Thèses sur le sujet « FORMATIVE YEARS »
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1
Esau, Robert Jonathan. « Helmore and Cotterill : the formative years ». Thesis, University of Canterbury. Art History, 1988. http://hdl.handle.net/10092/6477.
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The aim of this thesis is to examine the works of the important Christchurch architectural partnership of Heathcote George Helmore (1894-1965) and Henry Guy Cotterill (1897-1981). The study begins in 1894, the year of Helmore's birth, and finishes in 1940. This period is of great significance as it provides many answers about Helmore and Cotterill's training, the nature of their partnership, their activity abroad, and their attitudes towards architectural styles. The period is also notable for the quality of work produced. Some of Helmore and Cotterill's most famous buildings were executed in the 1920s and 30s. Although they are primarily remembered as designers of stately homes who worked for a small but wealthy group of clients, they had a very liberal attitude towards questions of style. In addition to such traditional approaches as English Neo-Georgian, American Colonial Revival, and French Colonial, the two architects also incorporated Spanish Mission and the Modern Movement into their repertoire. The partners were often in the forefront of New Zealand architecture when it came to introducing new methods of building design.
The thesis is divided into three chapters. The first concentrates on the architects' upbringing and discusses the close parallels in their education. A great deal of attention is devoted to their stay in England during the early 1920s as it forms an important phase of their development. Helmore's correspondence with his family in New Zealand sheds new light on his association with the famous English architect, Sir Edwin Lutyens. The second chapter centres on Helmore and Cotterill's return to New Zealand and the establishment of their practice in Christchurch during the 1920s. A prominent feature of this period is their use of American Colonial motifs. They were the first New Zealand architects to promote a form of timber building which drew heavily on eighteenth-century American domestic designs. The final chapter emphasizes the versatility of Helmore and Cotterill's approach and their ability to overcome the uncertainties of the economic depression. The architects and their buildings are placed within the broad context of New Zealand architecture. Comparisons are made between them and their contemporaries, both in New Zealand, Europe, and the United States. Helmore and Cotterill emerge as an architectural firm whose work rank among the best produced during this period in New Zealand and their approach to design is one that is characteristic of this transitional phase of twentieth-century architecture.
2
Bak, Joannes Theodorus Jozef. « Malcolm Cowley : the formative years : 1898-1930 / ». Nijmegen : Netherlands : l'auteur, 1988. http://catalogue.bnf.fr/ark:/12148/cb34959546c.
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3
McCabe, Gerald Michael. « Regulation of the telephone industry in Canada : the formative years ». Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63351.
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McNamara, Thomas Walter. « "The origins and formative years of St. Patrick's College Strathfield." ». Thesis, The University of Sydney, 1989. http://hdl.handle.net/2123/14976.
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Woods, Natalie Anne. « The Portland Public School Police : Formative Years - 1937 to 1953 ». PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5222.
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This thesis traces the historical evolution of one of the early responses to youth crime and violence -- public school police. In addition, this thesis addresses the lack of information about the creation and implementation of a public school police force, specifically the Portland Public School Police and School District No. 1, during its formative years, 1937 to 1953. Finally, the thesis intends to address two principal questions: A) Why did the Portland Board of Education find it necessary to create their own police agency? While one opinion suggests that there was a real need for school police due to the escalating crime raking place within the school district, the other opinion suggests that the school police were created mostly for underlying political reasons rather than general public safety. B) What were the principal functions of the School Police? The initial function of the Portland Public School Police was to protect school property and reduce the monetary loss incurred by the school district. However, after 1941, when large number; of immigrants came to Portland with their school-age children, the Portland Public School Police expanded their function from property protection and reduction of monetary loss to include crime repression and protection.
6
Mullins, Tylina Jo. « A "GOOD ANGRY MAN" : HARRY CAUDILL, THE FORMATIVE YEARS, 1922-1960 ». Lexington, Ky. : [University of Kentucky Libraries], 2002. http://lib.uky.edu/ETD/ukyhist2002t00037/tjmthes.PDF.
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7
Rodgers, Michael E. « NATO from shadow to substance--the formative years--insights for the 21st century ». Thesis, Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Jun%5FRodgers.pdf.
Texte intégralRésumé :
Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, June 2007.Thesis Advisor(s): Donald Abenheim. "June 2007." Includes bibliographical references (p. 51-58). Also available in print.
8
Schaad, Martin P. C. « Anglo-German relations during the formative years of the European Community : 1955-61 ». Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295493.
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9
Shah, Mustafa Akram Ali. « Religious orthodoxy and the development of the Arabic linguistic tradition : the formative years ». Thesis, SOAS, University of London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244672.
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Barry, Janet Lynn. « Addressing social sexual skills and developmental disability during the formative years : parental perspectives on services ». Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31033.
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In this thesis based on survey methodology, a questionnaire was distributed to 36 parents who were raising a child with a developmental disability. Parents were asked about their views on social sexual skills development during the formative years, their satisfaction with available social sexual services and the importance they attached to these services. A parent group interview was conducted to enhance understanding of this area. Findings indicated that parents do support social sexual skill development for their children and teens. Parents also indicated that it was important for parents to have access to relevant social sexual services.
11
Salopek, Marijan. « The management of empire : the formative years of the French Ministry of Colonies, 1894-1914 ». Thesis, University of Cambridge, 1987. https://www.repository.cam.ac.uk/handle/1810/272353.
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Chester, Derek T. « The Formative Years : an Exploration of the Early Training and Song Juvenilia of Samuel Barber ». Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271790/.
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In the art of song composition, American composer Samuel Barber was the perfect storm. Barber spent years studying under superb instruction and became adept as a pianist, singer, composer, and in literature and languages. The songs that Barber composed during those years of instruction, many of which have been posthumously published, are waypoints on his journey to compositional maturity. These early songs display his natural inclinations, his self-determination, his growth through trial and error, and the slow flowering of a musical vision, meticulously cultivated by the educational opportunities provided to him by his family and his many devoted mentors. Using existing well-known and recently uncovered biographical data, as well as both published and unpublished song juvenilia and mature songs, this dissertation examines the importance of Barber's earliest musical and academic training in relationship to his development as a song composer.
13
Goodarzi, Jubin Moazami. « The formative years of the Syrian-Iranian alliance : power politics in the Middle East, 1979-1989 ». Thesis, London School of Economics and Political Science (University of London), 2002. http://etheses.lse.ac.uk/1651/.
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The purpose of this thesis is to provide a comprehensive account and detailed analysis of the forces that led to the emergence and consolidation of the Syrian-Iranian alliance during a turbulent decade in the modern history of the Middle East. The alliance between the two states, which has now lasted over twenty years, has proved to be an enduring feature of the political landscape of this troubled region. Moreover, since its inception, it has had a significant impact in terms of moulding events and bringing about major changes in the contemporary Middle East. The thesis sets out to demonstrate that, contrary to prevailing views (due in large part to the authoritarian nature of the Syrian and Iranian regimes and their unpopularity in the West), the alliance between them has been essentially defensive in nature. It emerged in response to acts of aggression orchestrated by Iraq (1980) and Israel (1982), in both cases with the tacit support and prior knowledge of the United States. As a result of the research undertaken for this thesis, three distinct phases in the evolution and institutionalization of the Damascus-Tehran axis can be discerned. One chapter is devoted to each of these phases, constituting the three core sections of the thesis. A brief introduction sets out to provide a conceptual framework for understanding the genesis and evolution of the Syrian-lranian nexus. The first core chapter, covering the emergence of the alliance between 1979 and 1982, demonstrates that, while the initial impetus for the birth of the relationship came from the overthrow of Iran's conservative, pro-Western monarchy in 1979, the Iraqi invasion of Iran in September 1980 served as a major catalyst in bringing Syria and Iran closer together, with Syria providing valuable diplomatic and military assistance to help Iran stave off defeat. The second core chapter covers the period between 1982 and 1985, when Israel launched an invasion of Lebanon and challenged Syria in its backyard. Here, Iran lent its support to Syria to drive out Israeli and Western forces during the period 1983-1985. The third core chapter deals with a critical, and perhaps the most problematic, phase in the development of the alliance. By the mid-1980's, both parties had developed conflicting agendas, contributing to tensions between them. However, continued consultations between the two allies, and their ability to prioritize their respective interests and redefine the parameters for cooperation, led by the late 1980s to the maturation and consolidation of their relationship. Finally, the conclusion looks at the reasons why the alliance lasted beyond the 1980's.
