Relevant bibliographies by topics / Supervision students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Supervision students'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Supervision students"

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McKinley, Mary Temitope. "Supervising the sojourner: Multicultural supervision of international students." Training and Education in Professional Psychology 13, no. 3 (August 2019): 174–79. http://dx.doi.org/10.1037/tep0000269.

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Ekanoye, Adekemi. "Multicultural Issues in Supervision - Supervising International Counseling Students." Psychology and Behavioral Sciences 9, no. 2 (2020): 12. http://dx.doi.org/10.11648/j.pbs.20200902.12.

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Kosta, Joan C., and Alejandro Brice. "Supervision: The Sensitivity Awareness Supervision Model." Perspectives on Administration and Supervision 9, no. 3 (October 1999): 18–20. http://dx.doi.org/10.1044/aas9.3.18.

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Abstract Clinical supervisors are faced with supervising students who represent differences from “traditional” students that include spoken language, dialect, interpersonal communication styles, and attitudes. The training of culturally and linguistically diverse (CLD) speech-language pathologists is therefore a priority in order to serve the growing CLD population. The issues of cultural and linguistic diversity present major challenges for the clinical training of student clinicians. The need to develop specific styles and guidelines relating to supervision of CLD students is critical. This paper highlights concepts used in a supervision model designed for use with CLD student clinicians.
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Mori, Yoko, Arpana G. Inman, and Grace I. L. Caskie. "Supervising international students: Relationship between acculturation, supervisor multicultural competence, cultural discussions, and supervision satisfaction." Training and Education in Professional Psychology 3, no. 1 (February 2009): 10–18. http://dx.doi.org/10.1037/a0013072.

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Reese, Robert J., Federico Aldarondo, Charlotte R. Anderson, Seong-Jik Lee, Thomas W. Miller, and Deborah Burton. "Telehealth in clinical supervision: a comparison of supervision formats." Journal of Telemedicine and Telecare 15, no. 7 (October 2009): 356–61. http://dx.doi.org/10.1258/jtt.2009.090401.

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Nine counselling psychology students were enrolled in a 12-week pilot practicum (i.e. a work placement) for either one hour of course credit (six students) or three hours (three students). Group supervision was provided both in-person and by videoconferencing. Each trainee completed a measure evaluating their satisfaction with supervision (Supervisory Satisfaction Questionnaire, SSQ) and the supervisory relationship (Supervisory Working Alliance Inventory – Trainee Version, SWAI-T). The student's self-efficacy was also tracked during the semester (Counselling Self-Estimate Inventory, COSE). Trainees rated their satisfaction with videoconferencing similarly to the in-person format. The supervisory relationship also did not appear to be affected by the videoconferencing format. The COSE scores indicated that the students increased in counsellor self-efficacy by the end of the semester. Trainees reported that their supervisory needs were met and believed that videoconferencing was a viable format for supervision, although such a format still needed to be augmented by in-person contact. Providing better access to supervision and professional support using technology is one step towards improving health care in rural areas.
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Adams, Trevor. "Clinical supervision: psychiatric students." Nursing Standard 5, no. 26 (March 20, 1991): 29–31. http://dx.doi.org/10.7748/ns.5.26.29.s36.

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Nilsson, Johanna E. "International Students in Supervision." Clinical Supervisor 26, no. 1-2 (September 20, 2007): 35–47. http://dx.doi.org/10.1300/j001v26n01_04.

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Holdaway, Edward, Claude Deblois, and Ian Winchester. "Supervision of Graduate Students." Canadian Journal of Higher Education 25, no. 3 (December 31, 1995): 1–29. http://dx.doi.org/10.47678/cjhe.v25i3.183220.

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Graduate education is an essential component of universities; it also contributes substantially to national economies. However, problems in graduate education, especially with respect to completion and quality, have emerged in many countries, including Canada. To address these problems and related issues and practices, a comprehensive three-year research project has been conducted involving questionnaires and interviews in Canada, Australia, Great Britain, and other countries. This paper presents information from questionnaires completed in 1993 by 736 supervisors of graduate students in 37 universities across Canada. Many substantial differences were obtained between the means for items when respondents were classified into eight discipline areas. The responses related to master's and doctoral programs were generally similar.
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Ossai, Peter Agbadobi Uloku. "Examining Relationship and Differences between Student Teachers' First Supervision and Second Supervision Scores." Journal of Educational and Social Research 10, no. 4 (July 10, 2020): 105. http://dx.doi.org/10.36941/jesr-2020-0069.

