Tesis sobre el tema "Student assistants"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 50 mejores tesis para su investigación sobre el tema "Student assistants".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore tesis sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
Hasson, Felicity. "Student nurses' perceptions of the role of the healthcare assistant and the influence of assistants on students clinical learning". Thesis, Ulster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.593884.
Texto completoTulane, Sarah S. "Effectiveness of Graduate Teaching Assistants". DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/463.
Texto completoSong, Yanjie y 宋燕捷. "Educational uses of PDAs (personal digital assistants): undergraduate student experiences". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42841410.
Texto completoSong, Yanjie. "Educational uses of PDAs (personal digital assistants) undergraduate student experiences /". Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42841410.
Texto completoChantaraks, Nilobol. "Student Perception of Nonverbal Behaviors of International TAs". Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500476/.
Texto completoSchoerner, Jacob y Miguel Müller. "Automated Assignment of Lab Assistants to Student Presentations at KTH Lab Sessions". Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-229694.
Texto completoFörfattarna studerar labbpresentationer vid KTH. I nuläget baserar sig labbassistenter på First In First Out-principen när de bestämmer vilken ordning de ska besöka de olika studentgrupperna som har markerat sig som redo att presentera. Författarna undersöker huruvida Shortest Job Next-principen kan ge ett betydande övertag i antal presentationer per tidsenhet. De skapar en simulation av ett labbtillfälle och testar simulationen mot både FIFO och SJN, under ett antal olika värden på tid per presentation, antal tillgängliga övningsassistenter och antal rum i labbsessionen. Det visar sig att Shortest Job Next ger ett konsekvent högre antal presentationer per tidsenhet, men att den också medför en risk att vissa grupper får vänta väldigt länge på att presentera. Effekten på antal avklarade presentationer är som störst när tiden per presentation är låg och antalet rum är stort.
Wernicke, Helga. "A study investigating the correlation between teaching assistants' communication apprehension in the college classroom and student perceptions of teaching assistant's communication apprehension". Online access for everyone, 2005. http://www.dissertations.wsu.edu/Thesis/Spring2005/h%5Fwernicke%5F042905.pdf.
Texto completoWalters, Emily M. "The Importance of Response to ELL Student Writing: IEP Instructors and Teaching Assistants". University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1366562311.
Texto completoHolz, Patricia M. "Effect of the academic instructor visit on the occupational therapy assistant student experience during Fieldwork 2 at Fox Valley Technical College". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998holzp.pdf.
Texto completoOvathanasin, Teeranai Nong. "Perceived job satisfaction of Resident Assistants in student housing at three Florida public universities". Thesis, Florida Atlantic University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3730735.
Texto completoThe purpose of this study was to determine differences in satisfaction of public university Resident Assistants (RAs) with regard to several job satisfaction factors identified on the Resident Assistant Satisfaction Survey (RASS), specifically as compared to Casey’s (2009) normative sample of RAs in privatized university housing. The RASS outlined eight Employment Aspect Factors and three Criterion Factors to determine RA job satisfaction. This study also determined if there were differences in job satisfaction for public university RAs based on gender, racial ethnic identification, or academic class standing. Resident Assistants from three Research I Florida institutions in the United States completed the RASS. There has been very little research identifying the factors influencing job satisfaction of paraprofessional RAs, specifically at Florida public institutions of higher education and as compared to a privatized university housing company. Experiencing dissatisfaction with the job can negatively affect a Resident Assistant as both staff and student. In turn, it can lead to an overall poor job performance, which could be detrimental to students living in the residence halls. This study added to the current body of research and ascertained ways in which the RA position could be improved based on identified differences and determinants of student staff satisfaction. The results that were compiled and presented demonstrate a significant difference in satisfaction on the factors of supervisor, institution, pay, facilities, intended tenure and non-involvement between public university housing RAs and privatized housing company RAs. A significant difference was also found in job satisfaction for gender in regards to promotions, but no significant differences were found based on racial ethnic identification. A significant difference was found in job satisfaction for academic class standing in regards to pay, general affect, and non-involvement. The significance and recommendations for higher education practitioners was discussed. Implications and recommendations for future research were also suggested, which included improvements in job training, recognition initiatives, staff development, and other housing aspects.
