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Artykuły w czasopismach na temat "Becoming student"
Jaarsma, Ada S. "Becoming Student". Listening 46, nr 3 (2011): 218–40. http://dx.doi.org/10.5840/listening201146319.
Pełny tekst źródłaNarchal, Renu, Leanne S. Cowin, Ian Wilson i David Harding. "Becoming a Medical Student". International Journal of Pedagogy and Curriculum 19, nr 2 (2013): 139–50. http://dx.doi.org/10.18848/2327-7963/cgp/v19i02/48912.
Pełny tekst źródłaGlanville, Ranulph. "On becoming gordon's student". Systems Research 10, nr 3 (16.01.2007): 49–58. http://dx.doi.org/10.1002/sres.3850100308.
Pełny tekst źródłaBrent, Ginger. "Becoming a ”Teacher-Student”". English Education 37, nr 4 (1.07.2005): 296–300. http://dx.doi.org/10.58680/ee20054131.
Pełny tekst źródłaBui, Tram Anh. "Becoming an Intercultural Doctoral Student". Journal of International Students 11, nr 1 (15.01.2021): 257–65. http://dx.doi.org/10.32674/jis.v11i1.1272.
Pełny tekst źródłaReddy, Peter, i Rachel Shaw. "Becoming a professional". Education + Training 61, nr 2 (11.02.2019): 272–88. http://dx.doi.org/10.1108/et-10-2018-0210.
Pełny tekst źródłaMiller, Robert S. "On Becoming a Composition Student". WAC Journal 5, nr 1 (1994): 5–10. http://dx.doi.org/10.37514/wac-j.1994.5.1.01.
Pełny tekst źródłaGoldman, Fiona. "Transition: Becoming a student midwife". British Journal of Midwifery 7, nr 3 (marzec 1999): 140. http://dx.doi.org/10.12968/bjom.1999.7.3.8361.
Pełny tekst źródłaFernie, David E., Rebecca Kantor i Elisa L. Klein. "This issue: Becoming a student". Theory Into Practice 27, nr 1 (styczeń 1988): 2. http://dx.doi.org/10.1080/00405848809543323.
Pełny tekst źródłaPerander, Katarina, Monica Londen, Gunilla Holm i Susanne Tiihonen. "Becoming a university student: An emotional rollercoaster". Högre utbildning 10, nr 1 (2020): 1. http://dx.doi.org/10.23865/hu.v10.1462.
Pełny tekst źródłaRozprawy doktorskie na temat "Becoming student"
Ramdeny, Gianeeshwaree S. "Life transition of becoming a university student". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/365.
Pełny tekst źródłaAbdulkadir, Idil. "Somali Stories in Ivory Towers: Narratives of Becoming a University Student". Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41507.
Pełny tekst źródłaGraham, Margaret. "Being available, becoming student kind : a nurse educator's reflexive narrative". Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/576352.
Pełny tekst źródłaSeton, Steven S. "Teacher cognition the effects of prior experience on becoming a teacher /". Connect to full text, 2007. http://hdl.handle.net/2123/1864.
Pełny tekst źródłaTitle from title screen (viewed 16th July, 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work, University of Sydney. Degree awarded 2007. Includes bibliographical references. Also issued in print.
McDougall, Mary Catherine, i m. c. mcdougall@cqu edu au. "First steps in becoming a teacher: Initial teacher education students perceptions of why they want to teach". Central Queensland University. School of Education, 2004. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050531.142515.
Pełny tekst źródłaHoffman, Sophie. "Becoming a Composer: How postgraduate conservatorium students develop their musical identities". Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15991.
Pełny tekst źródłaBentley-Williams, Robyn. "EXPLORING BIOGRAPHIES: THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES". University of Sydney, 2005. http://hdl.handle.net/2123/1855.
Pełny tekst źródłaThe current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)
Xu, Jinqi. "Becoming a Chinese student: a practice-based study of Chinese students' learning in an Australian university". Thesis, School of Management, Operations and Marketing, 2016. https://ro.uow.edu.au/theses/4808.