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This study examined the relationship and differences between students’ teaching practice scores in the first and second supervisions. The aim of the study was to find out whether students’ performances in the first supervision could predict performance in the second supervision. To direct the study, two research questions and two null hypotheses were used. An ex-post facto design was employed in the study. The population for the study consisted of 95 300 students from the department of Guidance and Counselling, Delta State University, Abraka for 2016/17 session. A sample of 82 students was drawn from 300 level through purposive sampling technique. The two sets of teaching practice scores for 2016/17 session were used in the study. The research questions were answered through the use of co-efficient of determination and mean while the null hypotheses were tested at .05 level of significance using Pearson’s r and independent samples t-test. The data analysis revealed that the two sets of teaching practice scores were positively related; however there was no significant relationship between the scores from the first and second supervisions. It was also found that the two sets of scores did not differ significantly. The weak relationship or difference between the two sets scores from the two supervisions were attributed to students not heeding the supervisors’ instructions in the first supervision. Further studies on relationship and differences between students’ teaching practice scores should be done with larger samples from other departments and other institutions in the country.
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Li, Dan, Yanhong Liu, and Injung Lee. "Supervising Asian International Counseling Students: Using the Integrative Developmental Model." Journal of International Students 8, no. 2 (April 1, 2018): 1129–51. http://dx.doi.org/10.32674/jis.v8i2.137.

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This conceptual article presents an application of the integrative Asian international counseling students developmental model (IDM) as a framework for supervising Asian international counseling students in the United States. Asian international supervisees’ characteristics and needs on four developmental levels and corresponding supervision interventions are discussed. Implications for clinical supervision, counselor education, and research are provided.
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Dissertations / Theses on the topic "Supervision students"

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Ramasami, Jennifer. "How do the Students Become the Supervisors? Student Training Experiences in Supervision and Supervisor Self-efficacy in Clinical Psychology." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1963.

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Supervision in clinical psychology is a vital component of graduate training, enhancing the professional and clinical skills of trainees. The current literature indicates that in order to be a competent supervisor, one must obtain training in supervision. One highly recommended method of supervision training is through graduate coursework. Available literature indicates that approximately 40% of licensed clinical psychologists have received formal training in supervision (e.g., formal course or practicum) in their graduate training program. However, these prevalence rates were obtained over a decade ago and may not be an accurate representation of current supervisory training practices in clinical graduate programs. Therefore, this study aimed to examine current supervision training experiences obtained by trainees in their graduate doctoral training programs for clinical psychology and how their training experiences relate to their own supervisory style or theoretical approach.Comprehensive training in providing supervision improves trainees’ beliefs in their ability to competently provide supervision, or rather, their self-efficacy in supervision. Self-efficacy is an integral part of supervision, as supervisors who have sufficient self-efficacy are likely to supervise more effectively compared to those who do not feel as efficacious. While supervisor self-efficacy has been researched in other areas of psychology, there is less research exploring supervisor self-efficacy within clinical psychology relative to other areas of ii professional psychology and counselor education. Thus, this study also endeavored to explore the relationship among supervision training, supervision knowledge and self-efficacy. For the current study 106 clinical psychology interns participated in completing questionnaires assessing supervisory training experiences, supervision knowledge, and supervisor self-efficacy. Results were that 81% of participants reported receiving formal training in supervision in graduate school, a significantly larger amount than prior reported rates. Additionally, amount of training and certain components of supervision training (i.e., organization and documentation of supervision training) significantly predicted supervision knowledge. Components of supervision knowledge (e.g., theories and models, ethical issues) and supervision self-efficacy (e.g., ethical and legal issues, theories and techniques) were highly correlated. Finally, supervision knowledge overall predicted supervision self-efficacy. This study provided an updated view into the type of training graduate students commonly receive in graduate programs in clinical psychology and supported the connection among supervision training, supervision knowledge, and supervisor self-efficacy. Clinical implications and future directions for training and related factors are discussed.
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Alcine, Enock. "Teachers' Perceptions of Academic Performance and Student Engagement Among Ninth-Grade Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6390.

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Lack of academic proficiency in ninth grade is a serious concern because of its associations with subsequent grade retention and dropout risk. The purpose of this qualitative single case study was to explore teachers' perceptions of the prospective causes of poor academic performance of ninth-grade students, with particular attention to cognitive, behavioral, and emotional barriers to student engagement. Self-determination theory provided the interpretative framework for this study. Data were collected through semistructured interviews with 10 ninth-grade teachers, observation of teachers' classrooms, and review of archival documents. Results of 6-phase thematic analysis indicated 8 themes: (a) no or little student engagement, (b) lack of support, (c) lack of basic skills, (d) lack of interest in school, (e) different levels and styles of learning, (f) mind-set in relation to performance, (g) disciplinary issues, and (h) belongingness in the classroom. Results confirmed the importance of students receiving support from parents and teachers in developing psycho-social skills to cope with the rigors of high school life. Findings may be used to update teacher training courses to emphasize promoting students' autonomy, competence, and relatedness.
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Bowker, David. "Okay? Yeah? Right? : negotiating understanding and agreement in master's supervision meetings with international students." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/12684.

