Thèses sur le sujet « Training level »
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1
Breedon, Justine. « Emotional Labor Training| The Effect of Deep Level Acting Training on Deep Level Acting and Emotional Exhaustion ». Thesis, Southern Illinois University at Edwardsville, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591327.
Texte intégralRésumé :
The present study examined the effects of a deep level acting training program on deep level acting skills, emotional exhaustion and Kirkpatrick’s (1994) four levels of training effectiveness. By using Brothridge and Lee’s (2003) Emotional Labor Scale, the emotional exhaustion sub-scale from Maslach’s Burnout Inventory (1986) and several self created measures the hypothesis were evaluated. The results indicated that the deep level acting training program successfully increased participants’ deep level acting skills. The deep level acting training program did not decrease participants emotional exhaustion. Lastly, the hypotheses made pertaining to the four levels of training effectiveness were not supported. In the deep level acting training condition, posttest learning scores were not significantly correlated with post deep level acting scores and posttest learning scores were not significantly correlated with trainee reactions.
2
Chen, Wen-Tsong. « Word level training of handwritten word recognition systems / ». free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974612.
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Feltrinelli, Elena. « Middle Managers training in Italy : a firm-level analysis ». Doctoral thesis, Università degli studi di Trento, 2015. https://hdl.handle.net/11572/367971.
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This research presents for the first time panel evidence on the performance and wage effects of middle mangers' training in Italy. It also offers an analysis of the determinants of training by investigating the relationship between training provision and firm characteristics. It is based on a rich and reliable panel dataset covering Italian firms for the years 2006-2011. Several estimation techniques and model specifications are implemented to argue that middle mangers' training significantly increases productivity and to prove the existence of a 'too-much-of a good' thing effect. Similarly a simulation of the wage effects of training shows how the positive magnitude of the coefficients seems to be severely affected by the training measure used.
All the analysis implemented suggests the importance of firm's size and geographic location in explaining training provision, firm's performance, and wages. Indeed larger firms and firms located in Northern Italy appear to be more likely to offer training of higher intensity, quality and variety. Furthermore training is found to be more effective for what concerns business results and individual wages. This might suggest that medium-small firms and firms located in Southern areas could be trapped in a circle of scarce, low quality and standardised training provision with obvious implications on its efficiency and returns.
4
Thompson, Sheila R. « The five most important entry-level employability skills that employeers of the Chippewa Valley seek in entry-level job applicants ». Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001thompsons.pdf.
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Abercrombie, Caroline, Leonard B. Cross, Sandra Alicia Williams, Jodi Polaha et Margaret Smith. « Real-World Team Training Experiences for Entry-Level IPE Students ». Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6549.
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ETSU implemented the first year of a 2-year longitudinal IPE experience within the five colleges of the ETSU Academic Health Sciences Center (AHSC). The four educational competencies of IPEC were used to create experience threads. Each semester two experience threads are covered; one consists of a simulation experience to practice the foundational principles in a safe environment, and the other a field experience to implement the foundational principle in a clinical setting.The majority of the content for experience threads and simulation experiences were implemented for three cohorts of students, however, field experiences continued to lack engagement and appropriate focus. This poster will show that redesigning the approach for identifying protected IPE time, restructuring the Community Engagement Working Group, providing tools to increase student engagement and improving communication of site expectations, led to a successful pilot program that assisted with integration of the clinical environment into the first year of the longitudinal experience.Early feedback led to increased and timelier communication between site leaders and faculty facilitators, and more curricular exposure for site leaders. When comparing fall (N=224) and spring (N=157) semesters, the student evaluation of the field experience showed an increase in student engagement and satisfaction. Spring (N=47) faculty evaluations rated the clinical sites more appropriate to meet the needs of the community engagement opportunity than they had in the fall Semester (N=44). The patient sharing their story and interacting with the team members were a key factor in faculty and student satisfaction.The clinical environment can be integrated into the core IPE curriculum with appropriate planning, communication and resources.
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Sullivan, Dale Leroy. « Managerial perceptions of training provided for entry-level management trainees ». CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/899.
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Detar, Paul J. « Scheduling Marine Corps entry-level MOS schools ». Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Sept%5FDetar.pdf.
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Hargreaves, Linda M. « Study skills in project based assessment at primary level ». Thesis, University of Leicester, 1990. http://hdl.handle.net/2381/35641.
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The present study examines aspects of assessment and study skills at primary level through the production and evaluation of a set of project-based materials for 8 to 11 year olds. The materials, entitled The Prismaston File, were prepared for use in the Curriculum Provision in Small Primary Schools (PRISMS) Project, and represent an attempt to expand the curriculum coverage and range of assessment techniques available to primary teachers. In addition there was a need to extend study skills research into the primary age range and to provide a direct link between study behaviour and performance, thus avoiding past dependence on self-report methodology and examination results. The Prismaston File attempted to achieve these aims by adopting an integrating theme for a variety of multiple choice exercises and structured tasks and by permitting the study process to take place in normal classroom conditions. Acceptable levels of reliability and concurrent validity were achieved. Data was collected from 418 lower and 544 upper junior school children in nine LEAs. Study behaviour was examined through children's tabulated records of their use of resources, friend and teacher help. Over half of the children were able to make these records appropriately, and the results showed that the vast majority of these could use the materials independently, especially in the upper age range. Classroom observation supported this interpretation but revealed some difficulties amongst the younger age group in assimilating unanticipated information. Factor analysis of the multiple choice data revealed a wider range of factors than could be accounted for by tested achievement in basic skills alone. Four factors emerged from the analyses of both the upper and lower junior versions and were explained primarily in terms of study contexts. These factors represented different aspects of graphicacy and literacy, as well as different levels of task engagement. These results are discussed in terms of the importance of assessing children's performance in a wide range of topics, modes and curriculum areas, and of linking process and product by means of observation and children's own records. It is suggested that teacher-made project-based assessment linked to attainment targets can provide a vehicle for National Curriculum assessment in the primary classroom.
