Background: Thailand continues to face a serious long-term problem developing effective school libraries, particularly in rural small public primary schools. Even though the Thai government has developed school library standards and supports many projects to help all schools establish effective libraries, most rural small public primary schools still struggle to improve their libraries enough to reach even the minimum criteria of the standards (Thailand Knowledge park 2011). Thai government and policy makers appear to overlook the special management, guidelines and standards challenges for libraries in rural small public primary schools. The lack of expenditure in Thailand on research and development of rural small public primary school libraries has led to a minimum of related primary data and studies, giving very little indication of ways to improve the quality of those libraries effectively. Objectives and Methods: This research, which aims to explore principals' perceptions of public primary school libraries, library characteristics and effectiveness, employs a research method using questionnaires to survey 375 school principals in 6 regions in Thailand. Survey part 1 requested basic information about principals, their schools and their school libraries. Survey part 2 asked principals to illustrate the strengths, weaknesses, opportunities and limitations of their school libraries. Survey part 3 was a semantic scale for principals to rate their perceptions about the impact of the school library on students' academic achievement. Both quantitative and qualitative data are used in this research: quantitative data were analysed through 3 analysis techniques including descriptive, cluster and multiple regression; qualitative data were analysed through thematic analysis. Findings: This research found that in general small public primary school libraries lack resources for their collections, physical facilities, and staff. Of the 6 regions surveyed, libraries located in the North and Northeast regions face the greatest lack of resources. Principals participating in this study perceive the necessity for an effective administration, sufficient staff and sufficient library physical facilities to overcome the limitations of their libraries. Most principals understood very well the impact that school libraries have on students' academic achievement, particularly in enhancing students' literacy levels. The research also found that principals aged younger than 51 years tended to have more positive perceptions about this impact of libraries on students' academic achievement. Recommendations: At a policy level, the Thai government should urgently equip the small schools in rural areas with Information and Communications Technology (ITC). It needs to reauthorise and modernise the National Education Act 1999 to mandate the importance of the pedagogical role of school libraries and school librarians. Clear library policies are required for both school libraries in general and for the provision of library services in rural small public primary schools. Moreover, the Thai government should assign the Thai Library Association to develop new national school library standards. The Thai government should also acknowledge the role of parents and local community participation in education development. The Thai government should conduct and support research on existing barriers to developing effective education and learning resources in rural small public primary schools. At a practitioner level, principals, teacher librarians and school library stakeholders are crucial for developing effective libraries. Principals need to know and understand the school library standards and the policy related to learning resources development; they also need to be prepared to convert traditional school libraries into modern libraries by integrating ICT in library administration, collections, services, activities and staff. Importantly, principals need to support teacher librarians and staff, enhancing their knowledge and skills in library and information fields; equally, they need to collaborate with school library stakeholders, in both internal and external school communities, to develop effective libraries and to promote and enhance their capacity. Conclusion: This research identified a much-needed foundation for developing an effective library in rural Thailand. Although principals have an important role in directing and managing change in libraries, collaboration among library stakeholders is also a significant factor leading to the development and enhancement of effective school libraries. In the light of this research, the researcher recommends for the Thai government and school library stakeholders pay more attention to and to prioritise dealing with school library issues. The researcher also expects that this research will help build international cross-cultural understanding beyond the school libraries of small public primary schools in rural Thailand, to developing countries more widely. Such knowledge would be beneficial to the Thai government, and to school library communities and stakeholders, both in Thailand and internationally, to establish and develop effective school libraries that lead to educational success.

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Saldanha, Marcelo Bravo Cassales. "Adaptabilidade de carreira em trabalhadores-estudantes do ensino superior." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/98291.