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The aim of this study was to explore communication between supervisors and international students in the context of master’s supervision meetings. Nine meetings between three lecturers and seven students were audio recorded and analysed using Conversation Analysis. The focus of the study is the supervisors’ use of Yeah?, Okay? and Right? after students’ minimal responses and silence, usually following supervisors’ informing and advising turns. The use of these tags in this position is distinctive, and throws some light on the practice of supervision and on the ways students and supervisors orient to their roles. The tags can be seen to function to underline the supervisors’ actions of informing or advising, to mark transitions in the supervisors’ talk, to express doubt about the students’ understanding or agreement, and to invite students to speak. The sequences of which these tags are a part highlight both the asymmetrical relationship between supervisors and students and the negotiation of understanding and agreement that is a central issue in this setting, particularly when supervisors and students do not share the same linguistic or cultural background. I conclude by outlining some implications for supervisors’ practice, and also some specific suggestions which might be considered by teachers of English for academic purposes.
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Akhurst, Jacqueline Elizabeth. "Peer group supervision as an adjunct to individual supervision: an investigation of models of learning." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002431.

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Supervision of practice makes an important contribution to the development of psychotherapeutic skills in the training of psychologists (Bernard and Goodyear, 1998). Much research has, until recently, focussed on dyadic, hierarchical models of supervision, even though other forms of supervision have been developed. Peer group supervision has had little attention in the literature, although it is a common form of supervision utilised by psychologists in practice (Lewis, Greenburg and Hatch, 1988). A review of the literature considers the purposes of supervision; elements of dyadic supervision; various forms of group, peer and peer group supervision; and the leaming process in supervision. The development and implementation of a peer supervision group (pSG) of intern psychologists within the training setting of a University is described in this study. The PSG model was developed from the model proposed by Wilbur, Roberts-Wilbur, Morris, Betz and Hart (1991). Transcripts from nine audio-taped PSG sessions were analysed, and a comparison with four audio-taped dyadic supervision sessions was then undertaken. Grounded Theory methodology was employed in the design of the study and analysis of the data. The form and content of the two models of supervision were examined, with particular attention to the perspective of the trainees' learning experiences. The relative merits of both forms of supervision were assessed, and this analysis clearly demonstrates that peer group supervision has the potential to complement dyadic supervision by contributing differing learning experiences. A model of key influences upon, and effects of, participation in the two forms of supervision has been developed. Suggestions are made of ways in which dyadic supervision may be optimised, and recommendations for further development of the PSG emerge. The results were then considered from a neo-Vygotskian perspective. This enabled the findings to be linked to a comprehensive theory of learning, pointing to the key role of speech in thinking, and the contributions of the various forms of dialogue to deepened understandings. The discussion includes: consideration of techniques which enable trainees to obtain assistance from both more experienced practitioners as well as from their peers; an exploration of aspects of subjectivity and intersubjectivity; and contextual influences which have bearing on the study. This study identifies the need for further consideration of the supervision process in South Africa, and makes recommendations for the training of supervisors. The neo-Vygotskian model offers great promise both as a framework for understanding the leaming process in. supervision, and for developing guidelines for enhancing supervisory practice.
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Kirkland, Margot Anne. "Professional doctoral students and the doctoral supervision relationship : negotiating difficulties." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/27852.

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This research considers the experiences and difficulties that professional doctoral students face and the supervision relationship. Winnicott’s psychoanalytical ideas are used to understand and make sense of the less visible dynamics that shape the professional doctoral students’ narratives. Semi-structured interviews are used to sensitively explore in-depth the nature of difficult experiences. The method of analysis was both compatible with the psychoanalytical theoretical perspective and with the qualitative interview method. The analysis provided an opportunity to listen to and make sense of the professional doctoral students’ narratives in four different ways. The thesis begins with a review of the wider doctoral education research context. Changes, taking place in that context, are considered, looking particularly at the impact of the knowledge economy on doctoral educational research in general and, more specifically, on professional doctoral educational research. Literature within doctoral education highlights supervision models and psychoanalytical supervision models designed for doctoral supervision practice and doctoral student support. Key findings relate to the professional doctoral students’ expectations and the perceptions that shape their difficult experiences. Firstly, professional doctoral students have little knowledge of doctoral supervision before beginning their first doctoral supervision relationship. The professional doctoral students’ expectations and perceptions influence their supervision relationships. When the professional doctoral students negotiate their expectations, they experience a productive working supervision relationship. However, when professional doctoral students exclude difficult experiences from their supervision relationships they do not get an opportunity to make sense of their experiences. Informal pastoral support, such as cohorts, peer groups and families, provide additional space for the professional doctoral students to talk about their difficult experiences. However, this thesis shows that informal support does not provide an academic framework for the professional doctoral student to understand their difficult experience within a doctoral research context. In contrast, this research suggests that the supervision relationship between the professional doctoral student and the supervisor can offer a supervision space informed by Winnicott’s psychoanalytical ideas. In this space supervisors and supervisees can explore difficult professional doctoral student experiences in a creative, playful and academic environment. The thesis concludes by considering the implications for doctoral supervisors and for professional doctoral students. In doing so, I offer recommendations that include points to consider for Higher Education policy, professional doctoral education and supervision training.
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Bock, Evelyn Marieta. "Research supervision needs and experiences of master's students in nursing." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80105.