14
Janssen, Nadja A. « 'Is it good for the Jews?' : Jewish intellectuals and the formative years of neoconservatism, 1945-1980 ». Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/2357/.
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This thesis re-evaluates the emergence of the neoconservative critique of American post-war liberalism from 1945 to 1980. Its original contribution to the scholarship on neoconservatism lies in the claim that a particular understanding of Jewishness fundamentally shaped the neoconservatives' right turn, as well as neoconservative ideology. Few scholars have recognised the primacy of Jewish identity politics in the evolutionary history of neoconservatism. Those who have, have done so inadequately and unmethodically. Therefore, my thesis systematically analyses the Jewish dimension of early neoconservatism by placing particular focus on its two principal mouthpieces, Commentary and The Public Interest, while drawing on autobiographical writings, personal papers and oral interviews. Reconsidering neoconservatism from this angle also contributes to a reevaluation of modern Jewish political history by debunking the myth that the American Jewish community is governed by consensus based on political identification with liberalism. My thesis shows that neoconservatism not only contributed to the rise of conservatism and the fall of liberalism on a national level, but also played an important role in post-1945 Jewish intra-communal contentions about which political affiliation best expresses modern Jewish American identity. Accordingly, it demonstrates that Jewish political culture is more diverse than is usually appreciated and that neoconservatives draw on a tradition of Jewish conservatism, which has so far received little attention from scholars of modern Jewish history.
15
Blomkvist, Pontus. « Political Resocialization : Immigrants from Authoritarianism and Adaptation to Democratic Political Life ». Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95576.
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To what extent do immigrants who spent their formative years under authoritarianism adapt to the socio-political environment of their new democratic host country? The purpose of this thesis is to illuminate the political socialization of immigrants and provide governments with information for evidence-based policy regarding the assimilation of these immigrants. This is achieved by statistical analysis, measuring the effects of exposure to host country and age on political interest, political participation and political values. The evidence shows that immigrants from authoritarianism are able to adapt their political attitudes after exposure to new democratic socio-political environments, but that the exposure gained from living in a democratic country might not be sufficient to increase political participation by itself. These results speak in favor of governments attempts to inform a potentially vulnerable minority group of their political rights and the importance of political participation so as their voices might be heard. As well as immigrant’s ability to adapt to democratic political life.
16
Moran, Patricia Lourdes. « A Historical Narrative On The Formative Years And Organizational Culture Of Ave Maria University : 2003 To 2011 ». W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1616444269.
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In this study, I focused on the history of Ave Maria University during its formative years in Florida from 2003 to 2011 to answer the research question: How did a new, conservative Catholic university emerge in the United States at the beginning of the 21st century? Understanding the history and culture of Ave Maria informs how the institution came about and is still operational today, even when other small institutions are closing their doors. The study utilized a historical narrative approach to uncover and document Ave Maria’s early history, the physical transition of moving campus locations twice, the accreditation process, and the university’s organizational culture. The study applied Edgar Schein’s model of organizational culture to discover institutional insights from artifacts, espoused values, and basic underlying assumptions. The results yielded recommendations on the importance of long-term financial stability, the significance of a values-based mission, the importance of faculty and staff fit, and alignment of the curriculum with the mission.
17
Sleeper, Megan A. « British geological art : the development of a visual language in the formative years of the geological sciences ». Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683385.
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The interaction between the geological sciences and the arts is an area of art historical research that has gone largely unexplored. This thesis explores the role of visual materials during the formative year of the British geological sciences in the early nineteenth century. A diverse range of media including prints, books, newspaper publications, sculpture, academic painting and civic spaces provided a vehicle through which geological research could be conveyed to a variety of audiences. These audiences include academic, professional and amateur geologists, as well as artists, children, international audiences, and the greater public. This thesis will chart the development of the visual language which allowed geologists to capture their fieldwork observations and convey their theories to wider audiences. It will explore the manner in which geological art recorded the ever-changing landscape, as well as giving form to the extinct worlds of deep prehistoric time. This geological language began with timid, self-conscious attempts at geological art work which relied on long established aesthetic precedents including cartography, topography, and natural history specimen illustration. The geological visual language would evolve to project geological research to wider audiences and innovative forms of expression that were novel to the field. These innovations include geologically colored maps, subterranean projections of the earth, speculative projections of extinct animals and worlds long past, as well as three dimensional civic spaces designed to engage the public in geological educational pursuits. Not only did geologists require the aid of artists to promote their visual language, but artists, with the encouragement of John Ruskin, would look to geological research as a way of training the eye to capture scientifically accurate landscape depictions that adhere to the maxim of truth to nature. The interaction between geology and art during the early nineteenth century produced a rich body of art worthy of exploration.
18
Tam, Tsz Wai Edith, et 譚子慧. « A comparative on the contributions of missionaries to the formative years of colonial education in Hong Kong and Macau ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31950863.
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Atkinson, Elizabeth Susan. « The formative years : the evolution of photography's role in British periodical advertising during the 1920's and 1930's ». Thesis, Royal College of Art, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295775.
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20
Tam, Tsz Wai Edith. « A comparative on the contributions of missionaries to the formative years of colonial education in Hong Kong and Macau ». Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042186.
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21
Krumenauer, Kay L. « A brief history of the formative years of the recreation discipline at the University of Wisconsin - La Crosse, 1944-1968 ». Connect to Internet resource, 1986. http://murphylibrary.uwlax.edu/digital/thesis/1986/krumenauer.pdf.
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Thesis (M.S.)--University of Wisconsin -- La Crosse, 1986.Digitized and made available by the University of Wisconsin--La Crosse, Murphy Library. Includes bibliographical references (leaves 26-28). Online version of print edition.
22
Dulanto, Jahl, et Aldo Accinelli. « Disco Verde fifty years after Frédéric Engel : The first season of excavations of the Paracas archaeological project at the site ». Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/113528.
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Discovered and excavated by Frédéric Engel, Disco Verde is a key site to reconstruct a sequence of early pottery styles of the Paracas zone, in particular, and the south coast, in general. In this article, we present the preliminary results of the Paracas Archaeological Project excavations at the site, especially in relation to the stratigraphy, chronometry and associated ceramic styles.Descubierto y excavado hace más de 50 años por Frédéric Engel, Disco Verde es un sitio clave para construir una secuencia deestilos de vasijas de cerámica tempranos de la zona de Paracas en particular y la costa sur en general. En este artículo, presentamoslos resultados preliminares de las excavaciones del Proyecto de Investigaciones Arqueológicas en Disco Verde, especialmente, en lo concerniente a la estratigrafía, la cronometría y los estilos de cerámica asociados.
23
Ardigó, Fabiano. « Close together but a world apart : a comparative history of research practices during the formative years of Brazilian academic science (1934-1955) ». Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:8f85b7ab-0a6f-4722-8230-91d6dc903026.
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This thesis compares the ways in which the nationalisation process impacted the research practices of academics from two universities, the University of Rio Grande do Sul and the University of Parana. Systematic comparisons of both institutions located in the South of Brazil has shown that the differences between them were, indeed, significant during pre-nationalisation years. In Brazilian terms, they are ‘close’ together since only seven hundred kilometres separate them. However, the necessity for regionalised studies on the development of academic science is demonstrated in this thesis through a focus on specific faculties that achieved remarkably different research results, despite their geographical proximity. The comparative analysis carried out in this thesis reveals that significant differences existed, such as institutional arrangements, disciplinary boundaries and networks, despite the fact that they were often found under similar academic arrangements. The nationalisation project carried out in 1950 did not alter these differences overnight, but introduced a new element in both settings that would shape their scientific capabilities to this day. Substantial new evidence presented here indicates that in the early 1950s President Dutra, perhaps inadvertently, forced research-minded academics in both universities to consider the possibility of adapting their research projects to their nationalised institutions. Because of the chain of events enabled by this initiative, in later years, these universities became some of the most prominent institutional settings for scientific research in Brazil. A comparative study of the differences and similarities between ongoing practices in these academic settings at the moment of nationalisation indicates that nationalisation did not occur in an historical vacuum; rather, it enhanced and legitimised deeply rooted academic traditions that came to shape local research cultures over the following decades. When this context is explored it becomes clear that an understanding of nationalisation actually lends greater coherence to traditional chronologies of Brazilian academic science.
24
Altany, Catherine. « Power in the midst of powerlessness : The contributions of Sophonisba P. Breckinridge to social work during the formative years of the profession ». Case Western Reserve University School of Graduate Studies / OhioLINK, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=case1056567939.
