Tesis sobre el tema "Fieldwork"
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Bidgood, Lee. "Collaboration, Fieldwork, and Film". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1039.
Texto completoMyers, Edwin J. "Fieldwork quality of life: addressing the Occupational Therapy Level II fieldwork student/supervisor relationship". Thesis, Boston University, 2014. https://hdl.handle.net/2144/11156.
Texto completoOccupational therapy Level II fieldwork (FW) students face contemporary stressors that may interfere with the learning process. Academic programs have a greater number of non-traditional students who must find a balance between academic, family and financial obligations. FW environments have become more stressful as increased productivity levels, shorter treatment durations, and budget cuts control clinic operations. These stressors may result in the FW student expressing higher degrees of anxiety and decreased confidence in performing entry-level skills at graduation. While physician and nursing professions have addressed best practices to manage clinical student stressors and training strategies for supervisors, a review of the occupational therapy (OT) literature reveals no study focusing on FW student well-being. This is surprising given the value that OT places on quality of life and establishing therapeutic relationships with our clients. This doctoral project describes a program directed to OT practitioners who have little or no experience in supervising OT Level II FW students. The program, given as a continuing education course, will provide the participants with training and tools to establish therapeutic relationships with their FW students. The program will use elements of the Intentional Relationship Model (Taylor, 2008) to educate the OT supervisor to use the therapeutic use of self (TUOS) to improve the quality of the student/supervisor relationship. The participants will also be introduced to the Fieldwork Quality of Life (FWQoL), a theoretical framework developed for this doctoral project, which will provide guidelines to assist the OT supervisor in determining if the FW student is having a positive FW experience. The program will use a small group format incorporating lecture, group discussions, video simulations, and provision of standardized questionnaires to assist the FW supervisor in monitoring the student's confidence and anxiety levels. A follow-up program, composed of volunteers from the program, will track their supervision of a FW student to determine program effectiveness.
Nundy, Stuart James. "The fieldwork effect : an exploration of the role and impact of fieldwork at key stage two". Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242765.
Texto completoOwen-Jones, Glenys. "Experiences of A Level Geography Fieldwork". Thesis, Royal Holloway, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498461.
Texto completoGetchell, Kristoffer M. "Enabling exploratory learning through virtual fieldwork". Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/923.
Texto completoRobotham, Anne. "The grading of health visitor fieldwork practice". Thesis, University of Wolverhampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366149.
Texto completoLawrence, Andy Richard James. "Confusion and catharsis in filmmaking for fieldwork". Thesis, University of Manchester, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664565.
Texto completoDimo, Peter Masibinyane. "Evaluation of fieldwork practice in social work education at the University of Limpopo (Turfloop Campus) aligning theory and practice". Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1056.
Texto completoThe study aimed at evaluating social work fieldwork practice at the University of Limpopo (Turfloop Campus) in relation to theory. The alignment of social work theory and practice is the goal of Social Work profession. Fieldwork practice in social work education forms the practical component of a social work curriculum. It is an essential bridge from classroom to service delivery settings as it provides an opportunity for social work students to connect theoretical education and fieldwork practice. However there is lack of integration between Social Work theory and Social Work fieldwork practice. There is indeed a continuing tension between theory and practice. With regard to the methodology, a combination of quantitative–qualitative research approach was used. Self-administered questionnaires, interview guide and focus group discussions were used to collect data from 3rd year and 4th year social work students as well as agency-based supervisors. The study revealed that social work fieldwork practice is essential for the integration of theory into practice. Therefore the department of Social Work at the University of Limpopo should organize workshops for agency-based supervisors to update their theoretical knowledge base. Fieldwork assessment tool should be reviewed and Social work students should also be involved in the assessment process and self-assessment should also be introduced.
Dunham, Joel Robert William. "The online linguistic database : software for linguistic fieldwork". Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/51636.
Texto completoArts, Faculty of
Linguistics, Department of
Graduate
McKinley, Maia. "Re-producing knowledge, the social organization of fieldwork". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ43188.pdf.
