Rozprawy doktorskie na temat „Novice”
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Pinto, Péricles de Souza. "Professional vs novice translators". Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/87019.
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Calams, D'Ann Coale. "The Phenomenon of Novice Teacher Resiliency in At-Risk Elementary Schools". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1355.
Pełny tekst źródłaCarroll, Donald. "Co-constructing Competence : Turn construction and repair in novice-to-novice second language interaction". Thesis, University of York, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511295.
Pełny tekst źródłaClarke, Anthony. "Instructional methods for novice programmers". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28166.
Pełny tekst źródłaEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Murphy, Constance E. "Novice principals' perceptions of preparedness". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34459.pdf.
Pełny tekst źródłaChon, Jieun. "Interactive Visualization for Novice Learners". Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/101684.
Pełny tekst źródłaMaster of Science
Espinosa, Jessica Fernandez. "Journey of a novice kindergarten teacher". Thesis, BARRY UNIVERSITY, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589606.
Pełny tekst źródłaTeacher attrition is a growing concern among states and school systems. Novice teachers face many difficulties during their induction and the high attrition rates within the first five years of teaching are a testament to the challenges new teachers face (Herrington et al., 2006; Fantelli & McDougall, 2009). Due to new demands emerging from U.S. education policies placing an emphasis on accountability and student mastery of predetermined learning outcomes, there have been many new demands placed on kindergarten teachers (Goldstein, 2007).
By using a narrative inquiry methodology, this research study seeks to answer the following overarching question: How do novice kindergarten teachers describe their experiences in their first of year teaching? The study also seeks to answer the following sub questions: What domains of curriculum practice act as constraints on novice kindergarten teachers curricular decision making? How do novice kindergarten teachers use their professional discretion in making decisions about how to integrate developmentally appropriate practices (DAP) into the mandated curriculum in an era of standards-based reform?
The research was guided by the following theoretical framework: Boote’s (2006) Theory of Professional Discretion. Participants were interviewed using a semi-structured interview protocol (Patton, 2002). Interviews were transcribed and then coded for emerging themes. The researcher worked with the participants to re-story and create a narrative of their experiences in their first year of teaching.
The following themes emerged from the interview data: (a) Teaching was a lifelong career goal; (b) Teaching kindergarten was not a choice; (c) They planned as a team; (d) They had a fear of deviating from the prescribed curricula; (e) The participants were overwhelmed with standardized testing; (f) They experienced being a living contradiction; (g) The participants had a lack of job security; (h) The participants were all surplussed or ‘let go’ at the end of the school year. These themes were used to write the narratives of experience. There were four narratives of experience, one for each participant. Each narrative tells the story of each participant’s first year of teaching.
Citron, Judith Linda. "Cognitive processes of novice computer programmers". Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019556/.
Pełny tekst źródłaGanduri, Rajasekhar. "Network Security Tool for a Novice". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862873/.
Pełny tekst źródłaMcCall, Davin. "Novice programmer errors : analysis and diagnostics". Thesis, University of Kent, 2016. https://kar.kent.ac.uk/61340/.
Pełny tekst źródłaWhetten, Darcy L. "Curriculum Development for the Novice Developer". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4166.
Pełny tekst źródłaKatalinic, Mary Dolores. "Professional Identity Differences in Novice Counselors". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6229.
Pełny tekst źródłaMoser, Morgan Elizabeth. "Understanding How Novice Teachers Utilize Online Collaboration". OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/531.
Pełny tekst źródłaBecht, Kori Alice. "School and District Leadership and the Job Satisfaction of Novice Teachers: How Central Office Leaders Support Novice Teachers". Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106712.
Pełny tekst źródłaThis qualitative case study examined the perceptions of novice teachers and central office leaders in one Massachusetts school district about the job satisfaction of novice teachers. Data was gathered from interviews with school and district leaders and novice teachers as well as through the analysis of district documents in order to identify central office practices that contributed to novice teachers’ job satisfaction. The findings indicated a strong connection to the district’s mentoring practices and novice teachers’ job satisfaction. However, while central office leaders also cited the positive role of the induction program, novice teachers did not perceive it provided a high level of support. Recommendations are made for central office leaders to establish greater organizational clarity and to differentiate the induction program to better meet the varying needs of novice teachers
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Warner, Wendy Jacklyn. "Career experiences of novice urban agriculture teachers". [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015607.