9
Rich, Valerie J. « Educational backgrounds and teaching styles of athletic training educators in entry-level CAAHEP accredited athletic training programs ». [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001506.
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Campbell, Joseph. « Predictors of Sexual Orientation Counselor Competency Among Counselors-in-Training in CACREP Accredited Master's-Level Training Programs ». OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/943.
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It is likely that a counselor-in-training (CITs) will counsel a lesbian, gay, or bisexual (LGB) client in practice. The American Counseling Association (ACA, 2014) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2009) address ethical and training standards about counseling clients from diverse populations and multicultural counselor competence. The purpose of this dissertation was to examine master's-level CITs' perceived LGB counselor competence and potentially related and predictive factors including age, gender, religiosity, spirituality, personal relationships with LGB individuals, and having an "out" faculty or peer in the training program. This quantitative study included 105 CITs from CACREP accredited counselor education programs, surveyed from a national stratified sample, based on CACREP regions. The survey included the Sexual Orientation Counselor Competence Scale (Bidell, 2005), the Toronto Empathy Questionnaire (Spreng, McKinnon, Mar, & Levine, 2009); a Religiosity Index (Statistics Canada, 2006), Spiritual Transcendence Index-Modified (Seidlitz et al., 2002), the Marlowe-Crowne Social Desirability Scale-Sort Form C (Reynolds, 1982), and additional survey items to collect information on the number of personal relationships with LGB individuals (i.e., family, friends, faculty, and peers), age, gender and demographic information. Results indicated that CITs felt least competent in their skills to work with LGB clients and most competent in their attitudes towards LGB individuals. A regression analysis revealed that religiosity negatively predicts perceived LGB counselor competence and personal relationships with LGB individuals positively predicted LGB competence. Additionally, there was a significant positive relationship between having an "out" LGB peer in the training program and perceived LGB counselor competence. Implications suggest that counselor training programs increase the use of LGB themed case studies, role plays, and other classroom initiatives to help CITs meet the needs of their future LGB clients. An interesting finding in this study was the positive relationship between having an "out" LGB peer in the training program and increased LGB competence. Future research should investigate the dynamics of this relationship.
11
MacNeill, Rodney M. « The prediction of dropout in an entry level trades training program ». Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/31102.
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Withdrawal from a program of studies can have negative consequences that extend beyond those that directly affect the dropouts. Beyond the lack of employment related skills and the impact that dropping out may have on students' confidence in their ability as learners, attrition also has an effect on the educational institute and sponsoring agencies. For example, program attrition leaves the training provider with empty seats but no corresponding reduction in training costs and the sponsoring agencies with a limited return on their training investments. This study examined attrition in short-term vocational programs to determine if factors from research on other postsecondary populations are applicable to these kinds of students. A formula was also developed to predict, early in the program, which students are most likely to withdraw.
A review of the research confirmed that what is known about factors related to attrition for students in short-term vocational programs is limited. This necessitated a "borrowing" of factors from research directed at high school students and those in adult and higher education programs. By means of a mailed questionnaire, and using institute records, data were collected for those factors relevant to the population and program under study. These factors were divided into those students brought with them and those they experienced after they
began their training. Of the 36 pre-entry factors studied, 12 produced statistically significant relationships when compared to persistence/withdrawal. The significant factors included high school graduation; test scores on reading vocabulary, reading comprehension, reference skills, math computation, math concepts and applications, and combined reading and combined math scores; mean differences in age; the student's socioeconomic status; certainty of program choice; and locus of control as related to high school persistence/withdrawal. Of those categorized as postentry, 10 of the 28 factors produced statistically significant relationships when compared to the indicator variable. These factors were enough study time, study time compared to others, hours per week at PVI, tests passed per attempt, tests exceeded per attempt, feeling that friends had gained from the program, estimation of program success, financial concern, agency sponsorship, and the use of Training Consultants. Combining the statistically significant factors using multiple regression analysis produced a prediction formula which included tests passed per attempt, combined math scores, study time compared, age, and feeling that friends had gained from the program.
Conclusions based upon the results of the study centered around the application of attrition factors from the study of other populations and the utility of prediction for practitioners. In essence, the researcher believes it is inappropriate to make assumptions regarding attrition by
short-term vocational students based upon research findings from other populations. In addition, even though the findings which characterized persisters as "good students" indicate that attrition rates may be reduced by either restricting admission by students who do not fit the profile or by providing these students with additional support, the amount of variance accounted for (16 percent) based upon the results of the multiple regression analysis suggest caution be used in making any decision. The researcher concludes by recommending that future studies examine attrition by using a variety of research methods in an attempt to clarify which factors are related to student attrition.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
12
Tung, M. M. Caroline Koh-Lai. « Motivation and attribution re-training at junior college level in Singapore ». Thesis, Durham University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400641.
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Lowe, Ivan. « Scientific language at pre-university level between French and English ». Thesis, University of Surrey, 1992. http://epubs.surrey.ac.uk/843482/.