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Roggia, Sally. « William James Barrow a biographical study of his formative years and his role in the history of Library and archives conservation from 1931-1941 / ». [Stanford, Calif. : Conservation OnLine, 2002. http://palimpsest.stanford.edu/byauth/roggia/barrow/.
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Bemme, Luis Sebastiao Barbosa. « COMO ENTENDEMOS A MATEMÁTICA ENSINADA NOS ANOS INCIAIS ? COM A PALAVRA OS LICENCIANDOS EM MATEMÁTICA ». Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/7244.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThis study is part of the line of research ―Formation, Knowledge, and Professional Development‖ of the Graduate Program in Education at Federal University at Santa Maria (UFSM) and presents as main objective to investigate the ways students from the Math Teaching Major at UFSM, who are carrying out their supervised practice, understand the Math subject studied in early years of Elementary School. Data collection in the study was organized in three different moments. The first one concerns the bibliographical research developed along four national events. The second moment was the organization of a questionnaire composed of 16 questions, with the purpose of generally identifying the way Math teachers-to-be understand their initial formation. Finally, the third moment was the organization of a formative space where we tried to discuss the construction of the concept of number and its operations by means of Teaching Guiding Activities. The organization of actions and data analysis were performed under the light of Historical-Cultural Theory, Activity Theory and Teaching Guiding Activity; by using the idea of episodes proposed by Moura (2004). The results indicate that the teachers-to-be acknowledge the importance of Mathematics taught in early years of education, although they are not very clear on how the organization of the discipline occurs in this stage. They also acknowledge that the pedagogue s work is not an easy task and demonstrate to be concerned and aware that, in early years, education demands well-prepared professionals to develop the teacher s work. As considerations on the study, we point out the importance for Math teachers-to-be who will act in the final years of Elementary School and in High School to become closely connected to Mathematics of early years, in terms of teaching organization as well as contents. Besides that, we point out the limited relations among disciplines in the initial formation course and the lack of space so that the teachers-to-be can discuss their own formation. The lack of relations between disciplines called specific and the ones called pedagogic results in the teacher-to-be experiencing two distinct courses, missing necessary connections in the moment of planning actions to be developed in early years. Another issue we highlight is the fact that the initial formation course does not provide the teacher-to-be with the tools needed to the development of teaching in Basic Education. In other words, after graduating the teacher may not have subsidy to think a differentiated teaching that allows students to articulate Math concepts. We also point out that the constitution of a formative space allows the teachers-to-be to reflect on different ways of organizing teaching so that they attribute a new quality to early years.
O presente estudo insere-se na linha de pesquisa Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria e tem como objetivo principal investigar o modo como os acadêmicos do curso de licenciatura em Matemática da Universidade Federal de Santa Maria - UFSM, que estão realizando o Estágio Supervisionado, compreendem a Matemática que é estudada nos anos iniciais do Ensino Fundamental. A coleta de informações deste estudo organizou-se em três momentos distintos. O primeiro diz respeito ao levantamento bibliográfico, realizado em quatro eventos em nível nacional; o segundo momento foi a organização de um questionário composto por 16 questões que buscava identificar, de modo geral, como o futuro professor de Matemática compreende a sua formação inicial. O terceiro e último momento foi a organização de um espaço formativo, em que buscamos discutir a construção do conceito de número e as suas operações a partir de Atividades Orientadoras de Ensino. A organização das ações e a análise dos dados foram realizadas à luz da Teoria Histórico-Cultural, da Teoria da Atividade e da Atividade Orientadora de Ensino; utilizando a ideia de episódios proposto por Moura (2004). A partir dos dados, foi possível identificar que os futuros professores reconhecem a importância da Matemática ensinada nos primeiros anos de escolarização, embora não demonstrem ter muita clareza do modo como se dá a organização dessa disciplina naquela etapa. Também reconhecem que o trabalho do pedagogo não é uma tarefa fácil e demonstram a preocupação e o reconhecimento de que, para os anos iniciais, o ensino necessita de profissionais bem formados para desenvolverem o trabalho docente. Como considerações sobre o estudo, destacamos a importância do futuro professor de Matemática que atuará nos anos finais e no Ensino Médio aproximar-se da Matemática dos anos iniciais, tanto em termos de organização do ensino quanto em termos de conteúdos. Além disso, apontamos para a pouca relação entre as disciplinas no curso de formação inicial e a falta de espaços em que o futuro professor possa discutir a sua própria formação. A falta de relação entre as disciplinas ditas de cunho específico e as pedagógicas faz com que o futuro professor vivencie dois cursos distintos, não fazendo, desse modo, as conexões necessárias no momento de planejar ações para serem desenvolvidas nos anos iniciais. Outro ponto, que destacamos, está no fato do curso de formação inicial não dotar o futuro professor com ferramentas suficientes para o desenvolvimento da docência na Educação Básica, ou seja, ao sair do curso de formação inicial, por vezes, o professor não tem subsídios para pensar em um ensino diferenciado que possibilite aos alunos apropriarem-se dos conceitos Matemáticos. Destacamos, ainda, que a constituição de um espaço formativo permite ao futuro professor refletir sobre um modo diferente de organizar o ensino possibilitando que ele atribua uma qualidade nova a sua formação inicial.
27
Asante, Sylvia E. M. « Grandmothers' Leadership Roles as Reflected in the Lives of High-Achieving Women : A Qualitative Study of the Impact of Grandmothers on Granddaughters During Their Formative Years ». Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1432040817.
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Moon, Merchant Vickie V. « A longitudinal trend study of a university-based teacher induction program : observable behaviors of urban teachers and their perceptions of program components five years after participation ». Texas A&M University, 2005. http://hdl.handle.net/1969.1/4265.
Texte intégralRésumé :
This longitudinal trend study (Gall, Borg & Gall, 1996) examined the
effectiveness of a one-semester university-based teacher induction program as compared
to a two-semester university-based teacher induction program based on the observation
scores of classroom teaching behaviors urban novice teachers exhibited during the first
year of teaching. These scores were further analyzed in relation to the socio-economic
level of the school and the grade level taught. Additionally, the study explored the past
participantsâ perceptions of the teacher induction program components of a one-semester
program and a two-semester program during their fifth year of teaching. Their
perceptions were also examined in relation to the socio-economic level of the school and
the grade level taught.
The study examined the observation scores of classroom teaching behaviors of 145
urban novice teachers participating in either a one-semester or two-semester universitybased
teacher induction program. The urban novice teachers demonstrated growth over time as measured by the first and final observation scores of classroom teaching
behaviors. However, the length of the university-based teacher induction program did
not affect the observation scores of classroom teaching behaviors. Further, neither the
socio-economic level of the school nor the grade level taught affected the observation
scores of classroom teaching behaviors.
Although the three components of the university-based teacher induction program
received high means, 82 past participants of a one-semester or a two-semester teacher
induction program responding to the Teacher Induction Program Participant Survey
(TIPPS) recognized formative observation as the most effective component. Peer
support and professional development were perceived second and third respectively. No
statistical significant differences of the one-semester or two-semester past participantsâÂÂ
perceptions of peer support, professional development or formative observation were
found related to the socio-economic level of the school or the grade level taught.
29
Enderle, Mariana Gaspar. « PEDAGOGOS EM (TRANS) FORMAÇÃO : DO ESTÁGIO SUPERVISIONADO À FASE INICIAL DA CARREIRA DOCENTE ». Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/7117.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThis study has been carried out in the context of the Formation, Knowledges and Professional Development line of research bound to the Education Post-Graduation Program of the Federal University of Santa Maria (FUSM) whose theme is the transition from supervised training to the initial phase of teaching career. The general objective of this paper is to investigate the implications of the pedagogue s experience in supervised training in early teaching years. The specific objectives of the study are: to analyze the implications of a positive/negative ambience in early teaching years; to identify the meaningful experiences that reveal the transition from student/trainee to pedagogue; to relate the repercussions of being a graduate student from Distance Teaching (DT) modality to the relation of receptivity of educational institutions towards either training or early professional experiences. Therefore, the theoretical framework appears overlapped with the narratives construed by the subjects and structured in such a way to approach the concepts related to the work, which are, supervised training as first teaching experience, supported by Pimenta s (2009), Pimenta and Lima s (2006, 2001), Lima s (2009, 2012) and Dalla Corte s (2010) studies; early years of teaching career, supported by Isaia; Bolzan s (2010), Isaia s (2006; 2009), Maciel; Isaia; Bolzan s (2009, 2012), Cunha s (2004, 2010, 2011), Huberman s (2000) and Marcelo Garcia s (1989, 2008, 2009) studies; as well as some notes on Distance Teaching modality based on a study by Enderle and Segat (2012). The qualitative research has been carried out upon autobiographical narratives arising from interviews with three female teachers graduated from the distance Pedagogy Major (OUB/FUSM). Information has been dealt through Discursive Textual Analysis (DTA), proposed by Moraes (2003); Moraes and Galiazzi (2006). This study serves as a space of reflection about the configuration of FUSM Pedagogy Majors, especially about theoretical concepts and practices discussed in these contexts. It still enables to visualize the approximations and detachments in subjects and researcher s paths, especially concerning the entrance and implications of supervised training in early teaching years.