Texto completoWall, Glenda Patricia. "Contextualising geography fieldwork : perspectives within European higher education". Thesis, University of Liverpool, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632556.
Texto completoElrod, Melody Jeane. "Exploring Mathematics Teacher Education Fieldwork Experiences Through Storytelling". Thesis, University of South Florida, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10257126.
Texto completoThroughout the history of teacher education, the final fieldwork experience has often been called the single most influential experience in teacher preparation programs (Burns, Jacobs, & Yendol-Hoppey, 2016; Feiman-Nemser & Buchmann, 1986; Parker-Katz & Bay, 2008). Though this experience has been expanded to include fieldwork experiences throughout many teacher education programs (Guyton & McIntyre, 1990), the final fieldwork experience remains the closing activity and the lasting image of teacher preparation (Feiman-Nemser & Buchmann, 1986; Rosaen & Florio-Ruane, 2008). Given its importance, though, researchers know relatively little about it. “The knowledge thus produced is akin to the quantum theory of physics; we know what goes in . . . and what comes out . . . but not what occurs in the interim” (Guyton & McIntyre, 1990, p. 524). Given the current reforms in mathematics education and mathematics teacher education (National Council for the Accreditation of Teacher Education, 2010; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), Guyton and McIntyre’s observation is still relevant today.
During the final fieldwork experience, university-based and school-based mathematics educators must work together on behalf of the novice to marry university-promoted theory (especially reform-oriented theory) with the practical classroom expectations of day-to-day teaching life. Though there is much research on how this kind of work should be done and the dilemmas that have arisen during fieldwork (e.g., Knight, 2009; Loughran, 2006; Nolan & Hoover, 2004; Sergiovanni & Starratt, 2006; Sullivan & Glanz, 2013), we have little information about the experiences of the mathematics educators who collaborate during final fieldwork. Furthermore, we have very little information on how these educators navigate mathematics reforms to prepare teachers of mathematics.
This multi-case study was designed to investigate three novices, their school-based mentors, and their university-based mentor (me) who collaborated during a year-long final fieldwork experience at the close of a middle school mathematics teacher preparation program. To write single case reports that illuminated our collaborative experiences, I wrote the “stories” of each triad. To collect these stories, I used individual and group interviews, paired conversations, asynchronous text interviews, conference observations, collaborative fieldwork artifacts, my own practitioner-researcher journal, and three cycles of participant member checks. After verifying the veracity of the stories of each triad, I engaged in cross-case analysis to make assertions about the commonalities and unique circumstances that defined these fieldwork cases. This study adds to teacher preparation fieldwork literature by evoking a response from educators working in the field and providing them with examples of open dialogue that created more empathetic collaborative experiences. The study also provides evidence that the empathy generated by sharing stories can create more productive and effective learning experiences for the novices involved. In particular, open dialogue provided the collaborators in these cases with a platform for acknowledging pedagogical differences, negotiating fieldwork expectations, and setting and meeting novices’ professional goals. For future investigations of teacher preparation fieldwork collaboration, this study provides evidence that a practitioner approach to research affords the researcher exceptional access to the stories of novices and mentors and establishes empathetic bonds that can make the telling of those stories both illuminating and respectful of the voices they represent.
Bidgood, Lee. "Czech Bluegrass: Fieldwork, Americanness, and Media In Between". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3249.
Texto completoCook, Victoria Ann. "Embodied fieldwork : exploring students' personal geographies of the field". Thesis, University of Leeds, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505078.
Texto completoMerchant, Paul. "Observant travel : distant fieldwork in British geography, 1918-1960". Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326659.
Texto completoSmith, R. M. "Searching for Gills : fieldwork meditations and Scorper, a novel". Thesis, Bath Spa University, 2013. http://researchspace.bathspa.ac.uk/1881/.
Texto completoVan, Loon Carey Brunner, Frances Berdan y Edward A. Stark. "EthnoQuest: An interactive multimedia simulation for cultural anthropology fieldwork". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1938.
Texto completoLawrence, Sidra Meredith. "Killing My Own Snake: Fieldwork, Gyil, and Processes of Learning". Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1151067357.