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Thesis (MCurr)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: Background: Research supervision forms an essential part of higher education. The emergence of global trends in the production and dissemination of knowledge is compelling universities and university of technologies in South Africa to become more market-orientated, competitive and entrepreneurial. The supervision process is vital to successful completion of the research component of master’s degrees and consequently increase throughput in higher education. Successful and meaningful supervision contribute largely to mutual satisfaction and professional development between supervisors and students. Good supervision should be an integral component of quality research governance. Objective: The aim of this study was to explore research supervision needs and experiences of the master’s students in nursing. Methodology: A descriptive phenomenological research design was used with a qualitative research approach. A non-probability, purposive sampling method was used to select respondents in this study. The target population includes all nursing science master’s students enrolled at University of Stellenbosch in the past three years (N=109). A sample size of twelve students was included in the study, whereby all twelve face to face interviews were conducted using the semi-structured interview guide. The inclusion criterium for students was that they were all currently registered students who initially enrolled for the Masters in Nursing degree program between 2008 and 2010 in the division of Nursing at Stellenbosch University. Results: Eight themes arose from the interviews. These included: isolation; lack of skills/ time management; family dynamics/personal circumstances; supervisor support; student and supervisor roles and responsibilities; workplace dynamics and support; financial and institutional support and implications; and motivation to complete studies. Conclusions: Successful completion of research undertaken on postgraduate level and supervision at a master’s level depend on a healthy and productive relationship between the supervisor and the student. Exploring and implementing the guidance and suggestions in this paper will assist students in considering supervision preferences. This in turn will result in achieving a good supervisory relationship which is the key to successful master studies.
AFRIKAANSE OPSOMMING: Agtergrond: Navorsing toesighouding vorm ‘n belangrike deel van hoer onderwys. Die opkomende wêreldtendense in die toename en verspreiding van kennis verplig Resultate: Ag temas het vanuit die onderhoude voortgespruit. Dit het ingesluit: isolasie; gebrek aan vaardighede/tydsbestuur; familie-dinamika/persoonlike omstandighede; ondersteuning van toesighouer; rolle van student en toesighouer, asook verantwoordelikhede; werkplek dinamika/ondersteuning; finansiële en institusionele ondersteuning/implikasies en motivering om die studie te voltooi. Gevolgtrekking: Die suksesvolle voltooiing van die navorsing wat onderneem word op nagraadse vlak en toesig is afhanklik van ’n gesonde en produktiewe verhouding tussen die toesighouer en die student. Die nagaan en implementering van die leiding en voorstelle in hierdie studie sal die studente help in die oorweging van toesighouer voorkeure. Dit sal gevolglik aanleiding gee tot die bereiking van ’n goeie toesighoudende verhouding wat die sleutel is tot die suksesvolle voltooiing van magistergraad studies. universiteite en universiteite van tegnologie in Suid-Afrika om meer markgeoriënteerd, kompeterend en ondernemend te word. Suksesvolle en betekenisvolle toesig maak hoofsaaklik n bydra tot die onderlinge bevrediging en professionele ontwikkeling tussen toesighouers en studente. Goeie toesig behoort ’n integrale komponent van kwaliteit begeleiding in navorsing te wees. Doelwit: Die doel van hierdie studie was om die behoeftes van navorsingtoesig en ervaring van die magisterstudent in verpleging te ondersoek Metodologie: ’n Beskrywende, fenomenologiese navorsingsontwerp met ’n kwalitatiewe navorsingsbenadering is gebruik. ’n Nie-waarskynlike, doelbewuste steekproefmetode is gebruik om respondente vir hierdie studie te selekteer. Die teikenbevolking sluit in alle magisterstudente wat ingeskryf is vir verpleegwetenskap aan die Universiteit van Stellenbosch oor die afgelope drie jaar (N=109). ’n Steekproefgrootte van twaalf studente is ingesluit in hierdie studie, waaronder daar met al twaalf van aangesig tot aangesig onderhoude gevoer is deur gebruik te maak van die semi-gestruktureerde onderhoudsgids. Insluitingskriteria vir die studente was dat hulle almal bestaande geregistreerde studente moes wees wat aanvanklik ingeskryf het vir die program vir die Meestersgraad in Verpleging tussen 2008 en 2010 in die afdeling van Verpleging aan die Universiteit van Stellenbosch.
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Donough, Gabieba. "Perceptions and experiences of undergraduate nursing students of clinical supervision." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86575.