Pełny tekst źródłade, Raadt Michael. "Teaching programming strategies explicitly to novice programmers". University of Southern Queensland, Faculty of Business, 2008. http://eprints.usq.edu.au/archive/00004827/.
Pełny tekst źródłaEckerdal, Anna. "Novice students' learning of object-oriented programming". Licentiate thesis, Uppsala : Univ. : Dept. of Information Technology, Univ, 2006. http://www.it.uu.se/research/publications/lic/2006-006/2006-006.pdf.
Pełny tekst źródłaThomson, Stewart Alexander. "A visual construction environment for novice users". Thesis, Robert Gordon University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400649.
Pełny tekst źródłaMilner, Walter William. "Concept development in novice programmers learning Java". Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1670/.
Pełny tekst źródłaBrehm, Jerrilyn S., M. Yasin i Florence M. Weierbach. "Building Trust with Novice Community Based Preceptors". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7397.
Pełny tekst źródłaBlood, Kenneth J. "Professional Development of Novice Athletic Training Faculty". University of Findlay / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1624362340743421.
Pełny tekst źródłaFarnan, Shantel. "Professional Collaboration Experiences| Perceptions of Novice Teachers". Thesis, University of Missouri - Columbia, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10629009.
Pełny tekst źródłaThere is a gap in the research regarding structured collaborative processes and experiences that draws a parallel to the disconnections discovered between what is needed to be a successful teacher candidate in the field and what is taught through coursework and the lack of authentic experiences in teacher preparation programs such as collaboration. This qualitative case study seeks to expand the extant research by understanding and identifying perceptions and comfort with collaboration, as well as its impact. The study outlined one universities approach to strive to meet the competencies for accreditation and prepare highly effective professional educators with a focus on collaboration. This qualitative case study investigated the perceptions of novice teachers regarding ways in which collaboration impacted them and their teaching experiences and examined the perceptions of these novice teachers and their comfort with collaboration during their induction period.
Okur, Aclan Can. "Intuitive layout planning for the novice planner". Diss., Online access via UMI:, 2009.
Znajdź pełny tekst źródłaLydum, Matthew F. "Patterns in a Novice Teacher's Success Stories". Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202520.
Pełny tekst źródłaMcElroy, Gloria Freels. "Novice Teachers Perceptions of Prior Mentoring Experiences". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1491.
Pełny tekst źródłaMorris, Nathaniel. "Perceptions of Novice Elementary Teachers Regarding Retention". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3808.
Pełny tekst źródłaMoore, Sheila Marjean. "Impact of Simulation Training on Novice Nurses". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3114.
Pełny tekst źródłaTeague, Donna. "Neo-Piagetian Theory and the novice programmer". Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/86690/1/Donna_Teague_Thesis.pdf.
Pełny tekst źródłaSarpy-Simpson, Claudine L. "The perceptions of novice and veteran teachers on the role of the principal in the retention of urban novice teachers". Texas A&M University, 2005. http://hdl.handle.net/1969.1/4677.
Pełny tekst źródłaPinfold, Louise Elizabeth. "Are current models of entrepreneurial decision-making and cognitive coping relevant to novice entrepreneurs?" Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/are-current-models-of-entrepreneurial-decisionmaking-and-cognitive-coping-relevant-to-novice-entrepreneurs(761340ee-535d-4bad-aae6-5893ab752140).html.
Pełny tekst źródłaTaneri, Pervin Oya. "A Study On Novice Classroom Teachers'". Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605479/index.pdf.
Pełny tekst źródłaOzturk, Mustafa. "Induction Into Teaching: Adaptation Challenges Of Novice Teachers". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609585/index.pdf.
Pełny tekst źródłaadaptation challenges differed in relation to age, subject area, university, faculty, practice teaching, existence of a mentor teacher in pre-service years, school type, grade level, amount of in-service training, and love of teaching profession. More than half of the participants perceived their pre-service and in-service training insufficient.
Eckerdal, Anna. "Novice Programming Students' Learning of Concepts and Practise". Doctoral thesis, Uppsala universitet, Avdelningen för teknisk databehandling, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9551.
Pełny tekst źródłaFranco, Yvonne. "Novice Teachers' Stories of Solving Problems of Practice". Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5948.