Texto completoJustad, Joar Aspenes. "The UNIS Borehole Jack; : Description, fieldwork and new classification system". Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for bygg, anlegg og transport, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-18609.
Texto completoLin, Meng-Yen. "Assessing market segmentation success : developing a plan, fieldwork, action approach". Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/36179/.
Texto completoBerezovskaya, Polina [Verfasser]. "Comparing Comparatives : New Perspectives from Fieldwork and Processing / Polina Berezovskaya". Tübingen : Universitätsbibliothek Tübingen, 2020. http://d-nb.info/1220690104/34.
Texto completoSmith, Peter Leslie. "Geography fieldwork planning in a period of change 1985-1990". Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018849/.
Texto completoCureton, Paul. "Drawing in landscape architecture : fieldwork, poetics, methods, translation and representation". Thesis, Manchester Metropolitan University, 2014. http://e-space.mmu.ac.uk/580030/.
Texto completoPhillips, Perdita. "Fieldwork/fieldwalking: Art, sauntering and science in the "walking country"". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/257.
Texto completoLisowski, Marylin. "The effect of field-based learning experiences on students'understanding of selected ecological concepts /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695623752.
Texto completoFoley, Kathleen T. "Occupational therapy professional students. Level II Fieldwork experience is it broken? /". [Bloomington, Ind.] : Indiana University, 2007. 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:3283103.
Texto completoSource: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3756. Adviser: Nancy Chism. Title from dissertation home page (viewed May 8, 2008).
Silgram, Martyn. "Hydrological controls on nitrate leaching : an integrated fieldwork and modelling study". Thesis, Imperial College London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267286.
Texto completoMartin, Matthew Thomas. "On the nature of fieldwork : a composer's interdisciplinary theory and practice". Thesis, University of Plymouth, 2008. http://hdl.handle.net/10026.1/2569.
Texto completoWong, Christina Micky. "Mapping the underground soundscape : fieldwork among the subway musicians of Toronto". Thesis, University of Leeds, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577521.
Texto completoNgquba, Tokozile. "Transkei College of Education students' perceptions of fieldwork in geographical education". Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003691.
Texto completoSjöström, Malin. "En studie om utomhuspedagogikens och fältstudiernas roll i geografiundervisningen". Thesis, Karlstads universitet, Institutionen för geografi, medier och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-35068.
Texto completoFinn, Christine. "Fieldwork : archaeology and the poetic past of W.B. Yeats and Seamus Heaney". Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310520.
Texto completoHarvey, Philip Kenneth. "The role and value of A-level geography fieldwork : a case study". Thesis, Durham University, 1991. http://etheses.dur.ac.uk/6100/.
Texto completoElsden, Christopher Richard. "A quantified past : fieldwork and design for remembering a data-driven life". Thesis, University of Newcastle upon Tyne, 2018. http://hdl.handle.net/10443/4126.
Texto completoChan, Yee May. "The study of social work agencies in fieldwork learning in Hong Kong". Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687681.
Texto completoMunowenyu, Ernest Manjonjori. "The learning benefits of fieldwork to A-level geography students in Zimbabwe". Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10020437/.
Texto completoBoqwana, Eleanor Pindiwe. "Fieldwork as a compensatory teaching strategy for rural black senior secondary schools". Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003426.
Texto completoVermeulen, Nicola. "Final year occupational therapy students' experience of supervision during community fieldwork practice". Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/5210.