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Thesis (MCur)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Differences were observed in clinical demonstration and assessment techniques of clinical supervisors involved with the supervision of undergraduate nursing students at an institution of higher education. These differing techniques displayed by the clinical supervisors may have implications for the standard of nursing care provided by the students and the throughput of these students. A qualitative approach with a descriptive design was applied to explore the perceptions and experiences of the undergraduate nursing students’ on clinical supervision. Nine (n=9) students were deliberately selected by means of purposive sampling from each year to participate in focus group interviews. Nine 1st year students, nine 2nd year students, nine 3rd year students and nine 4th year students respectively constituted the groups that were interviewed. Thus the total sample consisted of n=36 nursing students. Consent to conduct the study was obtained from the Health Research Ethical Committee at Stellenbosch University, as well the institution under study. Informed consent was obtained from all the participants. Data collection was completed by two trained fieldworkers who were not affiliated with the institution under study. The interviews were analysed through content analysis. Six themes emerged from the data. These included support, professionalism, realities of supervision, student preferences regarding supervisors, experiences that relate to abusive behaviour and the clinical supervision process. The findings indicated negative and positive experiences on clinical supervision. Recommendations were proposed to enhance clinical supervision and the learning experiences of student nurses. Key words: Clinical supervision, undergraduate nursing, clinical supervisor, clinical practice, differing techniques.
AFRIKAANSE OPSOMMING: Verskille was waargeneem in kliniese demonstrasie- en assesseringstegnieke van kliniese toesighouers wat betrokke is met die supervisie van voorgraadse verpleegstudente by 'n institusie van hoër onderwys. Die verskille in tegnieke gedemonstreer deur die kliniese toesighouers mag implikasies hê vir die standaard van verpleegsorg gelewer deur die studente en die slaagsyfer van hierdie studente. 'n Kwalitatiewe benadering met 'n beskrywende ontwerp was toegepas om die persepsies en ervaringe van die voorgraadse verpleegstudente oor kliniese supervisie te verken. Nege (n = 9) studente vanuit elke jaargroep was bewustelik gekies by wyse van doelgerigte steekproefneming om deel te neem in fokusgroep onderhoude. Nege 1ste jaar studente, nege 2de jaar studente, nege 3de jaar studente en nege 4de jaar studente het onderskeidelik die groepe gevorm waarmee onderhoude gevoer was. Die totale steekproef het uit n=36 verpleegstudente bestaan. Toestemming om die studie te doen was vanaf die Etiese Komitee vir Gesondheidsnavorsing by Stellenbosch Universiteit, asook die instelling ter ondersoek verkry. Ingeligte toestemming is van al die deelnemers verkry. Data insameling was deur twee opgeleide veldwerkers gedoen wat nie geaffilieer is met die instelling ter ondersoek nie. Die onderhoude was deur inhoudsontleding geanaliseer. Ses temas het uit die data ontstaan. Dit sluit in ondersteuning, professionaliteit, realiteite van supervisie, student voorkeure ten opsigte van toesighouers, ervaringe wat verband hou met mishandelende gedrag en die kliniese supervisie-proses. Die bevindinge het negatiewe en positiewe ervaringe oor kliniese supervisie getoon. Aanbevelings is voorgestel om kliniese supervisie en die leerervaring van die studentverpleegsters te verbeter. Sleutelwoorde: Kliniese supervisie, voorgraadse verpleging, kliniese toesighouer, kliniese praktyk, teenstrydige tegnieke.
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Friedrich-Nel, H., and JL Mackinnon. "EXPECTATIONS IN POSTGRADUATE SUPERVISION: PERSPECTIVES FROM SUPERVISORS AND DOCTORAL STUDENTS." Interim : Interdisciplinary Journal, Vol 12, Issue 1: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/292.

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Published Article
The relationship between the postgraduate supervisor and postgraduate student is commonly described in the literature because of the interesting and sometimes even complex dynamics involved in this process. However, the literature is not always very explicit about the specific expectations of those involved. The findings of a qualitative case study, completed at an American research intensive university (Indiana University, Indianapolis, Indiana, USA) are communicated in the article. Despite the complexity of the research supervision process, the expectations associated with the supervision process remains a unique experience of collaborative learning. A commitment is required from each of the role players to communicate expectations initially and continuously. Furthermore it was noted that an environment should be created for students in which they are respected as colleagues.
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Chitanga, Jabulani. "Internalisation of the research supervisor : experiences and perceptions of psychology masters students at a historically disadvantaged university." University of the Western Cape, 2016. http://hdl.handle.net/11394/5245.