Pełny tekst źródłaSmallwood, Zenobia Whichard. "One Rural Elementary School's Experience in Becoming A School of Distinction". Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/11058.
Pełny tekst źródłaEd. D.
Tankersley, Christopher James. "Becoming an Orientation Leader: A Catalyst for Self-Authorship Development". University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365413596.
Pełny tekst źródłaKsiążki na temat "Becoming student"
Ellis, David B. Becoming a master student. Boston, Mass: Houghton Mifflin, 2003.
Znajdź pełny tekst źródłaEllis, David B. Becoming a master student. Redaktorzy Toft Doug editor i Dawson Debra author. Toronto: Nelson Education, 2016.
Znajdź pełny tekst źródłaEllis, Dave. Becoming a master student. Boston, MA: Wadsworth Cengage, 2010.
Znajdź pełny tekst źródłaEllis, David B. Becoming a master student. Boston: Houghton Mifflin, 2006.
Znajdź pełny tekst źródłaDavid, Ellis, red. Becoming a master student. Rapid City, SD: College Survival, 1995.
Znajdź pełny tekst źródłaEllis, David B. Becoming a master student. Redaktorzy Toft Doug, Mancina Dean i McMurray Eldon L. Princeton, N.J: Recording for the Blind & Dyslexic, 2008.
Znajdź pełny tekst źródłaEllis, David B. Becoming a master student. Redaktorzy Toft Doug, Mancina Dean i McMurray Eldon L. Boston: Houghton Mifflin, 2009.
Znajdź pełny tekst źródłaFlemming, Laraine E. Becoming a successful student. Wyd. 2. New York, NY: HarperCollins College Publishers, 1994.
Znajdź pełny tekst źródłaEllis, David B. Becoming a master student. Wyd. 2. Boston: Houghton Mifflin, 1997.
Znajdź pełny tekst źródłaFlemming, Laraine E. Becoming a successful student. Glenview, Ill: Scott, Foresman, 1989.
Znajdź pełny tekst źródłaCzęści książek na temat "Becoming student"
Elfer, Charles J. "Becoming a University Supervisor". W Supervising Student Teachers, 3–19. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_1.
Pełny tekst źródłaGardner, Susan K. "Doctoral Student Development". W On Becoming a Scholar, 203–21. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446187-17.
Pełny tekst źródłaBates, Catherine, i Abi Matthewman. "Becoming a University Student". W Studying Arts and Humanities, 18–41. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04071-8_2.
Pełny tekst źródłaPenny, Jude. "Becoming Philosophical Student Teachers". W Philosophy with Children and Teacher Education, 217–25. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003212737-28.
Pełny tekst źródłaLee, Anne. "Becoming a research student". W Successful Research Projects, 1–13. Names: Lee, Anne, Dr., author.Title: Successful research projects : a guide for postgraduates / Anne Lee.Description: Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351236188-1.
Pełny tekst źródłaOwton, Helen. "Becoming a Student Parent". W Studying as a Parent, 34–48. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-33058-1_3.
Pełny tekst źródłaSeligman, Ross A., i Adriane S. Mozzini. "Student Diversity". W Becoming a Successful Community College Professor, 68–101. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003407461-4.
Pełny tekst źródłaCairns, David. "Becoming Mobile". W Youth Transitions, International Student Mobility and Spatial Reflexivity, 41–93. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137388513_3.
Pełny tekst źródłaEllison, Aaron M., i Manisha V. Patel. "Becoming a Mentor". W Success in Navigating Your Student Research Experience, 79–84. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06641-2_9.
Pełny tekst źródłaWeidman, John C. "Doctoral Student Socialization for Research". W On Becoming a Scholar, 45–55. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446187-6.
Pełny tekst źródłaStreszczenia konferencji na temat "Becoming student"
Knowles, Sandra. "Understanding early cognitive development: Using PAT Early Years to support student learning". W Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-21.