Este estudo, realizado no contexto da Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional, do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria (UFSM) tem como tema a transição do estágio supervisionado à fase inicial da carreira docente. O objetivo geral do trabalho é investigar as implicações da experiência do pedagogo no estágio supervisionado nos seus primeiros anos de docência. Os objetivos específicos da pesquisa são: analisar as implicações de uma ambiência positiva/negativa nos primeiros anos da docência; identificar as experiências significativas que revelam a transição de estudante/estagiário a pedagogo; relacionar as repercussões de ser egresso de um curso de formação na modalidade EaD com relação à receptividade das instituições escolares, tanto para o estágio quanto para as primeiras experiências profissionais. Com isso, a revisão teórica aparece imbricada às narrativas construídas pelos sujeitos, e está estruturada de forma a abordar os conceitos relativos ao trabalho, são eles: estágio supervisionado como primeira experiência docente, embasado pelos estudos de Pimenta (2009), Pimenta e Lima (2006, 2001), Lima (2009, 2012), Dalla Corte (2010); primeiros anos da carreira docente, embasado pelos estudos de Isaia; Bolzan (2010), Isaia (2006, 2009), Maciel; Isaia; Bolzan (2009, 2012), Cunha (2004, 2010, 2011), Huberman (2000), Marcelo Garcia (1989, 2008, 2009); bem como, alguns apontamentos sobre a modalidade de Educação a Distância, estes embasados por um estudo de Enderle e Segat (2012). A pesquisa, qualitativa foi desenvolvida, mediante narrativas autobiográficas, construídas em entrevistas com três professoras, egressas Curso de Pedagogia a distância (UAB/UFSM). As informações foram tratadas por meio da Análise Textual Discursiva (ATD), proposta por Moraes (2003); Moraes e Galiazzi (2006). Este trabalho serve como espaço de reflexão sobre a configuração dos Cursos de Pedagogia da UFSM, mais especificamente sobre as concepções de teoria e prática discutidas nestes contextos. Possibilita, ainda, visualizar as aproximações e distanciamentos nas trajetórias dos sujeitos e da pesquisadora, especialmente no que tange ao ingresso e às implicações do estágio supervisionado nos primeiros anos da carreira docente.
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Main, Katherine Mary. « A Year Long Study of the Formation and Development of Middle Years’ Teaching Teams ». Thesis, Griffith University, 2007. http://hdl.handle.net/10072/366879.
Texte intégralRésumé :
Australian acceptance of middle schooling has been gaining momentum. The impetus behind the introduction of middle schooling in Australia has been to provide a more developmentally appropriate educational experience for Years 6-9 students (approximately ages 10-11—14-15) and a smoother transition between the traditional primary and secondary divide. An underpinning practice in the philosophy of middle schooling is small communities of teachers and students. Teachers working in a middle school environment are organised into small teaching teams that plan and teach together. Middle schooling practice, however, demands some reshaping of complex and multiple relationships among teachers. This reshaping includes collaborative planning, teaching, assessing, and reporting within teaching teams, together with closer relationships with students, administrative staff, parents, and the wider community. These collaborative tasks require teachers to negotiate a new complex web of interrelationships.
Stages in group development have been explored in a variety of settings. Tuckman (1965) identified four stages in the development or “life cycle” of groups (i.e., forming, storming, norming, and performing) that have been shown to be transferable to groups across a number of disciplines. As newly formed middle school teaching teams evolve and work to complete these new collaborative tasks and negotiate these new relationships, they have been reported to progress through this same life-cycle. The way that these teams move through these progressive stages is important to the effective functioning of the team.
This purpose of this study was to examine the formation, development and maintenance of four middle school teaching teams over the course of their first year as a team. This study aimed to identify factors that facilitate or hinder a positive trajectory for a team’s development and to explore the influence of a school’s culture on teaming practices. Teams involved in this study were all in government run middle schools in South East Queensland that introduced an holistic reform in the last decade.
A multi-site case study approach was used. Qualitative data were gathered through semistructured individual interviews with core teaching staff in each team and through notes taken during participant observation days throughout the year. Comparisons of data within and across teams revealed six main characteristics that were found to either positively or negatively influence teaching teaming in the four teams from the three Queensland schools participating in the study. These characteristics concerned (a) training (i.e., both preservice and inservice); (b) administrative support throughout the teaming process (i.e., from formation to establishment and maintenance); (c) attitudes of team members to teaming (i.e., a willingness to participate in a team and experience and confidence in contributing to the team); (d) relationship building; (e) conflict; and (f) school culture. These results resonated with the research literature on the experiences of middle school teaming practices in the USA.
A school’s culture was identified as one of the six defining characteristics of a team’s experience within the first question of the study. It was found to exert facilitating and inhibiting effects on the other 5 characteristics that were identified. Moreover, the results revealed several aspects of working in teams that teachers found challenging. A lack of specific training in teaming skills (i.e., either preservice or inservice) prevented teachers from establishing adequate team protocols (i.e., goals, rules, and roles) able to facilitate the smooth functioning of the team. Specifically, teachers generally demonstrated limited and ineffective means of dealing with conflict, which, in most instances, caused team development to stagnate or regress.
Findings from this study has shown a gap between what the middle school literature has said about collaboration and teaming and how it is being implemented in these three Queensland middle schools. This study also demonstrates the urgent need for preservice and inservice training in teaming practices to occur concurrently with the introduction of a middle years’ reform in Australia. It also identifies a list of specific teaming skills that are required by teachers embarking on a teaming experience and a list of the facilitating and hindering factors to team formation and development at an individual, team, and school level.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Faculty of Education
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Dargusch, Joanne Mary. « Formative Assessment as Contextualised Practice : Insider Accounts ». Thesis, Griffith University, 2012. http://hdl.handle.net/10072/366739.
Texte intégralRésumé :
This thesis draws on a socio-cultural framework to investigate the nature and function of the formative assessment practices of Queensland teachers of Year 12 English. The thesis presents case reports that examine two teachers’ accounts of the practices they rely on in their Year 12 English classrooms to use assessment for learning. The final chapter of the thesis presents a reflection on the cases, examined against a critical review of literature and an examination of Queensland assessment policy relating to formative assessment. It provides key insights into the teachers’ formative assessment practices in a distinctive assessment setting.
Year 12 is the final year of secondary school in Queensland and is therefore a high-stakes environment. In Year 12 assessment information is gathered for certification purposes, that is, for reporting student achievement at exit from a two-year course of study and from school itself. The Queensland system is described in terms of three main characteristics: school-based, externally-moderated and standards-referenced. In Year 12, all classroom assessment is designed, carried out and reported by teachers. The reference point for student achievement is defined standards, identified in subject-specific syllabus documents. External moderation by District Panels and State Review Panels made up of experienced teachers is used as part of a system of quality assurance to ensure high comparability between judgements made by schools about their students.
While a focus in Year 12 English is on reporting student achievement on course completion, and for certification purposes, there is also an expectation that Queensland Senior School teachers will be engaged in assessment for formative assessment purposes. This expectation is made explicit in the English Senior Syllabus (QBSSSS, 2002b).Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Stark, Daniel Paul Scoville Nicholas Zabriskie Ellis Richard S. « Observing galaxy formation in the first two billion years / ». Diss., Pasadena, Calif. : California Institute of Technology, 2009. http://resolver.caltech.edu/CaltechETD:etd-11112008-105159.
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Robinson, Margherita Maria Rosina. « Early years development and the formation of meaning, intention and behavior ». Thesis, University of East London, 2008. http://roar.uel.ac.uk/3367/.