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In 1983 two pilot schools in Tunis began teaching sciences and mathematics, one through French, the other through English, but based on the French curriculum and textbooks. The content and language of science was assumed to be similar: only the host language changed. In the pilot schools, physics, chemistry, and biology lessons were observed, set textbooks and their translations were compared, teachers' meetings attended, and sixth year pupils were tested. The validity of the assumption that scientific language is similar in French and English was assessed, and some of the consequences explored. The work was restricted to communication through words and non-verbals such as symbols. The results show that the assumption is only fully valid for the symbols of the elements and amino acids, and the SI system of units. Scientific language is not necessarily constant between French and English. Implications are drawn for linguistics and for the teaching of English to students of science; the differences cannot be ignored, because many of them are fundamental ones.
14
Tronnier, Julia K. « Development of a valid level one evaluation instrument for ABC Company's Lean Training Program ». Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009tronnierj.pdf.
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Kam, W. K. « Mathematical education of engineers at technician engineer level in Hong Kong ». Thesis, Loughborough University, 1985. https://dspace.lboro.ac.uk/2134/27089.
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Before the introduction of degree programmes in 1983, the route followed by technician engineers being trained in Hong Kong, particularly at the Hong Kong Polytechnic, was quite unique. About 680 students are admitted into the eight Higher Diploma engineering programmes at Higher Technician level each year at the Hong Kong Polytechnic. The students first took a three-year Higher Diploma programme, continued for a one-year Associateship programme and finally sat the Engineering Council Part II Examinations, thus fulfilling the academic requirements for Chartered Engineer status.
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Machuca, J. Raul. « Resilience Characteristics of Master's-Level Counseling Students ». ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1272.
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Resilience characteristics typically have been studied among children and adolescents. A new line of research on resilience is focused on exploring the resilience characteristics of adults exposed to short and long-term adversity. In the present study, 585 master's-level counseling students responded to the Resilience Scale (Wagnild & Young, 1993). The purpose of this study was to examine the relationship between counseling students' level of resilience and specific background variables (age, gender, marital status, ethnicity, education, income, employment, living situation, sexual orientation, and country of origin), counselor-education program variables (primary field of study, number of credits taken, academic status, professional affiliations, supervision status, counseling courses, role identification, and accreditation), and risk (poverty, natural disasters, and terrorism) and protective variables (perceived support, school expectations, and community involvement). The results of this study indicated that resilience characteristics and the overall resilience score were associated with background variables, risk and protective variables, and counselingtraining- program variables. The counseling-training-program variables examined were minimally correlated with participants' resilience characteristics or their resilience score. The results of this study offer support for the adoption of wellness-based assessments of counseling trainees, as opposed to measures of impairment. Suggestions are offered for counselor educators and supervisors regarding possibilities for fostering the resilience of counseling trainees as well as counseling practitioners.
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Simpson-McCleary, Katrina A. « Gender education and training in doctoral level psychology programs an exploratory investigation / ». Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/109.
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Joseph, Christopher James. « Vocational training in the Performing Arts at level III from 1987-2002 ». Thesis, University of Newcastle Upon Tyne, 2003. http://hdl.handle.net/10443/742.
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This research seeks to open up a field of enquiry which has not yet been addressed and which has lacked even detailed description. The Performing Arts is a combination of discrete 'subjects' sharing the common aim of practical performance as a vocational outcome. In 1987 the BTEC National Diploma in Performing Arts appeared as an important new development in this field. Ten years later, in response to a desire for a unified system of qualifications, a'General National Vocational Qualification' (GNVQ) in Performing Arts and Entertainment Industries was introduced as a vocational alternative, equivalent to A-levels. The key question of this research is: 1 "What has been the legacy for vocational training in the Performing Arts of the BTEC qualifications in that field from 1987 to 2002? " Within this question, the research will examine the extent to which the vocational training provided was perceived to be appropriate for students' career ambitions During this period, the Government sought to reform vocational training by introducing the GNVQ in Performing Arts and Entertainment Industries. This research also seeks to understand the impact of GNVQ on the BTEC developments and vice versa. There are accordingly two subquestions: 2 "What has been the nature and the cause of changes which have occurred in the BTEC National Diploma qualifications over this timeframe? " 3 "What were the consequences for vocational training in the Performing Arts of the introduction of a GNVQ generated by national policy initiatives? " The main methods employed in this research were drawn from a positivist/ empiricist paradigm. A form of 'triangulation' was adopted using questionnaire surveys for students and teaching staff complemented by interviews with three specific groups of curriculum developers representing the introductory, implementation and further development stages of the qualifications. In addition, the researcher drew on his personal involvement in the field at the national level giving a unique access to relevant documentation from the bodies concerned. The main findings are shown to be due to differences in the way curriculum policy was formulated and implemented for the two qualifications. The National Diploma survived the introduction of the original GNVQ despite the strong government support for the latter and the desire to rationalise qualifications. The National Diploma followed an 'evolutionary' development generated by practitioners. It addressed the various component disciplines of the Performing Arts in a balanced way and was predicated upon the assumption that students hoped to have a career as performers. By contrast, the GNVQ was handed down within a predetermined framework that gave little autonomy to teachers, it was generic, overly bureaucratic and based on the assumption that students' performance ambitions were unrealistic.
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Seaman, Phillip. « The effectiveness of basic or foundation level food hygiene training amongst SMEs ». Thesis, University of Surrey, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441913.
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Fourie, Lindie. « The utilization of a customised training programme for club level netball players ». Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/2924.