Texto completoFieldwork is seen to be an essential component in the curriculum of an undergraduate occupational therapy (OT) program through which students develop their professional behavior and apply theoretical education to clinical practice. Students in their final year of the undergraduate OT program at the University of the Western Cape (UWC) use the UWC Community Process as a guide to community fieldwork in community settings. This process follows a community development approach to allow students to focus on the needs of the community. The community fieldwork placement is compulsory for all final year OT students. The main aims of the placement are for students to develop their understanding of the role of an occupational therapist in a community setting and to enhance their understanding of the occupational nature of communities. This study focuses on final year UWC OT students' experiences of the supervision they received while following the steps of the Community Process as well as their perceptions of the relationship between their supervision and their learning about occupation based community practice. The aim of the study was to explore how the 2009 final year OT students experienced fieldwork supervision during their community fieldwork placement. The study followed an interpretivist paradigm with a qualitative research methodological approach and a phenomenological design. Purposeful sampling was used to select participants from the UWC OT department who undertook their community fieldwork placement in 2009. All the data utilized in this study was directly linked to the students' experiences of supervision during their learning of the Community Process. Therefore, the methods of data collection that were used included the students' daily reflective journals, their portfolio files and an evaluative focus group held at the end of the year 2009. All data was critically analyzed through a process of thematic analysis in order to meet the research objectives. The techniques of triangulation and a detailed description of the research process were employed to ensure trustworthiness of the study. The ethical principles of autonomy, nonmaleficence, beneficence as well as informed written consent were adhered to in the study. The findings of the study highlighted the emotions that the students experienced, the development of their professional judgement and the challenges and experiences they encountered in their personal and professional development. The findings further showed that the process of becoming a part of the community allowed the students to define their role as an OT in a community setting and to increase their understanding of community development in the context of their role within the community. The findings also emphasized the students' experiences with regards to various teaching and learning techniques and approaches used within the supervision of their community fieldwork placement. The significance of this study lies in its contribution to the generation of an understanding of how supervision influences students' understanding of occupation-based community practice in occupational therapy.
Berryman, James (Jim) Thomas. "From field to fieldwork : the exhibition catalogue and art history in Australia". Phd thesis, Canberra, ACT : The Australian National University, 2005. http://hdl.handle.net/1885/9528.
Texto completoMensing, Michelle. "Farm management implications of uncertainty in the number of days suitable for fieldwork in corn production". Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/35386.
Texto completoDepartment of Agricultural Economics
Terry Griffin
Weather uncertainty plays a large role in farm management decisions. Changes in weather trends or increased variability during the growing season may alter the optimal farm management choices regarding machinery purchases, crop allocation to available acreage, varietal trait selection, and crop management practices. These farm management decisions impact the expected length of time available from planting to harvest. The dates that farmers most actively plant and harvest crops changes from year to year based on annual weather patterns that affect the number of days suitable to conduct fieldwork. This research analyzed corn planting and harvest progress, as well as the number of days suitable for fieldwork in Iowa, Kansas, and Missouri. Variability of days suitable for fieldwork across crop reporting districts within each state was reported. The total number of days suitable for fieldwork during the ‘most active’ planting and harvest weeks in each state were then analyzed to determine if increasing or decreasing trends exist and estimated as ordinary least squares (OLS) regression. The outcomes presented in this research indicated a statistically significant decreasing trend in days suitable for spring planting in Iowa, and positive trend in Missouri during fall harvest. However, no statistically significant trends were observed in Kansas for either time period. Farm management implications were examined in relation to the results of the days suitable for fieldwork analysis, specifically regarding machinery sizing decisions. Profit maximizing producers must manage machinery such that they are not over-equipped, but have adequate equipment capacity to plant and harvest all acreage within the available days suitable for fieldwork. Results of these analyses are directly of interest to farmers desiring to optimally equip their farms, agricultural lenders providing farmers with financing of equipment, and equipment manufacturers.
Glancey, Keith Sean. "Determinants of growth and profitability in small entrepreneurial firms in the manufacturing sector in Tayside". Thesis, University of Abertay Dundee, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246191.
Texto completoHedbom, Dennis. "Närmiljöns betydelse för lärande : En studie om hur närmiljön används i fältstudier på låg- och mellanstadiet". Thesis, Karlstads universitet, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71853.