Wolf, Amie Caroline. "Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities". Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1229701908.
Texto completoChilders, William A. "Engendering clinical competencies in physician assistant programs a mixed study of Marietta College's student assessment of learning and professional practice /". Morgantown, W. Va. : [West Virginia University Libraries], 2010. http://hdl.handle.net/10450/11090.
Texto completoTitle from document title page. Document formatted into pages; contains iv, 223 p. : ill. (some col.), col. map. Includes abstract. Includes bibliographical references (p. 78-80).
Roberts, William George. "Plymouth Precision Teaching Project (2007-08) : an investigation into student, staff and practice outcomes". Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/70773.
Texto completoCrowder, Melinda Vann. "The relationship between selected mentor behaviors and supervisory approach between faculty and their graduate student assistants". Thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-12302008-063423/.
Texto completoKozlowski, Gina Marie. "Students' perceptions of themselves as leaders in the context of the resident advisor position". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211311475.
Texto completoBrown, Naima M. "Perspectives and challenges of student affairs graduate assistants in residence life: understanding experiences to enhance professional practice". Kansas State University, 2013. http://hdl.handle.net/2097/15618.
Texto completoDepartment of Counseling and Student Development
Christy Moran Craft
Graduate assistants in residence life face many different challenges that are unique to their positions, and their wellness is critical to ensuring their place as competent professionals ready to serve students on university campuses. For the continued success and relevance of graduate assistantship positions in housing departments, it is critical that an effort be made to understand these student employees’ experiences as they complete graduate study and are employed under various expectations that may be directly impactful to the manner in which they work with students. This report serves to understand the experiences of residence life graduate assistants to better prepare full-time professionals in supervising and supporting these individuals.
Campbell, Blaze Caprice-Amore. "Assessing Social Justice Perspectives Among Resident Assistants: The Impact of a Race Relations Inter-Group Dialogue". Master's thesis, Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/311157.
Texto completoM.A.
This study was designed to assess a PWIs residential life department's initiative to provide their Resident Assistants (RAs) an opportunity to discuss race through an inter-group dialogue session. I argue that any activity that focuses on race needs to be grounded in a social justice framework. This is because this framework educates individuals about systematic social, political, and economic issues that plague our society. A social justice grounding also fosters a disposition that desires to eliminate institutionalized discrimination. As such, this study sought to answer the following research questions: how did this inter-group dialogue impact the RAs ability to recognize race-related issues in the United States and did this inter-group dialogue foster a social justice perspective among the RAs that participated? Through a content analysis of ten in-depth, semi-structured interviews with RAs who participated in the dialogue the findings suggest that RAs did gain an understanding of how different lived experiences effect how someone views societal race issues, but the inter-group dialogue did not foster a transformative perspective among RAs that were not already grounded in social justice. Recommendations to improve future sessions are provided.
Temple University--Theses
Marmolejo, Erick K. "The effect of a weighted checklist and weekly feedback on university housing staff performance". Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/635.
Texto completoKenney-Moore, Patricia. ""Like Drinking Water Out of a Fire Hydrant" Medical Education as Transformation: A Naturalistic Inquiry Into the Physician Assistant Student Experience". PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2711.
Texto completoRobinson, Kirk S. "How Graduate Teaching Assistants Experience Teaching Preparation for Higher Education: A Symbolic Interactionist Study". Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami15112773925517.
Texto completoHelker, Wendy Pretz. "The impact of child teacher relationship training on teachers' and aides' use of relationship-building skills and the effect on student classroom behavior". Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5457/.