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Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2005.The purpose of the study was to determine the effect of a customised training programme on the physical components of first league netball players. The key physical variables that affect netball performance were identified as aerobic fitness, anaerobic fitness, power, muscle strength, flexibility, speed, agility, and muscle endurance. The fitness tests and norms used in this study were mainly based on the Australian protocol, “Physiological Tests for the Assessment of Netball Players”. Two netball clubs in the Boland participated in this study. These two teams played in the same netball league, but they were not matched in any other way. The experimental group (n=14) followed the customised training programme, while the control group (n=16) followed their normal training sessions. After baseline testing, the experimental group completed 23 training sessions in which specific aspects of netball fitness were addressed. After 16 weeks, both groups repeated all the tests. Through statistical analysis, the effect of the training programme was determined, and the differences between the experimental and control groups were quantified. Results of the study revealed the following: 1. The experimental group was statistically significantly better in all the fitness tests during baseline testing, compared to the control group. 2. Power improved significantly through this customised training programme. 3. Although only a few variables changed significantly after the training programme, the experimental group did perform better in most fitness tests after the programme. This study shows that a customised training programme has the potential to improve certain aspects of a netball player’s fitness. The programme should, however, be longer and more sport-specific to produce the desired results. Top netball players should rely on not only their netball skills to be successful, but should also develop their physical capacities optimally.
21
Thon, Sarah. « Learning Styles : Differences in Undergraduate versus Graduate Entry Level Athletic Training Students ». Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26630.
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The purpose of this study was to determine the preferred learning style of undergraduate and graduate entry level athletic training students. This study also investigated the preference of males and females in both groups. Marshall and Merrit's Student Learning Style Questionnaire (1986) based on Kolb's theory was used to survey 429 undergraduate and 69 graduate students. The preferred learning style of undergraduate entry level athletic training students was Diverger, which was the same as the graduate students, and males and females of each group. There was no significant difference of preferred learning style between undergraduate and graduate students or between the males and females. Using the Chi-Square goodness of fit test, it was concluded that the Diverger learning style was preferred by undergraduate and graduate entry level athletic training students and was statistically significant.
22
Horn, Jody. « The nature and status of training in university-level food service enterprises / ». Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1408595371&sid=11&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2007."Department of Workforce Education and Development." Keywords: University-level, Food service enterprises Includes bibliographical references (p. 98-103). Also available online.
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Salain, Samantha Leigh Fields. « Stress Management Training, Gender, Level of Stress, and Coping in Police Officers ». ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3833.
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Stress has lasting and sometimes fatal effects on the law enforcement community, which can compromise the well-being of police officers. To date, there is little research on factors that influence the level of stress in police officers. The purpose of this quantitative, correlational study was to investigate the relationship of gender, used coping mechanisms, and levels of organizational and operational stress among police officers who have and have not received stress management training. Bandura's social learning theory and Lazarus and Folkman's theory of cognitive appraisal provided the theoretical foundation. Cross-sectional survey data from a convenience sample of 134 male and female police officers were collected using the Brief Cope, the Operational and Organizational Police Stress Questionnaire, and a demographic survey. An independent samples t test and multiple linear regression analyses were conducted to test the hypotheses. According to study findings, officers who received stress management training demonstrated a higher use of adaptive coping mechanisms compared to those who did not receive training. In addition, gender and use of maladaptive coping predicted level of stress among officers. Evidently, receiving stress management training was useful for these participating police officers, and these findings suggest that the training may have positive demonstrable effects for other police officers. This study promotes positive social change by increasing knowledge and awareness of the value that stress management has in reducing level of stress and use of maladaptive coping in police officers, thus empowering the psychological needs of officers while endorsing public safety at the individual and societal level.
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Asadullah, Muhammad Ali. « Comparative perspective of training evaluation practices : a study of ‘Entry Level Professional Training’ of call center agents inside Pakistan ». Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM1064.
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Le taux élevé de rotation et recrutement, la complexité du travail et le manque de formation professionelles a augmenté la demande de la formation d'intégration professionnelle pour Représentatives des Services Clients (RSC). La question est: ‘comment est-ce-que les professionnels des centres d'appels déterminent la valeur de la formation d'intégration professionnelle des RSC. Les centres d'appels peuvent être divisés en deux groupes «In-House» et «Subcontractor» à propos la propriété. L'objectif de cette étude est d'étudier la différence dans l'évaluation de la formation d'intégration professionnelle des RSC entre ces deux groupes. «Le modèle de Kirkpatrick» de l'évaluation de formation a été utilisé avec le 5ème niveau de rentabilité de l'investissement. Ensuite, nous avons identifier les groupes de parties prenantes les plus importantes qui peuvent bénéficier d'information de l'évaluation concernant à chaque niveau de «TKM». Les données qualitatives ont été recueillies par 15 entretiens avec des groupes des professionnels de 13 centres d'appels aux Pakistan. Les données quantitatives ont été recueillies des 203 professionnels des 90 centres d'appels du Lahore, Karachi et Islamabad. Sauf pour «Réaction», il n'y avait aucune différence dans les pratiques d'évaluation des centres d'appels ‘In-House' et ‘Subcontractors.' En outre, «taille» de centre d'appels et la «durée» de la formation d'intégration professionnelle a eu un effet significatif sur la différence dans les pratiques d'évaluation. En plus, les données d'évaluation est important pour tous les groupes d'intervenants internesHigher turnover, increased recruitment, job complexity and lack of vocational training for call center agents has increased the demand of entry level professional training of call center agents. The question is that how call center professionals determine the value of entry level professional training of call center agents. Call centers can be divided in two groups ‘In-House' and ‘Subcontractor' with respect to the ownership. The objective of this study is to investigate the difference in evaluation of entry level professional training of call center agents among these two groups of call centers. ‘The Kirkpatrick Model' of training evaluation was used to study these differences with addition of 5th level return on investment. Further, we identified stakeholder groups inside call centers. Then we attempted to identify the most important stakeholder groups who may benefit from evaluation information obtained at each level of ‘TKM' model. Data was collected from call centers inside Pakistan by using a mixed methods approach for data collection. Qualitative data was collected through 15 group interviews which were conducted with professionals of 13 call centers inside Pakistan. Quantitative data was collected from almost 203 call center professionals of 90 call centers from three cities Lahore, Karachi and Islamabad. We found that except for first level ‘Reaction' there was no difference in evaluation practices of in-house and subcontractor call centers. Moreover, ‘size' of call center and ‘duration' of entry level professional training had a significant effect on the difference in evaluation practices
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Refaa, Saeed Mohammed. « Practical work in science education at intermediate level in Saudi Arabian schools ». Thesis, Cardiff University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284457.