Texto completoThe focus of this essay is to investigate the learning outside of the classroom and what significance the local environment has to education. Furthermore, the aim is to investigate how teachers at schools with different local environments include field studies in their teaching, what learning arenas they use and what obstacles they are experiencing. It is also investigated whether or not there are any differences in the perception of outdoor learning amongst the studied examples. Six teachers working towards the younger school ages, from age six to age twelve are a part of the study. Three of the teachers work at rural schools and the remaining at urban schools. There are small differences in the perception of outdoor learning between the teachers at the rural and the urban schools, the study finds. However, there is a difference in the implementation and the arenas/places used in the teaching. There is also a difference between the teachers when it comes to the perception of what place bound obstacles there is for field studies, but a similarity when it comes to how non-place bound obstacles affect the opportunities for field studies. The most clear non-place bound obstacle is time. The teachers say that there are not enough time for neither planning or implementation of field studies. However, the teachers feel that outdoor teaching is very positive, since it has a large potential but that more resources are necessary. Furthermore, they feel that the headmasters perception of outdoor teaching needs to change in order for them to carry on using outdoor teaching as a tool.
Gustafsson, Klas y Oskar Berg. "2D and 3D Visualization to Support Fieldwork in the Area of Utility Networks". Thesis, KTH, Geoinformatik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-221430.
Texto completoYu, Yuk-ling Doris. "The interplay of authority and immediacy in the supervisory relationship in fieldwork teaching /". View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36784357.
Texto completoYu, Yuk-ling Doris y 庾玉玲. "The interplay of authority and immediacy in the supervisory relationship in fieldwork teaching". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45014437.
Texto completoNassimbeni, Mary. "The role and value of fieldwork in education for library and information science". Doctoral thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/14702.
Texto completoAn investigation was undertaken into the role and value of fieldwork in professional education for library and information science. Following a literature search, the researcher undertook a philosophical investigation of the educational rationale of fieldwork as it relates to other components of the educational programme The second part of the investigation comprised an empirical investigation of the fieldwork programmes at two selected South African universities. Employing a combination of qualitative and quantitative methodologies, the candidate evaluated the two programmes and, by means of cross-site comparison, attempted to establish common patterns, to account for differences and to construct a model of fieldwork. Findings relating to each programme were reported and conclusions regarding the most important dimensions and positive indicators of effectiveness were made.
Lipsitt, Rosalyn S. "Occupational Therapy Level II Fieldwork: Effectiveness in Preparing Students for Entry-Level Practice". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/31186.
Texto completoPh.D.
Occupational therapy (OT) is a rehabilitation profession in which licensed therapists facilitate functional independence, to the greatest extent possible, of an individual with disabilities. Education for OT is at the Master’s level consisting of a two-year academic program followed by clinical Fieldwork II, a required 12-week internship under the mentorship of a licensed therapist with at least one year’s experience. In light of the fact that clinical fieldwork sites differ in size and resources, and clinical instructors may have only one year’s experience and no formal training in instruction, there is great variability in students’ clinical fieldwork experiences. The purpose of this study was to determine novice rehab OT’s perceptions of four key factors in clinical education: First, skill areas in which they felt most prepared; second, areas perceived as obstacles in adjustment to entry-level practice; third, essential elements of an ideal clinical learning environment; and fourth, the need for credentialing clinical instructors. Participants were 1-3 years post rehab fieldwork with first job in rehab. An online survey (N=45) and audiotaped interviews (N=9) were utilized to collect data on the perceptions of new OT’s on Fieldwork II experiences. Interviewees represented a convenience sample independent of survey participants. Most participants reported feeling prepared to perform basic clinical skills, communicate on interdisciplinary teams and seek mentorship in the workplace. Less proficiency was perceived in the areas of patient/family communication, and coping with reality shock (adjustment to real life practice). Over half of the participants felt that there should be some kind of mandatory credentialing for clinical instructors. There was consensus among OT’s regarding the ideal Fieldwork II setting which included well-trained instructors, availability for onsite learning and a well-equipped clinical site.
Temple University--Theses
Ryan, Susan Jennifer. "Instructor competencies required for effective fieldwork supervision of occupational therapy and physical therapy students". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26911.
Texto completoEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Caron, Marie Claude. "Students' perspectives on the influence of fieldwork education on practice preferences and job selection". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ52978.pdf.
Texto completoLeung, Chi Fai Simon. "A study of the relationship between creativity and fieldwork performance of social work students". Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7887.
Texto completo