Littérature scientifique sur le sujet « Becoming student »
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Articles de revues sur le sujet "Becoming student"
Jaarsma, Ada S. « Becoming Student ». Listening 46, no 3 (2011) : 218–40. http://dx.doi.org/10.5840/listening201146319.
Texte intégralNarchal, Renu, Leanne S. Cowin, Ian Wilson et David Harding. « Becoming a Medical Student ». International Journal of Pedagogy and Curriculum 19, no 2 (2013) : 139–50. http://dx.doi.org/10.18848/2327-7963/cgp/v19i02/48912.
Texte intégralGlanville, Ranulph. « On becoming gordon's student ». Systems Research 10, no 3 (16 janvier 2007) : 49–58. http://dx.doi.org/10.1002/sres.3850100308.
Texte intégralBrent, Ginger. « Becoming a ”Teacher-Student” ». English Education 37, no 4 (1 juillet 2005) : 296–300. http://dx.doi.org/10.58680/ee20054131.
Texte intégralBui, Tram Anh. « Becoming an Intercultural Doctoral Student ». Journal of International Students 11, no 1 (15 janvier 2021) : 257–65. http://dx.doi.org/10.32674/jis.v11i1.1272.
Texte intégralReddy, Peter, et Rachel Shaw. « Becoming a professional ». Education + Training 61, no 2 (11 février 2019) : 272–88. http://dx.doi.org/10.1108/et-10-2018-0210.
Texte intégralMiller, Robert S. « On Becoming a Composition Student ». WAC Journal 5, no 1 (1994) : 5–10. http://dx.doi.org/10.37514/wac-j.1994.5.1.01.
Texte intégralGoldman, Fiona. « Transition : Becoming a student midwife ». British Journal of Midwifery 7, no 3 (mars 1999) : 140. http://dx.doi.org/10.12968/bjom.1999.7.3.8361.
Texte intégralFernie, David E., Rebecca Kantor et Elisa L. Klein. « This issue : Becoming a student ». Theory Into Practice 27, no 1 (janvier 1988) : 2. http://dx.doi.org/10.1080/00405848809543323.
Texte intégralPerander, Katarina, Monica Londen, Gunilla Holm et Susanne Tiihonen. « Becoming a university student : An emotional rollercoaster ». Högre utbildning 10, no 1 (2020) : 1. http://dx.doi.org/10.23865/hu.v10.1462.
Texte intégralThèses sur le sujet "Becoming student"
Ramdeny, Gianeeshwaree S. « Life transition of becoming a university student ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/365.
Texte intégralAbdulkadir, Idil. « Somali Stories in Ivory Towers : Narratives of Becoming a University Student ». Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41507.
Texte intégralGraham, Margaret. « Being available, becoming student kind : a nurse educator's reflexive narrative ». Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/576352.
Texte intégralSeton, Steven S. « Teacher cognition the effects of prior experience on becoming a teacher / ». Connect to full text, 2007. http://hdl.handle.net/2123/1864.
Texte intégralTitle from title screen (viewed 16th July, 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work, University of Sydney. Degree awarded 2007. Includes bibliographical references. Also issued in print.
McDougall, Mary Catherine, et m. c. mcdougall@cqu edu au. « First steps in becoming a teacher : Initial teacher education students perceptions of why they want to teach ». Central Queensland University. School of Education, 2004. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050531.142515.
Texte intégralHoffman, Sophie. « Becoming a Composer : How postgraduate conservatorium students develop their musical identities ». Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15991.
Texte intégralBentley-Williams, Robyn. « EXPLORING BIOGRAPHIES : THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES ». University of Sydney, 2005. http://hdl.handle.net/2123/1855.
Texte intégralThe current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)
Xu, Jinqi. « Becoming a Chinese student : a practice-based study of Chinese students' learning in an Australian university ». Thesis, School of Management, Operations and Marketing, 2016. https://ro.uow.edu.au/theses/4808.
Texte intégralSmallwood, Zenobia Whichard. « One Rural Elementary School's Experience in Becoming A School of Distinction ». Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/11058.
Texte intégralEd. D.