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Harvey, Philip Kenneth. « The role and value of A-level geography fieldwork : a case study ». Thesis, Durham University, 1991. http://etheses.dur.ac.uk/6100/.
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Fieldwork has occupied a prominent position in UK geography teaching since the establishment of the discipline in the late nineteenth century, and remains a ubiquitous element of the geography curriculum for pre- and post- sixteen year-olds today. Utilising autobiography as a method of reconstruction and interpretation, the thesis explores the development of this central role for fieldwork and argues that, rather than arising from a legitimacy effected by a critical appraisal of fieldwork as a pedagogical device, fieldwork has developed pari passu in response to geography’s disciplinary shifts in philosophical and methodological orientation. As a result, varying conceptions of the purpose of fieldwork exist: as a parallel with practical 'laboratory' science in which theory is thought to be rendered more intelligible by the experience; as a means of teaching geographical enquiry skills; as a process of environmental engagement or immersion. The relationship between these educational objectives remains unclear, and a lack of educational research exists to clarify what is done on fieldwork, its intended educational function and effectiveness, and its place in contemporary geography. The study seeks to redress the balance by aiming to analyse the role and value of a residential fieldwork experience in geographical learning for advanced level geography students (i.e. students aged 16-19); to compare and contrast the respective assessments of the student and teacher of fieldwork’s purpose; and to explore frameworks and methods for evaluating the effectiveness of field instruction as a learning process. The research uses qualitative research strategies in a case-study to describe and analyse the holistic process of learning in action from the perspectives of its participants. Four themes are explored in depth: skills-based learning, affective learning, learning transfer, and geography fieldwork as environmental education. Results show that learning is affected by a tension of purpose between teaching for theoretical exemplification, technical competency and investigative skills, and environmental awareness. Stage-management in hypothesis-testing aimed at developing students' conceptual understanding is the predominant teaching method but despite this emphasis successful transfer of learning is low. The technical competency emphasis is propositioned as moving fieldwork towards utilisation of a technocentric ideology in addressing environmental issues in geography. This is regarded as devaluing an individual's environmental experience, personal commitment, and political obligation which are seen as important aspects of an environmental education. Fieldwork is seen to be most valuable in the affective domain: producing self- and subject-motivation through inter alia novelty of milieu, self-concept enhancement, productive role-modelling, and changing students' 'scripts' for learning. The links between these affective dimensions and fieldwork's role in students' cognitive development offer profitable avenues for further research.
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Watson, Robert John. « Problem analysis : cognitive factors in chemistry problem solving at secondary school level ». Thesis, University of Glasgow, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339275.
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Dove, J. E. « 'A' level geography project work : an analysis of staff and student attitudes ». Thesis, University of Newcastle Upon Tyne, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356144.
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Gray, Elizabeth. « The comparability between modular and non-modular examinations at GCE Advanced level ». Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10018985/.
Texte intégralRésumé :
The prime concern of this thesis is the comparability of two types of assessment now prevalent in Advanced level GeE examinations. The more conventional linear scheme assesses all candidates terminally, and the only way to improve the grade awarded is to re-take the whole examination. In contrast, the relatively new modular schemes of assessment include testing opportunities throughout the course of study. This not only has formative effects but allows quantifiable improvements in syllabus results through the medium of the resit option. There are obvious differences between the two schemes, but this does not necessarily imply that they are not comparable in their grading standards. It is this standard which the thesis attempts to address by considering the different variabilities of each of the schemes, and how these might impinge upon the outcomes of the grading process as evidenced in the final grade distributions. A key issue is that of legitimate and illegitimate variabilities - the former perhaps allowing an improvement in performance while maintaining grading standards; the latter possibly affecting the grading standard because its effect was not fully taken into account in the awarding process. By looking at a linear and modular syllabus in mathematics, the differences between the two are investigated, and although not fully generalisable, it is clear that many of the worries which were advanced when modular schemes were first introduced are groundless. Most candidates are seen to use the testing flexibility to their advantage, but there is little evidence of over-testing. Perhaps the major finding is a negative one - that there is no clear evidence for any difference in grading standards between modular and linear schemes of assessment, although there are variabilities which go some way to explaining what appears to be enhanced performances by some of the weaker modular candidates.
30
Lipsitt, Rosalyn S. « Occupational Therapy Level II Fieldwork : Effectiveness in Preparing Students for Entry-Level Practice ». Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/31186.
Texte intégralRésumé :
Educational PsychologyPh.D.