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Magister Artium (Psychology) - MA(Psych)
Knowledge-based competition within a globalising economy is prompting a fresh consideration of the role of higher education in development and growth. Previously, it was often viewed as an expensive and inefficient public service that largely benefited the wealthy and privileged. It is now understood to make a necessary contribution to the success of national efforts to boost productivity, competitiveness and economic growth. Several governments see universities as engines for change and expansion of prosperity. There is also an increasing recognition that Higher Education has become dominated by a market-driven, consumerist service ethic and that this may have an impact on the style of research output and research supervision that academics adopt for a new knowledge economy. Research education or training, as it is often termed, is attracting greater scrutiny as research itself is seen of greater importance in the global knowledge economy. Students in post-graduation degree programmes across the world conduct research projects as a requirement to complete degrees A thesis or dissertation develops the ability to work independently and critically, the ability to develop arguments, and awareness and use of advanced methodological designs that pertain to the student's discipline of study. Thus such learning is argued to be facilitated in the context of research advisement or supervision. Through this process the student might adopt or internalise values and attitudes of the supervisor regarding research. This process is referred to as internalisation of the research supervisor, thereby contributing to the development of the student researchers. The theoretical framework chosen for this study was social constructionism. The aim of this present study was to explore the perceptions and experiences of students in relation to the internalisation of the supervisor that may take place during research supervision. The study utilised in-depth semi-structured interviews to collect data. Eleven participants from various supervisors consented to be part of the study. These were recruited using purposive sampling. The ethics considerations of the study adhered to the guidelines stipulated by Ethics committee of the University. Data was transcribed, and analysed using thematic analysis. The findings of this study indicate factors contributing to internalisation vary depending on aspects such as personalities of both the supervisor and the student, perceived quality of supervision and the supervision process itself. Findings also suggest that internalisation, whether positive or negative, of the research supervisor took place among the participants.
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Reeves, Frances S. "A study of students' reading scores, principals' supervisory behavior, class climate and teacher and student characteristics in selected fifth grades." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1987. http://digitalcommons.auctr.edu/dissertations/2333.

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This study examined whether or not the school's mean reading score could be explained by the teachers' perceptions of the principals' supervisory behaviors and teachers' characteristics and whether each student's reading score can be explained more by the principals' supervisory behaviors or by the students' perceptions of the fifth grade class climate or by the student's selected biographic variables in a large metropolitan school system. Ten elementary schools were selected by experts in the instructional department of a large metropolitan school system. Nine of the selected schools were Project Achievement Schools in which the students scored below the national norms on the Iowa Tests of Basic Skills (ITBS). The students and teachers samples consisted of one hundred and seventy-eight regular classroom teachers and four hundred and twenty-five fifth grade students. The instruments used were the Student Perceptions Questionnaire extracted from the Teacher Performance Assessment Instrument developed by the State Department of Education and the Instructional Supervisory/Behavior Questionnaire developed by Dr. Ganga Persaud. The student achievement test used was the 1985 Iowa Tests of Basic Skills (Level 10) mean reading scores of individual students and mean school reading score for each of the selected schools. In a regression analysis of the data, teachers’ degree qualifications, experiences, and perceptions of principals’ supervisory behaviors, in that order, predict the school mean reading score. The principals’ supervisory behaviors correlated inversely with the mean reading score of the school. The overall variance, however, is small - approximately 7 percent. In a regression analysis of the data, students' perceptions of the class climate and the principals' supervisory behaviors, in that order, predict students' reading scores. The relationships are inverse for both variables with reading scores indicating consistency between the teachers and students' perceptions. The selected biographic variables make smaller but insignificant contributions to the students' reading scores. The overall variance, however, predicted for all variables is small just over 15 percent. The results support the Edmonds' and Lezotte's Schools for low achievers. Support was not found for the Coleman studies that socio-economic and environmental variables were more important than the school variables for student achievement. This was probably due to the bias of the sample in favor of low socio-economic status (SES).
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Books on the topic "Supervision students"

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National Board for Nursing, Midwifery and Health Visiting for Northern Ireland. Supervision of students. Belfast: National Board for Nursing, Midwifery and Health Visiting for Northern Ireland, 1990.

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Supervision of ministry students. Collegeville, Minn: Liturgical Press, 1992.

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Eley, Adrian R. Effective postgraduate supervision: Improving the student-supervisor relationship. Maidenhead: Open University Press, 2005.

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Successful research supervision: Advising students doing research. New York, NY: Routledge, 2011.

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1948-, Thomson Pat, ed. Helping doctoral students write: Pedagogies for supervision. Abingdon, Oxon ; New York: Routledge, 2006.

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Porter, Nigel J. The supervision of nursing students in clinical settings. [Portsmouth]: [University of Portsmouth], 1998.

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Australian Council for Education Research, ed. Supervising doctorates downunder: Keys to effective supervision in Australia and New Zealand. Camberwell, Vic: ACER Press, 2007.

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Margaret, Alexander, and SRHE Postgraduate Issues Network, eds. Delivering core training for postgraduate research students over the web. London: SRHE, 2001.

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Wellington, J. J. Making supervision work for you: A student's guide. Thosand Oaks, CA: SAGE Publications, 2010.

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Svensson, Anngerd Lönn. Det beror på: Erfarna forskarhandledares syn på god handledning. Göteborg: Högskolan i Borås, 2007.

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Book chapters on the topic "Supervision students"

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Tanggaard, Lene, and Charlotte Wegener. "Doing Supervision." In A Survival Kit for Doctoral Students and Their Supervisors: Traveling the Landscape of Research, 95–114. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2017. http://dx.doi.org/10.4135/9781071802748.n9.

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Naoum, Shamil G. "Dissertation supervision and assessment." In Dissertation Research and Writing for Built Environment Students, 204–20. Fourth edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.1201/9781351203913-10.