Tankersley, Christopher James. « Becoming an Orientation Leader : A Catalyst for Self-Authorship Development ». University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365413596.
Texte intégralLivres sur le sujet "Becoming student"
Ellis, David B. Becoming a master student. Boston, Mass : Houghton Mifflin, 2003.
Trouver le texte intégralEllis, David B. Becoming a master student. Sous la direction de Toft Doug editor et Dawson Debra author. Toronto : Nelson Education, 2016.
Trouver le texte intégralEllis, Dave. Becoming a master student. Boston, MA : Wadsworth Cengage, 2010.
Trouver le texte intégralEllis, David B. Becoming a master student. Boston : Houghton Mifflin, 2006.
Trouver le texte intégralDavid, Ellis, dir. Becoming a master student. Rapid City, SD : College Survival, 1995.
Trouver le texte intégralEllis, David B. Becoming a master student. Sous la direction de Toft Doug, Mancina Dean et McMurray Eldon L. Princeton, N.J : Recording for the Blind & Dyslexic, 2008.
Trouver le texte intégralEllis, David B. Becoming a master student. Sous la direction de Toft Doug, Mancina Dean et McMurray Eldon L. Boston : Houghton Mifflin, 2009.
Trouver le texte intégralFlemming, Laraine E. Becoming a successful student. 2e éd. New York, NY : HarperCollins College Publishers, 1994.
Trouver le texte intégralEllis, David B. Becoming a master student. 2e éd. Boston : Houghton Mifflin, 1997.
Trouver le texte intégralFlemming, Laraine E. Becoming a successful student. Glenview, Ill : Scott, Foresman, 1989.
Trouver le texte intégralChapitres de livres sur le sujet "Becoming student"
Elfer, Charles J. « Becoming a University Supervisor ». Dans Supervising Student Teachers, 3–19. Rotterdam : SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_1.
Texte intégralGardner, Susan K. « Doctoral Student Development ». Dans On Becoming a Scholar, 203–21. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003446187-17.
Texte intégralBates, Catherine, et Abi Matthewman. « Becoming a University Student ». Dans Studying Arts and Humanities, 18–41. London : Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04071-8_2.
Texte intégralPenny, Jude. « Becoming Philosophical Student Teachers ». Dans Philosophy with Children and Teacher Education, 217–25. London : Routledge, 2022. http://dx.doi.org/10.4324/9781003212737-28.
Texte intégralLee, Anne. « Becoming a research student ». Dans Successful Research Projects, 1–13. Names : Lee, Anne, Dr., author.Title : Successful research projects : a guide for postgraduates / Anne Lee.Description : Abingdon, Oxon ; New York : Routledge, 2020. : Routledge, 2019. http://dx.doi.org/10.4324/9781351236188-1.
Texte intégralOwton, Helen. « Becoming a Student Parent ». Dans Studying as a Parent, 34–48. London : Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-33058-1_3.
Texte intégralSeligman, Ross A., et Adriane S. Mozzini. « Student Diversity ». Dans Becoming a Successful Community College Professor, 68–101. New York : Routledge, 2024. http://dx.doi.org/10.4324/9781003407461-4.
Texte intégralCairns, David. « Becoming Mobile ». Dans Youth Transitions, International Student Mobility and Spatial Reflexivity, 41–93. London : Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137388513_3.
Texte intégralEllison, Aaron M., et Manisha V. Patel. « Becoming a Mentor ». Dans Success in Navigating Your Student Research Experience, 79–84. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06641-2_9.
Texte intégralWeidman, John C. « Doctoral Student Socialization for Research ». Dans On Becoming a Scholar, 45–55. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003446187-6.
Texte intégralActes de conférences sur le sujet "Becoming student"
Knowles, Sandra. « Understanding early cognitive development : Using PAT Early Years to support student learning ». Dans Research Conference 2023 : Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-21.
Texte intégralHall, Alison. « Mathematical mindsets : Fostering student engagement and positive mindsets through the use of challenging tasks ». Dans Research Conference 2023 : Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-12.