Texto completoThornsberry, Ryan James. "Composition, Pedagogy, and the Development of Effective Student-Teachers: A Comparative Analysis of Training Programs for Teaching Assistants in English Departments". OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/856.
Texto completoCochran, Richard Michael. "Rendered services : an ethnographic observational study on the participation of student assistants in the provision of a small college library's public services /". The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487671108308611.
Texto completoTyler, Hardaway Ayana. ""I'm not your Mammy": Unearthing the Racially Gendered Experiences of Undergraduate Black Women Resident Assistants at Predominantly White Institutions". Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/559400.
Texto completoPh.D.
This critical qualitative research study describes and explores undergraduate Black women Resident Assistant (RA) experiences in the context of Predominantly White Institutions (PWI). While serving in the capacities of both student and student affairs professional, this study explored how women navigate the responsibilities of their role and the intersections of race and gender. Given the influx of campus hate crimes motivated by race across the United States, and to ensure the success and support of Black women students serving in these roles, it is imperative that we understand their racially gendered experiences within predominantly White contexts. Phenomenological research methods and a series of semi-structured interviews were used to examine the lived experiences of nineteen Black undergraduate women. Critical Race Theory, Black Feminist Thought, and Intersectionality were used as frameworks to examine how participants navigate their social identities and associated experiences as an employee and student. Findings from the study indicate that the intersection of Blackness (e.g. race), being a woman (e.g. gender), and serving in the leadership role as an RA, is influenced by oppressive conditions which presented themselves in the following seven themes: Institutional Oppression; Racism; Physical, Emotional, and Psychological Stress; Fear; The Outsider Within; Controlling Images; and Care through Counterspaces. This study’s findings and future recommendations have the potential to support and inspire Black and other minoritized undergraduate student RAs, illuminate the diverse experiences of undergraduate Black women, and to enhance professional leadership development of residential life practitioners at PWIs.
Temple University--Theses
Ezrailson, Cathy Mariotti. "EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics". Diss., Texas A&M University, 2004. http://hdl.handle.net/1969.1/1467.
Texto completoArrowsmith, Victoria Anne. "From support worker to professional qualification : the work role transition to Registered Nurse of student nurses who were formerly employed as Health Care Assistants". Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/from-support-worker-to-professional-qualification(ac5e682e-6d96-415e-8c4f-c2a3e9fdaea1).html.
Texto completoWallace, Lara R. "International Teaching Assistants' (ITA') Experiences with Language Learning, Learner Autonomy, and Technology as Students in a Requisite Oral Communication Course". Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1416569655.
Texto completoLittle, Dawn Kimberley. "Students-as-informants: Investigating the use of feedback by ITAs". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461173392.
Texto completoKilbride, Erin C. "A qualitative study of student attitudes and perceptions of the role of residence life professionals in attending to the spiritual needs of undergraduate college students at Ball State University". Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1135004.
Texto completoDepartment of Secondary, Higher, and Foundations of Education
Shingadia, Ashwin. "Modern Canadian Universities, Mission Drift and Quality of Education". Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22696.
Texto completoSloan, Tyler Jackson. "How Learning Assistants Impact Undergraduate STEM Students". Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu157790710654608.
Texto completoStevens, Kevin J. "The effect of student assistance programs on middle school students' academic performance and self-concept". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999stevensk.pdf.
Texto completoKhan, Asma Anis. "Understanding Undergraduate Students' Perceptions of International Teaching Assistants". OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/759.
Texto completoHardwicke, Shannon Bragg. "An Analysis of Student Assistance Programs". Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/27780.
Texto completoPh. D.
Webber-Davis, Yvette McCarthy John R. "An analysis of learning assistance programs and program assessment activities in Illinois and Virginia institutions of higher education". Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227178.
Texto completoTitle from title page screen, viewed January 19, 2006. Dissertation Committee: John R. McCarthy (chair), Maria E. Canabal, Janice G. Neuleib, Sally B. Pancrazio, Barbara K. Wallace. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.