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Jackson, Marion L. "Supervision of Ph.D. Level Soil Science Graduate Students." In SSSA Special Publications, 61–65. Madison, WI, USA: Soil Science Society of America, 2015. http://dx.doi.org/10.2136/sssaspecpub37.c8.

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Ko, Kyung Soon. "Movement-based supervision for Korean arts therapies students." In Essentials of Dance Movement Psychotherapy, 129–46. Milton Park, Abingdon, Oxon; New York, NY:: Routledge, 2017. http://dx.doi.org/10.4324/9781315452852-9.

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Gorman, Don, Fernando F. Padró, and Nona Press. "Post-Graduate Supervision of Indigenous Students in the Health-Related Fields." In Ensuring Quality in Professional Education Volume I, 259–87. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01096-6_12.

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Dolz, Jose, Christian Desrosiers, and Ismail Ben Ayed. "Teach Me to Segment with Mixed Supervision: Confident Students Become Masters." In Lecture Notes in Computer Science, 517–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78191-0_40.

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Tatnell, Ruth. "Research Supervision for Online Students—What Makes a Good Online Research Relationship?" In Tertiary Online Teaching and Learning, 277–84. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8928-7_27.

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Wisker, Gina, and Marion Treby. "Postgraduate Students Working on African American Women’s Writing: Supervision and the Research Journey." In Teaching African American Women’s Writing, 157–83. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9781137086471_10.

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Zheng, Haoran, Henny Herawati, and Sanikan Saneewong. "Effective Intercultural Supervision: Using Reflective Practice to Enhance Students’ and Supervisors’ Intercultural Competence." In Wellbeing in Doctoral Education, 219–28. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9302-0_18.

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Giacomucci, Scott. "Sociometry, Psychodrama, and Experiential Teaching in Social Work Education and Supervision." In Social Work, Sociometry, and Psychodrama, 393–422. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6342-7_20.

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AbstractThis chapter is devoted to the use of Moreno’s methods within education and supervision contexts to prepare the next generation of competent social work practitioners. The history and current state of Moreno’s methods in US and international academia is outlined, along with limitations to embedding psychodrama within university settings. Social work education’s history of experiential education is described with its relevance to sociometry and psychodrama as experiential teaching tools. Research on the effectiveness of experiential teaching and role-play in the classroom is offered and the importance of supervision in social work and psychodrama is highlighted. Examples and structured prompts are provided with a focus on using experiential sociometry processes (spectrograms, locograms, floor checks, step-in sociometry, hands-on-shoulder sociograms, and the circle of strengths) to enhance the learning experience of social work students, interns, and supervisees in various settings. Vignettes are also included which depict the use of written sociometric processes and psychodramatic role-plays within supervision or mentorship contexts.
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Conference papers on the topic "Supervision students"

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Phang, Fatin Aliah, Nor Haniza Sarmin, Siti Norziahidayu Amzee Zamri, and Naomie Salim. "Postgraduate Supervision: Supervisors versus Students." In 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). IEEE, 2014. http://dx.doi.org/10.1109/latice.2014.55.

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Mohamed, Hazura, Hairulliza Mohamad Judi, and Rofizah Mohammad. "Postgraduate students experience in research supervision." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICAL SCIENCES: Mathematical Sciences: Championing the Way in a Problem Based and Data Driven Society. Author(s), 2017. http://dx.doi.org/10.1063/1.4980940.

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binti Abdul Kadir, Herdawatie, Siti Nurul Aqmariah binti Mohd Kanafiah, Mohd Helmy bin Abd. Wahab, Zarina Tukiran, and Zulida bte Abdul Kadir. "Online students supervision (OSS ) systems using passive RFID." In 2008 International Conference on Electronic Design. ICED 2008. IEEE, 2008. http://dx.doi.org/10.1109/iced.2008.4786779.

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Rasyid, Suparta, Dadang Suhardan, and Yayah Huliatunisa. "Islamic Boarding School Supervision to Creating Smart Students." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.055.

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Gonçalves, Susana Filipa, Tatiana Sanches, Mariana Batista, Cristina Duarte, and Joana Miranda. "PH.D. SUPERVISION: DOCTORAL STUDENTS PERCEPTIONS, EXPECTATIONS AND NEEDS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2446.

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Vahed, Anisa, and Shalini Singh. "Facilitating epistemological access by developing students experiences of undergraduate research." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5140.

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Quality supervision at undergraduate level provides the impetus for students tocomplete their reseach projects successfully and to progress to higher levels of postgraduate studies. Yet very little work has been documented on developing students' experiences of undergraduate reserach. Proponents of undergraduate research claim that quality supervision enables students to engage with their own project; develop higher-order research related skills such as critical thinking; to plan and organise their research work in real-world settings; and to develop problem solving and anlytical skills. Fundamentally these capabilities can be applied to professional practice, thereby enabling students to be better prepared for a knowledge-based economy, which is a national imperative in the higher education research agenda. This paper assessed epistemological access of undergraduate students in terms of developing their research potential. A case study research design within a qualitative framework was used. Data were collected by means of focus groups and students' reflective reports, which were thematically analysed. Overall, the salient features of this paper showed that students' described the teaching of research as the theory and the supervision of research as the practice, which assisted them in developing their skills, abilities and dispositions to make informed decisions to self-manage their undergraduate research projects and practice.
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Sahoo, Ratikanta, and Abdul Md Mazid. "Effective supervision of postgraduate engineering students at Central Queensland University." In 2009 IEEE International Conference on Industrial Technology - (ICIT). IEEE, 2009. http://dx.doi.org/10.1109/icit.2009.4939716.