Texte intégralRésumé :
This thesis builds on three guiding hypotheses. Firstly, that the capacity for age appropriate play provides a valid and robust medium for the assessment of a child's current levels of developmental maturation. The second, that the trajectory of physical, emotional, social and cognitive development, while retaining their specific features, is nevertheless interlinked and mutually influential in a dynamic and unceasing process with human behaviour being a composite of this complex, ongoing interaction. The third hypothesis was that delay or dysfunction could be potentially 'signposted' at an earlier phase of development through such a holistic approach supported by skilled assessment and observation. This study therefore incorporates an analysis of an empirical, observational study of a play situation with two groups of young people. Their approach and capacity for play was examined and evaluated in the light of research information on the potential role of play in development within a context of age appropriate expectations. The poverty of their play led to consideration of the potential precursors to the variations in play at different ages and led to the exploration of three possibilities. These were whether a) a unified perspective of development would provide a more indepth method of evaluating developmental progress overall; b) early identification of delay or dysfunction could be better ascertained by the application of such a holistic appraisal in the assessment of development and c) to explore further the possibility that play is a robust medium for such developmental appraisal. The first possibility was explored via a theoretical synthesis of research findings from a range of sources. A focus age range of 7-12 months was chosen for this exploration because of its identification as an important phase in overall development. The second possibility invited the reexamination of current surveillance of this age range which led to the design of an alternative protocol for assessing the normality and age related achievements of these infants which incorporated the third possibility as observation and play is the context for this assessment. Health visitors were the identified practitioners of choice because of their unique role in surveillance of growing infants. This work has therefore provided the framework for considering development through a more holistic lens and has lent support to the hypotheses, i.e. that assessments which are based on an integrated view of development and incorporate play based activities are potentially highly sensitive and informative of levels of maturation. Finally it is suggested that this style of assessment supports the implementation and application of theoretical information in practice for those professionals working in early years.
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Bailey, Michael George William. « Cultural governance and the formation of public service broadcasting : the early years ». Thesis, Sheffield Hallam University, 2004. http://shura.shu.ac.uk/19303/.
Texte intégralRésumé :
A defining characteristic of many previous broadcasting histories is their tendency to present a liberal interpretation of broadcasting. This is particularly so in relation to the BBC, which is commonly perceived as an exemplary public institution whose principal role is essentially a democratising one, contributing to the on-going cumulative empowerment of the people. A further aspect of this liberalist narrative is that broadcasting becomes increasingly free of state interference and politically independent, thus making government and politicians more accountable to the public. Whilst there is evidence to support this type of analysis, what it has resulted in is an overly-idealised historiography of public service broadcasting that is complicit with the ideological framework of a liberal democratic polity, and thus fails to recognise modern relations of culture and government, relations that are inextricably intertwined with the exercise of power. Drawing on the work of Foucault, governmentalist studies, and extended analysis of BBC archives, I argue instead that the BBC and its public service ethos is better reconsidered as a civilising mission whose political rationality was to render the listening public more amenable to cultural governance. Understood thus, early broadcasting can be seen to function as a political technology that facilitated governance from a distance, thus overcoming the paradoxical concern of liberal governmentality, the danger of 'over-governing'. More specifically, I mean to demonstrate that the emergence and subsequent development of broadcasting can be understood as a response to the early twentieth century problems: of efficient state building, ensuring the nation's physical and moral well-being, and remedying the varying inter-war periods of crises in cultural hegemony. As such, early broadcasting was an amalgam of secular cultural governance, Christian pastoral pedagogy, and the exercise of what Foucault famously referred to as 'bio-power', particularly the bio-politics of welfare and social policy.
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Bowler, Rebecca Alison Andrews. « Evolution of bright star-forming galaxies in the first billion years ». Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/10476.
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In this thesis, I present the results of a new search for, and study of, luminous galaxies in the first billion years of cosmic time. This work is primarily based on a new selection of bright (L≫L*) Lyman-break galaxies (LBGs) at z ≅6 and z≅7 in the UltraVISTA first and second data releases (DR1, DR2) and the UKIDSS (UKIRT Infrared Deep Survey) UDS DR10 (Ultra Deep Survey). The UltraVISTA survey provides deep Y, J,H andKs near-imaging over 1.5 deg² of the Cosmic Evolution Survey (COSMOS) field and the UKIDSS UDS provides J,H and K band data overlapping with the Subaru XMM-Newton Deep Survey (SXDS), with both fields also containing deep optical and mid-infrared imaging essential for the clean detection of z > 5 galaxies. The fields combined provide an unprecedented 1.65 deg² of deep multiwavelength data with which to securely select LBGs using a photometric redshift fitting technique, which can additionally remove probable low-redshift galaxy interlopers and galactic dwarf stars that can contaminate ground-based samples. At z ≅7, the DR1 of the UltraVISTA survey was used to select a sample of ten high-redshift galaxy candidates, which extended to a 5σ limiting magnitude of Y + J ~ 25 (AB magnitude, 2-arcsec diameter circular aperture) over 1 deg². A stack of the four most robust objects from the sample indicated that they were massive (M*≅5 × 109M ʘ), had blue rest-frame UV slopes (β ≅−2.0±0.2) and were highly star-forming (SFR ≅25–50Mʘ yr−1) when compared to previous, fainter, samples of galaxies at z = 7. The number counts of z≅7 galaxies selected within the UltraVISTA DR1 survey was higher than that expected from extrapolations of the rest-frame UltraViolet (UV) luminosity function (LF) from fainter data, a result that was strongly confirmed with an improved search for z ≅7 galaxies using the UltraVISTA DR2 imaging and the UDS field. A total of 34 galaxies at 6.5 < z < 7.5 were found in the combined fields, which included the previously identified robust galaxies from the DR1 imaging. This expanded sample allowed the first determination of the rest-frame UV LF in the range −23.0 < MUV < −21.5 at z ≅7, and the results reveal a power-law decline to bright magnitudes in contrast to the commonly assumed exponentially declining Schechter function extrapolated from fainter data. The excess of galaxies observed at bright magnitudes cannot be accounted for by gravitational lensing or by significant contamination of the sample by Active Galactic Nuclei (AGN) . The observed LF is well described by a double power law, which at the bright end follows the form of the underlying dark matter halo mass function, suggesting that the physical mechanism that inhibits star formation activity in massive galaxies (e.g. AGN feedback or some other form of ‘mass quenching’) has yet become efficient at z ≅7. The deeper imaging data confirm that the z ≅7 LBGs show blue rest-frame UV slopes (median β = −2.0) and are massive (up to M*≅1010M ʘ). Furthermore, an analysis of the ground-based imaging shows that the majority are resolved consistent with larger sizes (r1/2 ≅1–1.5 kpc) than displayed by less massive galaxies. Finally, a new search for z ≅6 galaxies within the UltraVISTA and UDS datasets was undertaken, resulting in a sample of 266 LBGs (−22.7 < MUV < −20.5) galaxies with which to investigate the rest-frame UV LF. The potential contamination by galactic brown dwarfs was investigated quantitatively using a simple model of the Galaxy, showing that the expected contamination rate of the sample was < 3 per cent, and that the stars can be effectively removed by fitting standard stellar spectra to the observed photometry. The galaxy surface density in the UltraVISTA/COSMOS field exceeds that in the UDS/SXDS by a factor of ≅1.4, indicating strong cosmic variance between the two fields. The number counts of galaxies we find are a factor of 2 lower than predicted by the recent LF determination by Bouwens et al., and the derived rest-frame UV LF at z ≅6 revealed that an under dense UDS field can account for some of the observed differences between previous analyses. An evolution in the characteristic magnitude between z ≅5 and z≅7 of ∆M*~ 0.5 was found in contrast to other smaller area surveys, and a double power law was shown to equally well describe the LF at z = 6 as compared to the commonly assumed Schechter function. The bright-end of the LF at z ≅6 tentatively shows a steeper decline than found at z ≅7, which could indicate the onset of mass quenching of the most massive galaxies or the rise of dust obscuration. Comparison with the predictions of the latest theoretical models and simulations of galaxies reveals that most models require substantial (A1500 ~ 1.5–2) average dust extinction at the bright end to reproduce the shape of the galaxy UV LF at z ≅7.
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Mahomed, Shariefah. « A formative evaluation of the SAEP non-academic bridging year programme ». Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/20266.