Texte intégralBo Stjerne, Jo, et Rachel Parker. « Does play belong in the primary school classroom ? » Dans Research Conference 2023 : Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-3.
Texte intégralCleckley, Elgin. « Becoming Credible : Developing Pedagogies for Inclusive Design Futures ». Dans 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.63.
Texte intégralZarb, Mark, Angela Siegel, Ric Glassey et Janet Hughes. « Becoming a CS1 Student in the Time of COVID ». Dans SIGCSE '21 : The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA : ACM, 2021. http://dx.doi.org/10.1145/3408877.3439518.
Texte intégralLoshbaugh, Heidi. « Becoming Student Ready : Institutional Evolution in Supporting Vulnerable Students to Achieve Degree Success ». Dans 2020 AERA Annual Meeting. Washington DC : AERA, 2020. http://dx.doi.org/10.3102/1577933.
Texte intégralGriggs, Simone, et Greta Rollo. « Partnerships in early childhood education : Engaging families in professional conversations ». Dans Research Conference 2023 : Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-14.
Texte intégralBui, Anh. « Becoming an Intercultural Doctoral Student : Negotiating Identities Through Different Dialectical Processes ». Dans 2019 AERA Annual Meeting. Washington DC : AERA, 2019. http://dx.doi.org/10.3102/1435521.
Texte intégral« Impact and Experiences of an Engineering Professor becoming a Student while Teaching ». Dans 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10343506.
Texte intégralJones, Donna. « Becoming Artists and Researchers : Collaborative Self-Study Between a Doctoral Student and Advisor ». Dans 2023 AERA Annual Meeting. Washington DC : AERA, 2023. http://dx.doi.org/10.3102/2015103.
Texte intégralRapports d'organisations sur le sujet "Becoming student"
Cuevas, Stephany Cuevas. Becoming an Ally : Partnering with Immigrant Families to Promote Student Success. New York, NY United States : Carnegie Corporation of New York, avril 2023. http://dx.doi.org/10.15868/socialsector.41891.
Texte intégralParker, Rachel, Jennie Chainey, Payal Goundar, Sarah Richardson, Anna Dabrowski, Amy Berry et Claire Scoular. Being and becoming global citizens : Measuring progress toward SDG 4.7. Phase I : Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region. Australian Council for Educational Research, août 2023. http://dx.doi.org/10.37517/978-1-74286-718-2.
Texte intégralAlifia, Ulfah, Rezanti Putri Pramana et Shintia Revina. A Policy Lens on Becoming a Teacher : A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), mai 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.
Texte intégralMarsden, Nick, et Niranjan Singh. Preparing Vocational Students for Future Workplaces : Towards a course evaluation of the Unitec Bachelor of Applied Engineering. Unitec ePress, septembre 2017. http://dx.doi.org/10.34074/ocds.42017.
Texte intégralLavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez et Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model : Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.
Texte intégralSilverman, David. Becoming a Qualitative Researcher : Guidelines and Opportunities. Instats Inc., 2024. http://dx.doi.org/10.61700/2dp1wr2ix8mhg743.
Texte intégralYang, Jung ha, et Jeong-Ju Yoo. Understanding Perceptions behind Becoming a Fashion Entrepreneur among Fashion Design and Merchandising Undergraduate Students. Ames : Iowa State University, Digital Repository, novembre 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1565.
Texte intégralWashington, Maryann. BEING (Becoming Empowered in Nursing Growth) : Training guide for nursing students on sexuality and gender. Population Council, 2009. http://dx.doi.org/10.31899/rh2.1031.
Texte intégralMills, Kelly, Josh Weisgrau, Quinn Burke, Keun-woo Lee, Teresa Solorzano et Merijke Coenraad. Shifting Education with Learning Pathways : Becoming Your Portrait of a Graduate. Digital Promise, mars 2024. http://dx.doi.org/10.51388/20.500.12265/205.
Texte intégralDiaz-Philipp, Alma. Simultaneous Bilingual Middle School Students Becoming Biliterate : What Do Students Think About Their Biliteracy as Taught Through the "Bridge" Strategy in a Humanities Dual Language/Immersion Class ? Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.6856.
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