Occupational therapy (OT) is a rehabilitation profession in which licensed therapists facilitate functional independence, to the greatest extent possible, of an individual with disabilities. Education for OT is at the Master’s level consisting of a two-year academic program followed by clinical Fieldwork II, a required 12-week internship under the mentorship of a licensed therapist with at least one year’s experience. In light of the fact that clinical fieldwork sites differ in size and resources, and clinical instructors may have only one year’s experience and no formal training in instruction, there is great variability in students’ clinical fieldwork experiences. The purpose of this study was to determine novice rehab OT’s perceptions of four key factors in clinical education: First, skill areas in which they felt most prepared; second, areas perceived as obstacles in adjustment to entry-level practice; third, essential elements of an ideal clinical learning environment; and fourth, the need for credentialing clinical instructors. Participants were 1-3 years post rehab fieldwork with first job in rehab. An online survey (N=45) and audiotaped interviews (N=9) were utilized to collect data on the perceptions of new OT’s on Fieldwork II experiences. Interviewees represented a convenience sample independent of survey participants. Most participants reported feeling prepared to perform basic clinical skills, communicate on interdisciplinary teams and seek mentorship in the workplace. Less proficiency was perceived in the areas of patient/family communication, and coping with reality shock (adjustment to real life practice). Over half of the participants felt that there should be some kind of mandatory credentialing for clinical instructors. There was consensus among OT’s regarding the ideal Fieldwork II setting which included well-trained instructors, availability for onsite learning and a well-equipped clinical site.
Temple University--Theses
31
Fido, Deborah R. E. « Teaching controversial environmental issues in 16-19 A level geography : possibilities and problems ». Thesis, University of Oxford, 1999. https://ora.ox.ac.uk/objects/uuid:7ff29bea-35bc-416d-ab76-9409fb09d8be.
Texte intégralRésumé :
Environmental issues are often controversial and involve a range of possible viewpoints or attitudes. They are poorly understood hi the general population and, even amongst well respected scientists, there is often little consensus as to the causes and effects of environmental problems. Teachers are sometimes accused of exacerbating this situation by indoctrinating children with simplistic 'green slogans', rather than teaching a deeper understanding of the complexity of the issues. However, the advice provided for teachers is contradictory: much of the literature on teaching environmental issues encourages teachers to promote pro-environmental attitudes or behaviour, whilst simultaneously encouraging independence of thought amongst their students. Literature on teaching environmental and other controversial issues suggests several possible teaching strategies, but all are open to criticism on varying grounds and therefore provide little in the way of guidance for teachers. This study examines the beliefs and practices of three experienced geography teachers in relation to teaching about controversial environmental issues in the Schools' Council 16-19 A level course. This course was one of the first to embrace the teaching of controversial environmental issues, and provides explicit guidance for teachers on the development of students' environmental attitudes. Using unstructured observation, and informant-style interviews with the teachers and their sixth form students, the research investigates the similarities and differences between the teachers' beliefs and practices, and considers the educational problems and possibilities with teaching controversial environmental issues. The findings reveal a substantial divergence between the teachers' beliefs and the espoused aims of both the environmental education literature and the 16-19 syllabus. These teachers reject the aim of promoting pro-environmental attitudes in favour of a form of balanced learning. This involves the twin aims of providing access to a diversity of viewpoints, whilst maintaining a stance of non-intervention, by which they hope to encourage students to make independent decisions about appropriate environmental behaviour. A variety of imaginative teaching strategies are utilised in the pursuit of these aims. However, the findings of this study also illustrate the difficulties encountered by these teachers in trying to implement their beliefs, problems which can be explained by the influence of various constraints, such as the syllabus and examinations, the students' behaviour and characteristics, the subject matter being taught, and the teachers' own knowledge, pedagogical skills, and attitudes.
32
Avenstrup, R. « 'No change without pain' : transforming education in Namibia after independence ; the secondary level ». Thesis, Oxford Brookes University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325439.
Texte intégral
33
Adeyegbe, O. S. « Difficulties of Nigerian students in solving chemical arithmetic problems at School Certificate level ». Thesis, University of East Anglia, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304426.
Texte intégral
34
Joyner, Brian N. « Basic entry level skills & ; legal requirements for law enforcement bloodhound canine teams ». Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003joynerb.pdf.
Texte intégral
35
Jenkins, Cherisse Arianne. « Measuring Comfort Level of Counselors-in-Training with Integrating Religion/Spirituality in Counseling ». OpenSIUC, 2009. https://opensiuc.lib.siu.edu/theses/87.
Texte intégralRésumé :
Despite their relevance to multicultural issues in counseling psychology, religion and spirituality (R/S) issues have been largely neglected in counseling and psychology training programs (Brawer, Handal, Fabricatore, Roberts, & Wajda-Johnston, 2002; Russel & Yarhouse, 2006; Schulte, Skinner & Clairborn, 2002). This study presents the initial validity and reliability estimates of the Scale of Comfort with Integrating Religion/Spirituality in Counseling (SCIRSC), a self-reported measure to assess the comfort level of counselors-in-training with integrating R/S in their clinical practices. Three hundred participants from clinical and counseling graduate psychology training programs participated in this study. The exploratory factor analysis resulted in 5 factors: R/S Self-Disclosure, R/S Interventions, R/S Reflection, R/S Supervision and Consultation, and R/S Exploration. The SCIRSC was positively correlated with measures of R/S training (RSTS; Wang et al., 2008), R/S competency (Wang et al., 2008), and R/S practice habits in counseling (PHP; Wang et al., 2008), and was not correlated with a measure of impression management (BIDR; Paulhus, 1991). High internal consistency was also found in the total SCIRSC scale and its five subscales. A discussion of how this scale can add to the research and practice regarding the incorporation of R/S in counseling is provided.