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Este estudo objetivou investigar qualitativamente a adaptabilidade de carreira de trabalhadores-estudantes, descrevendo como percebem seus recursos de adaptabilidade e os expressam no dia-a-dia. Entendeu-se que este público vivencia uma situação de transição de carreira ao desempenhar simultaneamente os papeis de trabalhador e de estudante, o que exige mais de sua capacidade de adaptação e consequentemente gera maior ativação de sua adaptabilidade de carreira. Participaram deste nove trabalhadores estudantes de nível superior de graduação de universidades particulares da cidade de Porto Alegre. A coleta de dados foi feita utilizando uma entrevista semiestruturada aplicando a estratégia teaching the test proposta por Savickas e Porfeli (2011), que consiste em aplicar uma escala e discutir as respostas com o participante. Foi utilizada a versão brasileira da Escala de Adaptabilidade de Carreira como objetivo de abordar aspectos relacionados aos construtos investigados, sendo o material verbal produzido analisado através de análise temática. Os resultados são apresentados em duas seções: percepções sobre o manejo dos papeis de trabalhador e estudante e percepções sobre a adaptabilidade de carreira. Cada tema ou subtema foram ilustrados com excertos representativos. Discutem-se as limitações do estudo e sugerem-se possibilidades para estudos futuros.
This study aimed to investigate qualitatively the career adaptability working-students, describing how they perceive their adaptability resources and express daily. It was understood that the public experiences a situation of career transition to simultaneously play the roles of worker and student, which requires more of your adaptability and consequently generates greater activation of their career adaptability. Participated in this nine workers postsecondary students graduate of private universities in the city of Porto Alegre. Data collection was done using a semistructured interview applying the strategy teaching the test proposed by Savickas e Porfeli (2011), which consists of applying a scale and discuss the answers with the participant. We used the Brazilian version of the Scale of Career Adaptability aimed to address issues related to the constructs investigated and verbal material produced analyzed using thematic analysis. The results are presented in two sections: perceptions about the management of student and worker roles and perceptions of career adaptability. Each theme or subtheme were illustrated with excerpts representative. We discuss the limitations of the study and suggest up possibilities for future studies.

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Eksteen, Truter. "Educators' understanding of their roles at a school of skills." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2066.

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Thesis (MEd (Specialised Education))--University of Stellenbosch, 2009.
The site for the study is a Western Cape school for industry that became a school of skills in 1999. According to the S.A. National Association for Specialised Education (SANASE) (2001:1), a school of skills, also referred to as a special school, caters for intellectually mildly disabled learners (IMD learners) who are characterised by their poor scholastic abilities in reading, writing and arithmetic skills, low self-esteem, poor self-concept, lack of motivation to study and their inability to cope with academically orientated work. These would be learners who were previously in mainstream schools but whose learning difficulties resulted in their being placed at special schools. These learners pose particular challenges to their school environments, and teachers who work with such special needs learners require specialised training to equip them for their tasks. Teachers at schools of skills, however, generally have no additional training. This study had as focus teachers' understanding of their roles at a school of skills. This study uses an ecosystemic approach within an interpretive research framework to obtain in-depth data on teachers' understanding of the learners' learning needs and the concomitant challenges to classroom learning and their teaching. It also explored teachers' interpretations of their professional positioning amidst the demands posed by an outcomes-based curriculum. The study found that, despite ongoing in-service training initiatives, teachers insist that they need learner-specific guidance as they were incapable of providing suitable learning to their learners. They believe that their learners will need life-long learning support. Such beliefs create barriers to successful learning and can also marginalize learners, preventing them from being part of the mainstream of community life. The study found that the successful implementation of inclusive classroom learning is left largely to teachers' personal initiative. Although some teachers achieved positive results, the majority of teachers at the site failed to provide successful learning. It seems that learning success at schools of skill is dependent on positive teacher expectations of learners learning.

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Doepker, Gina Marie. "A study to determine the status of the roles, responsibilities, and practices of university supervisors who serve middle childhood preservice teacher candidates in the state of Ohio." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173125185.

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Adams, Bridget. "A description of the self-perceived roles of registered nurses in student health services in selected tertiary institutions in South Africa." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/2967.

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Holthaus, Victoria Elizabeth. "Does Interprofessional Simulation Change Dietetic Student Perception of Communication, Decision-Making, Roles, and Self-Efficacy in Working with the Healthcare Team?" The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396820453.

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Dissertations / Theses on the topic 'Student roles'

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