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Zakrizevska-Belogrudova, Maija, and Anna Sevcenkova. "Learning Motivation, Involvement in the Study Process and Formation of Supervisor Professional Identity for Supervision Students in Latvia." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.055.

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Sahar, Rafidah, and Nur Nabilah Abdullah. "Conceptualising Doctoral Supervision in Malaysia as a Small Culture." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.2-2.

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Research on doctoral supervision in the field of Intercultural Communication has traditionally been applied to cross-cultural comparison, particularly across national systems and cultural boundaries. However, recent years have witnessed that such comparison is being challenged and re-analysed in light of potential risk of over generalisation and stereotyping in its observation. In this research, we consider the relevance of small cultures (Holliday 1994, 1999) as an alternative approach to conceptualise doctoral supervisory practice as a dynamic on-going group process through which its members make sense of and operate purposefully within particular contexts and shared behaviours. Narrative-based qualitative research was designed to generate and analyse the data. The participants were a purposive sample of six recently graduated PhD students at a Malaysian public university. One-on-one narrative interviews were conducted with the students to gather their supervisory narratives. Analyses of the students’ transcripts were completed using a holistic-content approach (Lieblich et al. 2008). Findings reveal a distinct set of behaviours and understandings that constitute the cultures of supervisory practice in the Malaysian university context. Through the notion of small cultures, this research proposes that cultures of PhD supervision can be best understood through an analysis of shared norms, behaviours and values between students and supervisors during supervisory practice. This research hopes that the move from a focus on large culture (i.e. Malaysianness per se) to a focus on the meaning-making process between students and supervisors from different backgrounds can assist education practitioners such as PhD supervisors to avoid stereotyping and overgeneralising.
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Penman, Joy, and Glenna C Lear. "Over Mountain Tops and Through the Valleys of Postgraduate Study and Research: A Transformative Learning Experience from Two Supervisees’ Perspectives [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4547.

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Aim/Purpose: [This Proceedings paper was revised and published in the journal "Issues in Informing Science and Information Technology,"16, 21-40.] The purpose of this paper is to illuminate the learning that happens in assuming a supervisee’s role during the postgraduate study. Background: The facilitators and barriers students encountered while pursuing postgraduate studies, strategies to achieve success in postgraduate studies, and how to decrease attrition rates of students, have been sufficiently explored in literature. However, there is little written about the personal and professional impact on students when they are being supervised to complete their postgraduate studies. Methodology: Autoethnographic method of deep reflection was used to examine the learning that transpired from the supervisee’s perspective. Two lecturers (a Senior Lecturer in Nursing and an Aboriginal Tutor) focused on their postgraduate journeys as supervisees, respectively, with over 30 years of study experience between them, in Australia and abroad. Contribution: Future postgraduate students, researchers, would-be supervisors and experienced supervisors could learn from the reflections of the authors’ postgraduate experiences. Findings: Four themes surfaced, and these were Eureka moments, Critical friend(s), Supervisory relationship, and Transformative learning. The authors highlighted the significance of a supervisory relationship which is key to negotiating the journey with the supervisor. Essential for these students also were insights on finding the path as well as the destination and the transformative aspects that happened as a necessary part of the journey. Conclusion. The postgraduate journey has taught them many lessons, the most profound of which was the change in perspective and attitude in the process of being and becoming. Personal and professional transformative learning did occur. At its deepest level, the authors’ reflections resulted in self-actualization and a rediscovery of their more authentic selves. Recommendations for Practitioners: This article highlights the importance of the supervisory relationship that must be negotiated to ensure the success of the candidate. Reflections of the transformation are recommended to support the students further. Recommendation for Researchers: Quality supervision can make a significant influence on the progress of students. Further research on the supervisory relationship is recommended. Impact on Society: The support in terms of supervision to ensure postgraduate students’ success is essential. Postgraduate students contribute to the human, social, professional, intellectual, and economic capital of universities and nations globally. Future Research: Further reflections of the transformative learning will advance the understanding of the personal and professional changes that occur with postgraduate supervision.
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Reports on the topic "Supervision students"

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Supervision of Student Clinicians. Rockville, MD: American Speech-Language-Hearing Association, 2010. http://dx.doi.org/10.1044/policy.et2010-00316.

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Supervision of Student Clinicians. Rockville, MD: American Speech-Language-Hearing Association, 2004. http://dx.doi.org/10.1044/policy.et2004-00181.

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