36
Jenkins, Cherisse A. « Measuring comfort level of counselors-in-training with integrating religion/spirituality in counseling / ». Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1968005111&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Texte intégral
37
Sansosti, Jenine M. « General Education Teachers and Classroom-Based Interventions : Knowledge, Training, and Building-Level Influences ». [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001123.
Texte intégral
38
Gülbahar, Yasemin, Mustafa Ilkhan, Selcan Kilis et Okan Arslan. « Informatics education in Turkey : national ICT curriculum and teacher training at elementary level ». Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6451/.
Texte intégralRésumé :
This article is a summary of the work carried out by the Ministry of Education in Turkey, in terms of the development of a new ICT Curriculum, together with the e-Training of teachers who will play an important role in the forthcoming pilot study. Based on recent literature on the topic, the article starts by introducing the “F@tih Project”, a national project that aims to effectively integrate technology into schools. After assessing teachers’ and students’ ICT competencies, as defined internationally, the review continues with the proposed model for the e-training of teachers. Summarizing the process of development of the new ICT curriculum, researchers underline key points of the curriculum such as dimensions, levels and competencies. Then teachers’ e-training approaches, together with selected tools, are explained in line with the importance and stages of action research that will be used throughout the pilot implementation of the curriculum and e-training process.
39
Perkins, Helen. « From training to qualification : the journey of Level 3 early years student-practitioners ». Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/17308/.
Texte intégralRésumé :
The thesis focuses on the experiences of sixteen to nineteen year-old, full-time, Level 3 early years student-practitioners and considers how their understanding of the role of the practitioner changes from the start of their course to when they commence employment. The aim is to develop a coherent understanding of their developing knowledge, skills, attitudes and dispositions in preparation for employment. The study uses a mixed-methods approach to identify how their pre-service qualification contributes to the development of their practice. Quantitative and qualitative data were collected using an on-line survey, a focus group and semi-structured interviews. From the one-hundred and fifty-eight responses to the survey, seven student-practitioners participated in a focus group and three participants, who had taken up employment, were interviewed. Building on existing research, which has provided strong evidence to show the impact of highly qualified staff on children’s outcomes, this study concluded that young, developing practitioners are motivated, knowledgeable and passionate about their contribution to children’s learning and development. Of central importance to them were: the development of caring relationships and communication. Knowledge of child development theory was considered an essential knowledge base for ECEC practice; however, the newly qualified practitioners were unprepared for the level of responsibility of being in sole charge of children’s care, learning and development. The study has contributed a new understanding of the process of transformation of the student practitioners in three dimensions: Principles, Professional, and Practice. However, the transformations are not consistent and do not represent each student-practitioner in the same way; The constant across all student-practitioners is the Level 3 qualification, which, the thesis argues, is a proxy for what the student-practitioners know, can do, and understand, as well as a catalyst for their continued individual development.
40
Corturillo, Emily Marie. « Couple and Family Therapy Faculty Members' Level of Training in LGB Affirmative Therapy ». Thesis, North Dakota State University, 2015. https://hdl.handle.net/10365/27907.
Texte intégralRésumé :
This study sought to investigate the training that Couple and Family Therapy (CFT) faculty members have received on lesbian, gay, and bisexual (LGB) affirmative therapy. The sample for this study included 65 faculty members from CFT programs accredited by the Commission on Accreditation for Marriage and Family Therapy Education. The on-line data collection for this study included two Likert scale items and one open-ended question. In particular the results suggest that 45.6% of participants reported receiving some LGB affirmative therapy training. Additionally, the thematic analysis revealed six categories: (1) Negligible Training, (2) Informal Training, (3) Coursework, (4) Topic-Driven Training, (5) Tools for Training, and (6) Experience. The findings of this study provided crucial implications for both CFT graduate training programs as well as current CFT faculty members, such as including LGB topics throughout CFT program curricula and faculty members attending sessions at conferences or continuing education workshops on LGB topics.
41
Kilian, Kay-Leigh. « Determining youths' level of understanding of environmental concepts in the sail training environment ». Bachelor's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/26383.
Texte intégralRésumé :
The aim of this study is to determine youths' level of understanding of selected environmental concepts measured by their verbal responses. With the hypothesis being that youth would be able to observe their environment and note differences and similarities, with a basic understanding of concepts, especially those in the school curriculum but unable to take this further by hypothesising on why differences occur which is more typical of youth of ages 15 years and above. Youth would especially struggle to hypothesise theoretical and abstract concepts as opposed to describing what they observe. It is expected that studies by Piaget will be informative with regards to the cognitive developmental stages in the youth as being categorised into either stages three ( concrete-operational) or four (formal-operational). The study involved nine youths from Christel House, Cape Town, who were selected and assessed on their understanding of four environmental concepts. The crew of the sail ship noted their responses during various lessons offered on board before proceeding with the next. The results indicated that the participating youth were able to compare two different observed scenarios as being either similar or different, but were unable to compare theoretical scenarios. Once differences or similarities were established, youth were unable to link factors to hypothesise about why these differences or similarities were occurring, even when prompted or given clues from a crewmember on board the ship. However, the participants were able to hypothesise about the effects of one variable on another when they could actively manipulate a concept to see what might happen under given conditions.
42
Rucker, Larra. « The Inclusion of Training on Family Engagement in State-Level ECE Workforce Policy ». Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/32.