Vella-Bowry, Glorianne A. "Students in the role of computer assistant". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ52959.pdf.
Texto completoRichardson, Evelyn Cherita. "Meta-analysis of Student Assistance program Outcomes". Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/77282.
Texto completoPh. D.
Williams, Glenda Guenther. "A Comparison of At-Risk Students Receiving an Academic Support Program with At-Risk Students Receiving no Academic Support Program". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278636/.
Texto completoBos, Ryan A. "Resident assistants' attitudes toward gay, lesbian, bisexual, and transgendered individuals". Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1210535.
Texto completoDepartment of Secondary, Higher, and Foundations of Education
Torres-Rodriguez, Leslie. "Examining the perceived effectiveness of student assistance programs /". Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000513/02/39DissFT.htm.
Texto completoDissertation advisor: Marc B. Goldstein. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 77-82). Also available via the World Wide Web.
Farina, Marcella. "The working relationship of international teaching assistants and undergraduate students". Master's thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/5223.
Texto completoThe present study was conducted to ascertain undergraduate views about the effectiveness of International Teaching Assistants (ITAs) in the American classroom. The study was administered to a stratified cluster sampling by college of the target population, undergraduate students at the University of Central Florida, in Orlando, Florida. The instrument used, Questionnaire of Undergraduates about International Teaching Assistants (QUITA) as developed by Wanda Fox (1990), is composed of a total of 40 items regarding personal and academic background, cultural exposure to and views about non-native speakers of English, and ITA-classroom effectiveness and problem-solving strategies. On the basis of data from the Fall 1998 semester, approximately 15% of the total number of ITA-taught course sections per college were surveyed. The subjects responded anonymously using computerized answer sheets. Upon completion of the data collection phase, all surveys were analyzed for response frequencies. In addition, background and demographic information regarding the participants and information regarding undergraduate exposure to IT As and IT A instruction were also summarized. The Likert-type items were combined to reveal an overall ATITA (Attitude toward International Teaching Assistants) score. The results of the ATITA portion of the study indicate that undergraduate student views toward IT As and IT A instruction are between neutral and mildly positive. Furthermore, survey responses indicated that undergraduates resolve conflicts involving IT As through personal means. The closing recommendations suggest maintaining open lines of communication between undergraduates, ITAs, and administrators alike.
M.A.
Masters;
Department of Foreign Languages and Literatures
Arts and Sciences
TESOL
72 p.
x, 59 leaves, bound : ill. ; 28 cm.
Wasykowski, Joanne y University of Lethbridge Faculty of Education. "Perspectives of teacher assistants working with students with diverse learning needs". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001, 2001. http://hdl.handle.net/10133/152.
Texto completoix, 138 leaves ; 28 cm.
Bailey, Lynn Russell. "Teacher perceptions of student support team and response to intervention". Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.
Texto completoLau, Kwok-wai. "A study of the assistance the student teachers expected and the help they received from the cooperating teachers in student teaching". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601058.
Texto completoManniam, Rajagopal Mukund Babu. "Virtual Teaching Assistant to Support Students' Efforts in Programming". Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/84550.
Texto completoMaster of Science
Dinning, Laura. "Parent and Teacher Perceptions of Student Teacher Assistance Teams". TopSCHOLAR®, 1997. http://digitalcommons.wku.edu/theses/775.
Texto completoWright, Marilyn D. (Marilyn Diane). "A Descriptive Study of Student Assistance Programs in the State of Texas". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279367/.
Texto completoThompson, Jessica Loren Bush V. Barbara. "First-generation college students their use of academic support programs and the perceived benefit /". [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5116.
Texto completoCarter, Elizabeth. "Parental assistance and first-year college student independence and adjustment". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
Texto completoKaulinge, Victor Hatutale. "Analysing the efficacy of the Namibia's student financial assistance fund". Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/18022.