Texte intégralRésumé :
This dissertation reports on a formative theory-based evaluation of the non-academic component of the Bridging Year Programme (BYP) implemented by the South African Education and Environment Project (SAEP), a Non-Governmental Organisation (NGO) working mainly in the impoverished community of Phillipi near Cape Town, South Africa. The focus of the evaluation was: (1) to extract the underlying assumptions of the non-academic component of the BYP, (2) to assess the plausibility of the underlying programme assumptions and (3) to develop an outcome monitoring framework for the non-academic component of the BYP. The Bridging Year Programme Description This programme recruits learners from poor socio-economic backgrounds who have gained a National Senior Certificate (NSC) at bachelors pass level but have not gained access to their tertiary level programmes of choice. Its aim is two-fold, (1) to assist learners to improve their NSC standard in order to gain access to their tertiary education programme of choice and (2) to provide them with personal development skills to cope with the academic and social demands of tertiary education. The assumption is that if the learners' personal development skills are enhanced their prospects of success in tertiary education and the employment market will be improved. Thus, the programme comprises an academic component and a non-academic (personal development) component. The scope of this evaluation focused specifically on the non-academic component of the BYP. Background A review of local and international bridging courses found that most students from poor socio-economic backgrounds are underprepared to cope with the social and academic workload of tertiary education, leading to high tertiary-dropout rates. A number of programme evaluations found that if students are provided with a set of non-academic (personal development) skills including planning and organising, prioritising their workload and English literacy skills, they will be better prepared to cope with the academic demands, thus improving their prospects of success at tertiary institutions.
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Mahomed, Shariefah. « A formative evaluation of the SAEP non-academic bridging year programme ». Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/20266.
Texte intégralRésumé :
This dissertation reports on a formative theory-based evaluation of the non-academic component of the Bridging Year Programme (BYP) implemented by the South African Education and Environment Project (SAEP), a Non-Governmental Organisation (NGO) working mainly in the impoverished community of Phillipi near Cape Town, South Africa. The focus of the evaluation was: (1) to extract the underlying assumptions of the non-academic component of the BYP, (2) to assess the plausibility of the underlying programme assumptions and (3) to develop an outcome monitoring framework for the non-academic component of the BYP. The Bridging Year Programme Description This programme recruits learners from poor socio-economic backgrounds who have gained a National Senior Certificate (NSC) at bachelors pass level but have not gained access to their tertiary level programmes of choice. Its aim is two-fold, (1) to assist learners to improve their NSC standard in order to gain access to their tertiary education programme of choice and (2) to provide them with personal development skills to cope with the academic and social demands of tertiary education. The assumption is that if the learners' personal development skills are enhanced their prospects of success in tertiary education and the employment market will be improved. Thus, the programme comprises an academic component and a non-academic (personal development) component. The scope of this evaluation focused specifically on the non-academic component of the BYP. Background A review of local and international bridging courses found that most students from poor socio-economic backgrounds are underprepared to cope with the social and academic workload of tertiary education, leading to high tertiary-dropout rates. A number of programme evaluations found that if students are provided with a set of non-academic (personal development) skills including planning and organising, prioritising their workload and English literacy skills, they will be better prepared to cope with the academic demands, thus improving their prospects of success at tertiary institutions.
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Stockwell, Melinda Elisabeth. « Developing Effective Formative Assessment Practices For Students in Year 12 Mathematics A ». Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/59726.
Texte intégralRésumé :
This case study investigated whether the implementation of a more comprehensive approach to formative assessment made a difference to students’ summative assessment outcomes. This study identified that the adoption of a more comprehensive model of formative assessment not only increased levels of student engagement and built a more positive classroom culture, but also improved summative assessment grades in Mathematics A for most, if not all, students. The influence of the teacher proved to be significant.
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Morgenstern, John D. « 'Making up his own mind' : T.S. Eliot's formative year in 1910-1911 Paris ». Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.567815.
Texte intégralRésumé :
This thesis draws on a wealth of Parisian dailies and little magazines as well as institutional and literary archives in France, England, and America to reconstruct the intellectual milieu ofT. S. Eliot's student year in France (1910-11). It argues that the French cultural controversies he witnessed that year significantly changed his mind on literary, artistic, spiritual, and political matters. In addition to bringing much needed context to figures already acknowledged as central to Eliot's intellectual development-including Henri Bergson and Charles Maurras-this dissertation offers the first account of his studies at the Sorbonne and of his little-known visit to Henri Matisse's art studio. It makes the case that Eliot left France having reached a remarkable poetic maturity and with many of his critical formulations in place. It contends, moreover, that throughout his life, with each phase of his intellectual development, convictions of literary theorists, philosophers, and cultural commentators from his student-year abroad provided him with significant points of departure. In restoring the framework through which he saw the main figures of his transformative year in France, this dissertation refocuses existing views of Eliot.
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Nimmo, Elizabeth Frances. « Comparing Wait-Time Strategies in a Year 7 Mathematics Class ». Thesis, University of Canterbury. Educational Studies and Human Development, 2009. http://hdl.handle.net/10092/3078.
Texte intégralRésumé :
The use of formative assessment in the classroom is becoming a more widely used practice and acceptable way to support students’ learning. There are several different strands to the formative concept of assessment for learning as opposed to assessment of learning. This research project looks at one strand of formative assessment, namely, the use of wait-time in the classroom. Three wait-time strategies were investigated and examples of their use are provided in an upper primary situation with three students of lower ability and challenging behaviours. Findings from this brief study show no conclusive evidence to support either the widely recognised use of increased wait-time to support a learner’s needs or the opposing view that brief wait-time, when used with students with behavioural issues, might increase academic responses and improve on-task behaviours. The use of one of the strategies, that of ‘talking partners’, demonstrated a slight increase in academic responses with members of the focus group. This research project, together with limitations and further research suggestions, is discussed.
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Le, Tiran Loïc. « Stirring Up the Gas : Star Formation and Powering High Pressures in Galaxies 10 Billion Years Ago ». Observatoire de Paris, 2011. https://theses.hal.science/tel-01157838.
Texte intégralRésumé :
Cette thèse présente l'analyse d'un échantillon de 53 galaxies observées telles qu'elles étaient il y a 10 milliards d'années avec le spectro-imageur SIFONI au VLT. Ces galaxies ont une brillance de surface supérieure de plus d'un ordre de magnitude à celles observées dans les galaxies locales. Leurs raies d'émission de gaz ionisé sont aussi remarquablement larges. Il a souvent été suggéré que l'accrétion de gaz pouvait être responsable de l'élargissement de ces raies. Nous montrons que les taux d'accrétion de gaz et la quantité d'énergie injectée doivent être bien supérieurs à ceux attendus par les simulations pour expliquer la forte brillance de surface en H-alpha observée dans ces galaxies. Nous suggérons que la formation stellaire joue un rôle prépondérant sur l'ionisation et les caractéristiques dynamiques du gaz diffus ionisé : la corrélation entre l'intensité de la formation stellaire et l'élargissement des raies du gaz ionisé peut être modélisée par une simple relation d'injection d'énergie. Nous montrons que la pression dans le milieu interstellaire (MIS) de ces galaxies distantes est particulièrement importante, suffisamment pour produire de vigoureux vents galactiques et un fort niveau de turbulence, tout du moins pour les galaxies ayant les grandes brillances de surface en H-alpha. Ces caractéristiques sont similaires à celles que l'on trouve dans les galaxies à flambées d'étoiles de l'univers proche. Ceci nous permet d'esquisser un tableau dans lequel la pression dans le MIS est régulée par la formation stellaire, et semble déterminer la nature de la formation stellaire : c'est l'autorégulation de la formation stellaireThis thesis present the analysis of a sample of 53 galaxies, observed as they were about 10 billion years ago, with the integral-field spectroscopy unit SINFONI on ESO/VLT. These galaxies have high surface brightness, more than order of magnitude larger than those of local disks, and large ionized gas line dispersions. Gas accretion has often been suggested as a viable mechanism for driving these line dispersions. We show that the mass accretion rate as well as the energy injection would have to be much higher than expected from simulations or from simply equating the star formation with the accretion rate to explain the high H-alpha surface brightness we observe in these galaxies. We suggest that star-formation plays a key role in the dynamics, ionization, and other characteristics of the warm ionized medium : the observed trend between the star-formation intensity and the velocity dispersion of the emission line gas can be modeled by a simple energy injection relationship. We demonstrate that these distant galaxies have high ISM pressures and these pressures are sufficiently high to drive vigorous outflows and strong turbulence, at least at the highest H-alpha surface brightness. These characteristics are similar to intense starburst found in the nearby universe. This leads to a picture where the pressure in the ISM is determined by the intensity of the star-formation and where feedback sets the scaling between pressure and star-formation intensity. This is evidence in favor of star-formation being self-regulating, as pressure is being regulated by the star-formation and pressure likely determines the nature of star-formation. This is star-formation feedback
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Faming, Linnéa, et Emma Karlsson. « Property definition - An investigation of occurrence and use during the years 1973-2013 ». Thesis, KTH, Fastigheter och byggande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-147646.