Texte intégralRésumé :
The early childhood education (ECE) workforce provides care and education to young children, birth to age five. Little research examines how teachers are trained to interact with and support families. Policy is identified as a way to increase qualification attainment, however, how policy may best support qualification attainment is widely unstudied. The current study seeks to fill this gap to understand how states differ in order to best support policy advancement. This involves a qualitative policy analysis using emergent techniques for all 50 states. Policies regulating ECE teacher qualification attainment, specifically mentioning family engagement are examined. Results demonstrate that policies regulating family engagement in qualification attainment for the ECE are overall, minimal. Only 30 states include mention of family engagement in policy. This research provides insight into how family engagement is supported in the workforce at a national level, and subsequently, how family engagement is supported throughout individual states.
43
Hashim, Nor Hashimah. « Teachers' responses to class size and educational media at the primary level in Malaysia ». Thesis, University of Leeds, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364897.
Texte intégral
44
Jennings, Trevor Vernon. « An investigation of some differences in A-level mathematics syllabuses in England and Wales ». Thesis, Open University, 1996. http://oro.open.ac.uk/54850/.
Texte intégralRésumé :
At the time when this study began, there were nine boards offering Advanced Level Mathematics syllabuses. Some of the boards offered three,and sometimes four versions of A-level Mathematics. The study looks at these various forms from a number of different standpoints. The first of these is a consideration of the 'readability' of the question papers themselves, using the Cloze Procedure. The data is analysed by a three-way, fully crossed, analysis of variance. The work then moves on to consider the structure of the various papers. It then proceeds to analyse questions from the papers under various headings. The method is a substantial modification of a method used by the GCE examination boards in cross-moderation studies. A questionnaire was developed to explore the opinions of sixth form teachers, regarding the various versions of A-level Mathematics. The opinions of university staff were also sought. The question as to whethersome A-level courses are better preparation for university mathematics courses is addressed. Results of students at A-level and in the first year university mathematics examinations are compared. The students who participated in the 'readability' exercise were also interviewed, after looking at further questions from a selection of A-level Mathematics papers. During the course of this study, a number of boards have started to offer modular, or unit based, courses. This significant development is considered towards the end of the study. Two schools and a sixth form college were visited, each one using a different modular A-level syllabus. An account of the observations is given. The study closes with a discussion of the findings from the various themes and makes suggestions for possible improvements.
45
Brewer, Travis K. « Use of Phillips's five level training evaluation and ROI framework in the U.S. nonprofit sector ». Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3996/.
Texte intégralRésumé :
This study examined training evaluation practices in U.S. nonprofit sector organizations. It offered a framework for evaluating employee training in the nonprofit sector and suggested solutions to overcome the barriers to evaluation. A mail survey was sent to 879 individuals who were members of, or had expressed an interest in, the American Society for Training and Development. The membership list consisted of individuals who indicated association/nonprofit or interfaith as an area of interest. Data from the survey show that training in the nonprofit sector is evaluated primarily at Level 1 (reaction) and Level 2 (learning). It also shows decreasing use from Level 3 (application) through Level 5 (ROI). Reaction questionnaires are the primary method for collecting Level 1 data. Facilitator assessment and self-assessment were listed as the primary method for evaluating Level 2. A significant mean rank difference was found between Level 2 (learning) and the existence of an evaluation policy. Spearman rho correlation revealed a statistically significant relationship between Level 4 (results) and the reasons training programs are offered. The Kruskal-Wallis H test revealed a statistically significant mean rank difference between "academic preparation" of managers with Level 3 evaluation. The Mann-Whitney U test was used post hoc and revealed that master's degree had a higher mean rank compared to bachelor's degree and doctorate. The Mann-Whitney U test revealed that there were statistically significant mean rank differences on Level 1, Level 2, Level 3, and Level 5 evaluation use with the barriers "little perceived value to the organization," "lack of training or experience using this form of evaluation," and "not required by the organization." Research findings are consistent with previous research conducted in the public sector, business and industry, healthcare, and finance. Nonprofit sector organizations evaluate primarily at Level 1 and Level 2. The existence of a written policy increases the use of Level 2 evaluation. Training evaluation is also an important part of the training process in nonprofit organizations. Selecting programs to evaluate at Level 5 is reserved for courses which are linked to organizational outcomes and have the interest of top management.
46
Schublova, Marketa. « The Effect of Using Computer Simulations as Self-Directed Learning on Critical Thinking Levels in Entry-Level Athletic Training Students ». Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1219084616.
Texte intégral
47
Ray, Dee C. (Deanne Castleberry). « Effectiveness of Group Supervision Versus Combined Group and Individual Supervision with Masters-Level Counselor Trainees ». Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278350/.
Texte intégralRésumé :
This study was designed to investigate the effectiveness of large group supervision, small group supervision, and combined group and individual supervision on counselor trainees. Specifically, instruments were used to measure the progress in counselor efficacy and counselor development. Analyses of Covariance revealed that all supervision formats produced similar progress in counselor effectiveness and counselor development. Large group supervision, small group supervision, and combined group and individual supervision appear to be equivalent in their effectiveness.
48
Young, Ming-Yee Carissa. « Listening comprehension strategies used by university level Chinese students learning English as a second language ». Thesis, University of Essex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336933.
Texte intégral
49
Cheung, Kwok Cheung. « Product and process modelling for science achievement at the Sixth Form level in Hong Kong ». Thesis, King's College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296347.
Texte intégral
50
Bhalalusesa, Eustella Peter. « Experiences of learning at a distance at university level in Tanzania : an innovation in learning ». Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246287.
Texte intégral