Texto completoENGLISH ABSTRACT: Student Financial Support Schemes (SFSS) have become increasingly important in providing financial assistance for students pursuing higher education, in both developed and developing countries. SFSSs were first established in the 1950s. The years that followed saw an increase steady expansion of student loan programs, through the introduction of student loans in more countries and expansion in the number of loans available in relation to their size and new expanded approach. The trend was in response to higher education expansion, combined with increasing financial toughness and concern for equity, while at the same time there was a surge of interest in student loans in the late 1980s and 1990s, with new programs introduced in Australia, New Zealand, and the United Kingdom; several countries in eastern Europe, considering introducing student loans for the first time; and some developing countries in Asia, Africa, and Latin America establishing or expanding student loan programs. The need for financial assistance is to enable students from low-income families to meet direct and indirect costs of higher education, and to ensure equality of opportunity, equity, and social justice. Recent arguments focused on whether student financial supports should be provided by governments, private agencies, employers, or institutions, and whether it should be in the form of scholarships, bursaries, grants either available to all students and or means-tested or fully repayable loans. Increasingly, debates also surrounds the question of how student loans should be administered in particular, eligibility and terms of repayment of loans, appropriate rates of interest, and mechanisms to target disadvantaged students while minimising default rates. Firstly, this study did a comparison between the SFSSs of the four different countries. Secondly, the best practices were identified and the Namibian case study was evaluated against the four countries. Lastly, some conclusions and recommendations were made that are aimed to improve the SFSS in Namibia.
AFRIKAANSE OPSOMMING: Studente finansiële ondersteuningskemas in ontwikkelde en onder ontwikkelende lande lewer ‘n belangrike bydrae tot die finansiële ondersteuning van studente in höer onderwys. Studente finansiële skemas is tot stand gebring in die 1950s. In die daarop volgende dekades het daar ‘n enorme groei plaasgevind in die daarstelling van studente leningskemas. Nie net het die aantal leningskemas vermeerder nie, maar meer en meer lande het van die benadering gebruik gemaak. Gedurende die 1980s en 1990s was daar ‘n toename in studentegetalle in höer onderwys wat gevolglik gelei het tot ‘n toename in finansiële ondersteuning van studente. Die implementering van nuwe programme in Australië, Nieu-Seeland en die Verenigde Koninkryke het gelei tot ‘n toename in finansiële ondersteuningskemas van studente. Verskeie lande in Europa het oorweging geskend aan die implementering van finansiële ondersteuning van studente tewyl onder ontwikkelende lande in Asië, Afrika en Latyns Amerika oorweging geskenk het aan die uitbreiding van finansiële ondersteuningskemas aan benadeelde en opkomende studente. Finansiële ondersteuning van behoeftige studente is gedoen om die direkte en indirekte koste verbonde aan onderwys te dek, gelyke geleenthede tot onderwys te skep, toegang tot ondewys te verbreed en om sosiale geregtigheid te verseker. ‘n Debat het egter onstaan oor wie verantwoordelikheid moet aanvaar vir die toekenning van studiebeurse, lenings of skenkings aan studente. In die verband is daar spesifiek gevra oor watter bydrae instellings in die openbare en privaat sektore maak tot finansiële ondersteuning van studente. Verdere aangeleenthede wat tydens die debat geopper word is vrae soos, wie moet verantwoordelikheid aanvaar vir die bestuur van sodanige finansiële skemas, lenings, die rentekoers ter sprake by die terugbetaling van die lenings en watter metodes kan gebruik word in die geval van minder gegoede studente wat nie hul finansiële terugbetaling ooreenkomste kan na kom nie. Die studie is onderneem na aanleiding van ‘n vergelykende studie tussen vier verskillende lande se finansiële ondersteuningskemas. Daarna is ‘n beste praktyk ontwikkel waarteen die Namibiese finansiële ondersteuning skema geevalueer is. Sekere gevolgtrekkings en aanbevelings is gemaak om die bestaande skema te verbeter.