Texte intégralRésumé :
A clearly defined ownership of real property is of great importance in order to support economic prosperity in society. An incentive grows for property owners to increase the value of their property and allow free transactions through investments. Property owners need to rely on property boundaries and respect their markings for the secur-ity of the property rights system not to be undermined. In Sweden it is therefore prohibited by law to move or destroy boundary markers. To for example find out where an uncertain boundary lies, a property definition can be used. With a decision of property definition the property boundaries become legally binding and registered in the Real Property Register. A property definition measure can also be used for other uncertainties surrounding properties, such as whether an easement exists and the extent to which joint facilities have. The purpose of this thesis is to increase the knowledge of property definitions and how they appear. Questions, such as which type of property definition that are most com-mon, who initiates the proceeding in general, and how often Real Property Formation Act ch. 14 sect. 5 and 6 applies, were examined. Interesting problems and results were also discussed. The results of the survey show that there are both areas that have not changed much at all since the Real Property Formation Act entered into force, and those who have. Results which have not changed were that, boundaries were most common to deter-mine, that property definition usually occur with another measure and that technical adjustments rarely were applied. Areas that however have been changed were that procedure costs agreements have increased and that the number of clearly docu-mented official initiative has decreased.En klart definierad äganderätt till fast egendom är av stor vikt för att kunna skapa ekonomiskt välstånd i samhället. Det skapar incitament för fastighetsägare att genom investeringar öka värdet på sin fastighet och möjliggör fria transaktioner. För att tryggheten i äganderättssystemet inte ska urholkas måste fastighetsägarna ha förtro-ende för fastighetsgränser och respektera dess markeringar. I Sverige är det således enligt lag förbjudet att flytta eller ta bort gränsmarkeringar. För att ta reda på var, bland annat, en oklar gräns ligger används institutet fastighets-bestämning. Genom ett fastighetsbestämningsbeslut blir gränsen juridiskt bindande och registreras i fastighetsregistret. En fastighetsbestämningsåtgärd kan också använ-das för att reda ut andra oklarheter kring fastigheter, till exempel huruvida servitut finns och vilken omfattning gemensamhetsanläggningar har. Syftet med detta examensarbete är att öka kunskapsnivån om fastighetsbestämnings-förrättningar och hur de oftast ser ut i praktiken. I arbetet undersöks exempelvis frågor som vilken typ av fastighetsbestämning som är vanligast, vem som tar initiativ till förrättningen samt hur ofta åtgärderna i FBL 14:5 och 14:6 tillämpas. I uppsatsen förs också diskussioner kring intressanta problem och resultat. Resultaten av undersökningen visar att det både finns områden som inte har föränd-rats mycket alls sedan fastighetsbildningslagen trädde ikraft och sådana som har det. Exempel på några som inte förändrats är att det var vanligast att bestämma gränser, att fastighetsbestämning oftast sker i samband med en annan åtgärd och att FBL 14:6, teknisk jämkning sällan tillämpas. Områden som däremot har förändrats är att andelen överenskommelser om förrättningskostnader har ökat och att antalet officialinitiativ som tydligt redovisats i förrättningsakten har minskat.
43
Williams, Judith Airini. « What makes feedback work for primary school students ? An investigation of the views of some Year 8 students ». Thesis, University of Canterbury. Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/8991.
Texte intégralRésumé :
I investigated the problem of why some students do not implement the feedback they are given, when the feedback they receive is formulated in accordance with what we know about best practice in the giving of feedback. I was interested in exploring the factors which may influence students as they do or do not take some form of action to ‘close the gap’ between the standard they have attained and the standard they need to reach. I worked with seven Year 8 boys who were enrolled at an intermediate school in the South Island of New Zealand. The study is qualitative because the methodologies associated with that paradigm are more likely to provide insights into the problem, situated as it is in the experience of students in a classroom setting.
I used phenomenography to identify the qualitatively different ways in which the participants viewed the importance and helpfulness of feedback as well as identifying the factors which influenced their acceptance or rejection of the feedback received from their classroom teacher. The categories I identified included supporting progress towards short- and long-term learning goals; the effect of feedback on personal attitudes towards learning; the relationship between the student and the teacher; the type and timing of feedback; the perceived ownership of the work to which the feedback related; and the conditions and understandings of the student. I discussed each of these and formed a phenomenographic outcome space for each of the three basic areas of importance, helpfulness, and factors affecting response. I then used a case approach to prepare case reports on two of the participants, in order to show how the categories identified through the phenomenographic analysis might be manifested in individuals as well as to allow the voices of the students to be heard. I found that each individual embodies a unique combination of the categories, and that it is this unique profile which affects his or her reception and subsequent use of feedback.
I then combined the three phenomenographic outcome spaces to form a model of feedback, arranged in four levels, which may be of interest to classroom teachers as they endeavour to improve the learning outcome of the students through tailoring the feedback they give to them. I illustrated the potential use of the model by mapping onto it the profile of the two boys included in the case reports. The differences in, and similarities of, responses of the two boys to feedback are easily discerned. I discussed how these similarities and differences may offer some explanation for differing responses to feedback. To a certain extent the boys have similar outlooks, and may respond in similar ways to feedback which matches with these outlooks. However, at a deeper level, their differences are marked. Feedback which matches the preferences of one is not likely to match those of the other. I argue that in such a case one may accept and act on the feedback while the other may not.
I have identified some areas for further research and development which could build on these findings. These include the need to explore the views of girls and other groups of boys on this subject, together with undertaking a project which allows the academic progress of individuals to be tracked once their preferences were identified and mapped onto the model. It would also be useful to construct a suitable instrument for classroom teachers to use for mapping the preferences of their own class members, and to identify any differences in the modifications to their feedback processes which teachers may make to their classroom practice following their use of such an instrument.
44
Meng, Huan Y. A., George H. Rieke, Kate Y. L. Su et András Gáspár. « The First 40 Million Years of Circumstellar Disk Evolution : The Signature of Terrestrial Planet Formation ». IOP PUBLISHING LTD, 2017. http://hdl.handle.net/10150/623246.
Texte intégralRésumé :
We characterize the first 40 Myr of evolution of circumstellar disks through a unified study of the infrared properties of members of young clusters and associations with ages from 2 Myr up to similar to 40 Myr: NGC 1333, NGC 1960, NGC 2232, NGC 2244, NGC 2362, NGC 2547, IC 348, IC 2395, IC 4665, Chamaeleon I, Orion OB1a and OB1b, Taurus, the beta Pictoris Moving Group,. Ophiuchi, and the associations of Argus, Carina, Columba, Scorpius-Centaurus, and Tucana-Horologium. Our work features: (1) a filtering technique to flag noisy backgrounds; (2) a method based on the probability distribution of deflections, P(D), to obtain statistically valid photometry for faint sources; and (3) use of the evolutionary trend of transitional disks to constrain the overall behavior of bright disks. We find that the fraction of disks three or more times brighter than the stellar photospheres at 24 mu m decays relatively slowly initially and then much more rapidly by similar to 10 Myr. However, there is a continuing component until similar to 35 Myr, probably due primarily to massive clouds of debris generated in giant impacts during the oligarchic/chaotic growth phases of terrestrial planets. If the contribution from primordial disks is excluded, the evolution of the incidence of these oligarchic/chaotic debris disks can be described empirically by a log-normal function with the peak at 12-20 Myr, including similar to 13% of the original population, and with a post-peak mean duration of 10-20 Myr.
45
Stout, Rebecca Lynn. « "In dreams begins responsibility:" the role of Irish drama and the Abbey Theatre in the formation of post-colonial Irish identity ». Texas A&M University, 2006. http://hdl.handle.net/1969.1/3843.
Texte intégralRésumé :
This research does not hope to give a finalized portrait of Ireland and its vast and
diverse people. Instead, it hopes to add one more piece to the complicated mosaic that is
an honest depiction of Irish personal and national identity. Several plays by authors
considered to be quintessential Irish nationalists have been read in conjunction with
those authors biographies and the historical moments in which those plays were created,
to offer a multi-faceted perspective to the intersection between art, politics and
individual senses of personhood and nation. The final conclusion is that the growth and
development of a nation requires that the definition of national identity be in a constant
state of performance and revision.