Pełny tekst źródłaDavidson, Christopher R. "Predicting rowing ergometer performance in novice female rowers". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37396.pdf.
Pełny tekst źródłaYoung, Leslie M. "Expanding play experiences, integrating novice and expert players". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60262.pdf.
Pełny tekst źródłaPettway, Martha Lee Williams Spencer William Allen. "Novice teachers' assessment of their teacher education programs". Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/PETTWAY_MARTHA_27.pdf.
Pełny tekst źródłaFrye, Julie Marie. "Occupational vulnerability| A study of novice school librarians". Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631273.
Pełny tekst źródłaUsing Callahan's (1962) vulnerability thesis as a theoretical framework, this qualitative case studies research examines the occupational socialization of secondary, public school librarians. The study examines three novice librarians' autobiographical narratives and explores how participants perceived the influence of professional, critical events. The study addresses the challenges and successes that novice school librarians encounter or bring about during their early years in the profession. The study also examines how critical events create professional identities of school librarians, and how narratives of vulnerability (re)produce culture myths about teaching and librarianship.
In order to have a better understanding of the occupational socialization of the school librarian participants, I collected data from multiple sources for each of the cases. The procedures included direct observations, interviews, and document analysis. The research began while participants were student teaching, and data was collected until their second year of practice.
The results of the analysis indicate that participants' student teaching placements provided polarized experiences to model their practices after: either unrealistic or unacceptable. All participants express that they were unprepared for their service in public schools, and they were unsupported by their administrators in their first school librarian positions. In addition, they convey great discomfort with the "myths" of their clerical work that their administrators or job titles demanded. The study suggests that in spite of their perceived inadequate socialization, school librarian participants exhibit strength in the midst of great occupational challenges and role uncertainty.
McKnight, Daphna Erin. "Tonglen Meditation's Effects on Compassion in Novice Meditators". Thesis, University of the West, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631403.
Pełny tekst źródłaThis study, as well as the initial pilot study, are the first known, stand-alone, empirical studies of the Tibetan Buddhist tonglen meditation practice, which is intended to increase levels of compassion (and the benefits that come with that), in addition to reducing less helpful mind-states such as fear and egotism. The premise of this larger proof-of-concept study was to investigate whether tonglen meditation can 1) increase self-compassion and compassion for others, 2) in novice meditators 3) with very little instruction, and 4) short amounts of practice time. This study examined changes in self-compassion and compassion for others through a pre/post intervention study design (α = .05). Subjects (n = 53), who were novice meditators, were given only ten minutes of introduction and instruction; after which, they were asked to participate in an 18-minute guided tonglen meditation, practice on-the-spot tonglen for 30-seconds twice a day for six days, then do one additional 18-minute guided tonglen practice. Results showed a statistically significantly increase in the total scale score of self-compassion (p < .01) and statistically significant beneficial changes in each of the six subscales as measured by Neff's self-report questionnaire, the Self-Compassion Scale (SCS). An increase in compassion for others, though trending up, could not be determined through Pommier's self-report questionnaire, the Compassion Scale (CS), due to a ceiling effect. In addition to the study results, this dissertation includes a detailed discussion of the findings and of the results from the qualitative feedback, which offers insight into the perceived benefits subjects reported, including a reduction in pain, increased communication skills, and the ability for greater perspective taking. The dissertation also contains an introduction to tonglen meditation, a tonglen troubleshooting guide, a chart of tonglen commentaries in English organized by century, and an extended literature review of a cousin compassion meditation practice, loving-kindness meditation (LKM).
Ginat, Carmela. "Novice teachers' coping with the school's 'emotional rules'". Thesis, Anglia Ruskin University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442162.
Pełny tekst źródłaAravalli, SaiKrishna. "Some Novice methods for Software Protection with Obfuscation". ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/479.
Pełny tekst źródłaKitching, Dornehl. "Experiences of novice art teachers in high schools". Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2515.