Pełny tekst źródłaHall, Alison. "Mathematical mindsets: Fostering student engagement and positive mindsets through the use of challenging tasks". W Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-12.
Pełny tekst źródłaBo Stjerne, Jo, i Rachel Parker. "Does play belong in the primary school classroom?" W Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-3.
Pełny tekst źródłaCleckley, Elgin. "Becoming Credible: Developing Pedagogies for Inclusive Design Futures". W 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.63.
Pełny tekst źródłaZarb, Mark, Angela Siegel, Ric Glassey i Janet Hughes. "Becoming a CS1 Student in the Time of COVID". W SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3439518.
Pełny tekst źródłaLoshbaugh, Heidi. "Becoming Student Ready: Institutional Evolution in Supporting Vulnerable Students to Achieve Degree Success". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577933.
Pełny tekst źródłaGriggs, Simone, i Greta Rollo. "Partnerships in early childhood education: Engaging families in professional conversations". W Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-14.
Pełny tekst źródłaBui, Anh. "Becoming an Intercultural Doctoral Student: Negotiating Identities Through Different Dialectical Processes". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435521.
Pełny tekst źródła"Impact and Experiences of an Engineering Professor becoming a Student while Teaching". W 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10343506.
Pełny tekst źródłaJones, Donna. "Becoming Artists and Researchers: Collaborative Self-Study Between a Doctoral Student and Advisor". W 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2015103.
Pełny tekst źródłaRaporty organizacyjne na temat "Becoming student"
Cuevas, Stephany Cuevas. Becoming an Ally: Partnering with Immigrant Families to Promote Student Success. New York, NY United States: Carnegie Corporation of New York, kwiecień 2023. http://dx.doi.org/10.15868/socialsector.41891.
Pełny tekst źródłaParker, Rachel, Jennie Chainey, Payal Goundar, Sarah Richardson, Anna Dabrowski, Amy Berry i Claire Scoular. Being and becoming global citizens: Measuring progress toward SDG 4.7. Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region. Australian Council for Educational Research, sierpień 2023. http://dx.doi.org/10.37517/978-1-74286-718-2.
Pełny tekst źródłaAlifia, Ulfah, Rezanti Putri Pramana i Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), maj 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.
Pełny tekst źródłaMarsden, Nick, i Niranjan Singh. Preparing Vocational Students for Future Workplaces: Towards a course evaluation of the Unitec Bachelor of Applied Engineering. Unitec ePress, wrzesień 2017. http://dx.doi.org/10.34074/ocds.42017.
Pełny tekst źródłaLavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez i Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.
Pełny tekst źródłaSilverman, David. Becoming a Qualitative Researcher: Guidelines and Opportunities. Instats Inc., 2024. http://dx.doi.org/10.61700/2dp1wr2ix8mhg743.
Pełny tekst źródłaYang, Jung ha, i Jeong-Ju Yoo. Understanding Perceptions behind Becoming a Fashion Entrepreneur among Fashion Design and Merchandising Undergraduate Students. Ames: Iowa State University, Digital Repository, listopad 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1565.
Pełny tekst źródłaWashington, Maryann. BEING (Becoming Empowered in Nursing Growth): Training guide for nursing students on sexuality and gender. Population Council, 2009. http://dx.doi.org/10.31899/rh2.1031.
Pełny tekst źródłaMills, Kelly, Josh Weisgrau, Quinn Burke, Keun-woo Lee, Teresa Solorzano i Merijke Coenraad. Shifting Education with Learning Pathways: Becoming Your Portrait of a Graduate. Digital Promise, marzec 2024. http://dx.doi.org/10.51388/20.500.12265/205.
Pełny tekst źródłaDiaz-Philipp, Alma. Simultaneous Bilingual Middle School Students Becoming Biliterate: What Do Students Think About Their Biliteracy as Taught Through the "Bridge" Strategy in a Humanities Dual Language/Immersion Class? Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6856.
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