Several key conclusions can be drawn from the findings here. First, Irish identity
is slippery and elusive. To try to finalize a definition is to stunt the growth of a
constantly evolving nation. Secondly, personal and national identity formation cannot
be separated into two distinct processes. Due to the unique political situation leading up
to Irish independence and the subjugated state of all Irish people, regardless of their class
or economic distinction, an individual always exists in relationship to those other members of his or her class, as well as those who define him or her by their differences.
Finally, because of this constantly evolving state and this complicated interrelationship
between the personal and the public, Irish stage drama bears a unique relationship to
Ireland, and to critics seeking to analyze that literature. The multiplicity of the Irish
experience demonstrates itself most clearly in the consistent newness of repeated
performances of its classic texts.
By examining the historical ruptures that resulted from the initial performances
of those texts and comparing them to the texts themselves, documents that live outside of
history until they are drawn back in by those who seek to reinterpret and re-perform
them, researchers can witness the evolution of key ideas of Irish nationalism from their
roots in personal experience, through the interpretive machine of the early Abbey
audiences, and as they continue to transform in modern presentations.
46
Elliott, Susan M. « Teacher formative assessment : influences and practice case study research at the year one level ». Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006618/.
Texte intégralRésumé :
This case study research investigated the formative assessment practices of four Year One teachers in one local education authority, and the influences which have shaped their skills. School-level contextual factors such as the role of colleagues, the head teacher, and experience in the classroom were investigated through interview and questionnaire. External influences on teacher practice, most specifically the influence of the National Curriculum and its assessment requirements, were also examined. The findings identified experience in the classroom and colleagues as key sources of influence on practice. The study reviewed the current understanding of formative assessment from social-constructivist perspective on learning. Research has illustrated specific elements of formative assessment practice, including the development of learning goals, communicating criteria, feedback, and the role of discourse. In this research, questioning emerged as a vital formative assessment skill. Underpinning the practice of the teachers who demonstrated the widest range of strategies were three key features. These teachers were reflective about their own daily practice, and demonstrated a problem-solving approach to teaching and learning. Lastly, they had established a collegial relationship of shared power in which pupil and teacher thinking processes and ideas could be expressed and exchanged. Theory has pointed to formative assessment as a teacher practice embedded in planning, teaching and assessing. Case study data were analysed to describe the practices of the teachers and to understand the ways in which formative assessment strategies might be linked together. A model of integrated practice is developed from the analysis, useful for teacher development and further research.
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Boodhoo, Adiilah. « A formative evaluation of the South African Education and Environment Project Bridging Year Programme ». Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/9490.
Texte intégralRésumé :
Includes bibliographical references (leaves 89-94).Many learners from disadvantaged schools struggle to obtain entrance into tertiary institutions. A Bridging Year Programme (BYP) designed by the South African Education and Environment Project (SAEP) seeks to address this problem by offering intensive tuition to post-high school learners who have failed to gain sufficient points for entry into a tertiary institution. The BYP prepares those learners to re-write core National Senior Certificate (NSC) subjects and assists them in applying for entrance into a university or college. A formative evaluation was conducted to assess whether the programme is designed and implemented as intended and whether programme design and delivery takes into account evidence based practices, established in the literature for programmes of this nature. A review of programme records was undertaken, interviews were conducted with the programme manager and programme coordinator, and selfreport questionnaires were administered to course tutors and programme beneficiaries. The results of the evaluation indicate that while the programme has the necessary potential to set high standards of participation for beneficiaries and provide them with personalised attention, and while learners are generally positive about their experience, a number of limitations are evident. These include in particular: the need for better monitoring of learner compliance with their contractual obligation, improved quality assurance with regard to the teaching and learning programme, and tutor preparation and training. Recommendations for improved programme implementation, as well as monitoring of programme standards, learner participation and performance, and tutor quality are provided.
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McGinty, Samantha. « First year Humanities and Social Science students' experiences of engaging with written feedback in a post-1992 university ». Thesis, University of Wolverhampton, 2007. http://hdl.handle.net/2436/210189.
Texte intégralRésumé :
First year Humanities and Social Science students’ experiences of engaging with written feedback in a post- 1992 university This thesis examines students’ experiences of engaging with written formative feedback in a post-1992 university. A body of literature on ‘engagement with feedback’ in higher education presents the student as somehow lacking the motivation to engage with feedback. The principles of a feminist methodology were adopted in an attempt to present the underrepresented views of students on the issue of their engagement with feedback. Participants were from two first year undergraduate modules which provided formative feedback on assignments. Qualitative research methods were used: 24 semi-structured interviews, 50 reflective writing documents and 83 questionnaires were collated for open-ended responses and descriptive patterns. Following an analysis of this data, an innovative model was developed. The ‘Student perspective on engaging with feedback model’ was based on the three phases students moved through when engaging with feedback, which was influenced by the type and style of feedback they required at different stages of their transition. This transition involved a period of liminality (a state of betwixt and between) as individuals waited to go through a rite of passage, which often led to students finding themselves in ‘stuck places’ and experiencing feelings of ‘being wrong’. The model demonstrates how firstly, students used the feedback as a ‘sign’ to confirm their learner identities. Secondly, students used the feedback to improve. They valued a personalised dialogue to enable them to do this successfully. Thirdly, they focused on future-orientated feedback, relating to employability and grades. These findings provide the basis for recommendations to HE tutors suggesting that changes to assessment practices and feedback comments may be beneficial for first year undergraduates as they navigate their transition to learning in higher education. First year Humanities and Social Science students’ experiences of engaging with written feedback in a post- 1992 university This thesis examines students’ experiences of engaging with written formative feedback in a post-1992 university. A body of literature on ‘engagement with feedback’ in higher education presents the student as somehow lacking the motivation to engage with feedback. The principles of a feminist methodology were adopted in an attempt to present the underrepresented views of students on the issue of their engagement with feedback. Participants were from two first year undergraduate modules which provided formative feedback on assignments. Qualitative research methods were used: 24 semi-structured interviews, 50 reflective writing documents and 83 questionnaires were collated for open-ended responses and descriptive patterns. Following an analysis of this data, an innovative model was developed. The ‘Student perspective on engaging with feedback model’ was based on the three phases students moved through when engaging with feedback, which was influenced by the type and style of feedback they required at different stages of their transition. This transition involved a period of liminality (a state of betwixt and between) as individuals waited to go through a rite of passage, which often led to students finding themselves in ‘stuck places’ and experiencing feelings of ‘being wrong’. The model demonstrates how firstly, students used the feedback as a ‘sign’ to confirm their learner identities. Secondly, students used the feedback to improve. They valued a personalised dialogue to enable them to do this successfully. Thirdly, they focused on future-orientated feedback, relating to employability and grades. These findings provide the basis for recommendations to HE tutors suggesting that changes to assessment practices and feedback comments may be beneficial for first year undergraduates as they navigate their transition to learning in higher education. First year Humanities and Social Science students’ experiences of engaging with written feedback in a post- 1992 university This thesis examines students’ experiences of engaging with written formative feedback in a post-1992 university. A body of literature on ‘engagement with feedback’ in higher education presents the student as somehow lacking the motivation to engage with feedback. The principles of a feminist methodology were adopted in an attempt to present the underrepresented views of students on the issue of their engagement with feedback. Participants were from two first year undergraduate modules which provided formative feedback on assignments. Qualitative research methods were used: 24 semi-structured interviews, 50 reflective writing documents and 83 questionnaires were collated for open-ended responses and descriptive patterns. Following an analysis of this data, an innovative model was developed. The ‘Student perspective on engaging with feedback model’ was based on the three phases students moved through when engaging with feedback, which was influenced by the type and style of feedback they required at different stages of their transition. This transition involved a period of liminality (a state of betwixt and between) as individuals waited to go through a rite of passage, which often led to students finding themselves in ‘stuck places’ and experiencing feelings of ‘being wrong’. The model demonstrates how firstly, students used the feedback as a ‘sign’ to confirm their learner identities. Secondly, students used the feedback to improve. They valued a personalised dialogue to enable them to do this successfully. Thirdly, they focused on future-orientated feedback, relating to employability and grades. These findings provide the basis for recommendations to HE tutors suggesting that changes to assessment practices and feedback comments may be beneficial for first year undergraduates as they navigate their transition to learning in higher education.
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Meli, Domenico Bertoloni. « The formation of Leibniz's techniques and ideas about planetary motion in the years 1688 to 1690 ». Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293003.
Texte intégral
50
Higgins, Jerome Sell. « A program of spiritual formation for men of mature years and experience preparing for presbyteral [sic] ordination in the Roman Catholic Church ». Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.
Texte intégral