Pełny tekst źródłaThe teaching profession is unique in this sense that in no other employment industry, are beginner employees straight out of university expected to do the work and hold the responsibilities equal to that of a senior or more experienced colleague. This idea is held as one of the main reasons why teachers need support in their first few years of teaching (Darling-Hammond, 2010; Le Maistre & Paré, 2010). From my own experience as well as that of the novice art teacher participants in this research, it was clear that art teachers in their first three years of teaching experience positive encounters as well as several challenges. Challenges varied from the lack of support and orientation from school management to several other factors that contributed to a demanding workload and stress. The theoretical framework that informs this research is grounded in the combination of theoretical perspectives developed by Geert Kelchtermans (1993; 1994; 1999) namely the narrative-biographical perspective and the micro-political perspective. Participants were interviewed and requested to attend a focus group session where they were asked to create a River of Life representation of their experiences since starting their art education careers. The transcripts were analysed in conjunction with the drawings to forge connections between the participants’ feedback to establish themes. The themes of this particular research relate mainly to the common experiences that the participants face as novice art teachers and the support they receive from their school management and education authorities.
Aljehani, Khulod. "NOVICE ENGLISH LANGUAGE SAUDI TEACHERS BUILDING PROFESSIONAL IDENTITY". OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1777.
Pełny tekst źródłaHowarth, Jonathan Randall. "Supporting Novice Usability Practitioners with Usability Engineering Tools". Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27064.
Pełny tekst źródłaPh. D.
Krishnamoorthy, Sujatha. "Designing Interactive Visualizations for First-time Novice Users". Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/46174.
Pełny tekst źródłaMaster of Science
Deardorff, Philip. "Novice Teachers' Stories Represented As a Graphic Narrative". Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271802/.
Pełny tekst źródłaBarrow, Jack. "Electronic Dictionary Use in Novice L2 Learner Interaction". Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/19850.
Pełny tekst źródłaPh.D.
This microanalytic study focuses on the mutimodal word look-up practices of Japanese foreign language learners of English at the novice level using electronic dictionaries (e-dictionaries) in pair conversations. Not yet investigated with a Conversation Analysis (CA) approach, this analysis examines reoccurring interactional and collaborative repair practices (Schegloff, Jefferson, & Sacks, 1977; Schegloff, 2000) of the learners' look-ups, and explicates from the sequential turn-taking procedures (Sacks, Schegloff, & Jefferson, 1974), the underlying social organization of the e-dictionary look-up sequence. Recent research has found that not-yet-fluent learners are capable of relatively smooth turn-taking (Carroll, 2000, 2004), and they employ various embodied actions (Olsher, 2004) to complete their turns. Nonvocal resources such as gaze movement (Goodwin, 1981) and gestures were also investigated in order to better understand how learners collaboratively utilize vocal and nonvocal resources in hybrid actions, to co-construct the meaning of look-up words, and maintain intersubjectivity. While enrolled in a university intensive English program, thirteen native speakers of Japanese video-recorded thirty-minute conversations; and during these conversations, they completed look-up sequences as interactional achievements. The results indicated that EFL novice learners display sophisticated competencies when using e-dictionaries for communication. While collaboratively completing look-up sequences, they display multimodal competencies by noticing trouble with words, initiating look-ups, making candidate proposals of word translations, correcting themselves, mutually acknowledging their understanding, and maintaining intersubjectivity and sequential relevance. In terms of language learning, learners' collaborative learning of words demonstrates instances of learning-as-interaction (Brouwer & Wagner, 2004; Firth & Wagner, 2007), making public the participants' socially situated cognition. Indications of a change in the participants' cognitive state can emerge in the look-up sequential organization. A lack of knowledge is displayed publically in before-look-up actions, encouraging collaboration in the look-up. Multiple proposals and acknowledgement sequences, often displayed in embodied expansions, provide multimodal indications of a possible change in cognitive state and possible gain in knowledge. Thus, the look-up sequence organization is proposed as an interactional organization for the learning of vocabulary. Finally, the understanding of sequential structures and practices that interactants use in looking up words can inform teachers concerning the efficacy of e-dictionary use in the classroom.
Temple University--Theses
Cathcart, Laura A. "Novice and expert comprehensive reasoning about infectious disease". College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8590.
Pełny tekst źródłaThesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Jadud, Matthew C. "An exploration of novice compilation behaviour in BlueJ". Thesis, University of Kent, 2006. https://kar.kent.ac.uk/14615/.
Pełny tekst źródłaRidley, Janice Marie. "Induction of the Novice Teacher in Urban Schools". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/761.
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