Rozprawy doktorskie na temat „Student roles”
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Mgweba, Sikho. "Student expectations of future life roles". Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/6840.
Pełny tekst źródłaKuhn, Laura A. "Student perceptions of school counselor roles and functions". College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1843.
Pełny tekst źródłaThesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Engquist, Jill Bridget. "Teachers' perceptions of the roles and responsibilities of school counselors". Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004engquistj.pdf.
Pełny tekst źródłaBosch, Bailey. "Women who Study: Balancing the Dual Roles of Postgraduate Student and Mother". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/592.
Pełny tekst źródłaChristovich, Courtney. "Student perception of their instructors do college students rate female professors more harshly?" Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/832.
Pełny tekst źródłaB.S.
Bachelors
Sciences
Psychology
Armbrust, John Walter. "Perceptions of teacher and student roles : views of Japanese businessmen". PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4273.
Pełny tekst źródłaFan, Jieqiong, i 范洁琼. "Thinking styles' socialization and their roles in student development". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/196455.
Pełny tekst źródłapublished_or_final_version
Education
Doctoral
Doctor of Philosophy
Bartholomew, Hannah. "Learning environments and student roles in individualised mathematics classrooms". Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249584.
Pełny tekst źródłaCarnahan, Diane A. "Teachers in California partnership academies: Roles, relationships and student success". Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/20.
Pełny tekst źródłaWeiskittle, Rachel E. "The Roles of Gender and Ethnicity in College Student Bereavement". VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3762.
Pełny tekst źródłaAlghasab, Maha. "Student-student collaboration in wiki mediated collaborative writing activities : exploring EFL teachers' roles in the collaborative process". Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/13068/.
Pełny tekst źródłaLiu, Shuo. "Exploring Gender Role Communication in Chinese International Student Couples". University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin162645582289654.
Pełny tekst źródłaPurcell, Jennifer M. "Perceptions of senior faculty concerning doctoral student preparation for faculty roles". [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002188.
Pełny tekst źródłaMartinez, Luisa C. "The Perceived Roles of Student Affairs Administrators in Public Higher Education". UNF Digital Commons, 2017. https://digitalcommons.unf.edu/etd/772.
Pełny tekst źródłaLangley, Dorothy. "Faculty Roles in Student Retention at Historically Black Colleges and Universities". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4304.
Pełny tekst źródłaRuffin, Cedrina Monique. "School Social Workers' Roles Involving Teacher-Student Sexual Misconduct and Exploitation". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4481.
Pełny tekst źródłaZeng, Wen. "The roles of student self-determination and parent involvement in postsecondary enrollment for students with learning disabilities". University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1593273641784401.
Pełny tekst źródłaSENIOR, Rosemary, i r. senior@curtin edu au. "The good language class: teacher perceptions". Edith Cowan University. Education And Arts: School Of Education And Arts, 1999. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0002.html.
Pełny tekst źródłaFrazier, Terrence Lanier. "African American college men holding leadership roles in majority white student groups". [Ames, Iowa : Iowa State University], 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3360345.
Pełny tekst źródłaHoover, Daniel R. Jr. "A Balancing Act: Division III Student-Athletes Time Demands and Life Roles". W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618271.
Pełny tekst źródłaFairbanks, Amanda Jo. "Relationship factors influencing doctoral student retention and success: a study of faculty advisor and doctoral student perceptions". Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32501.
Pełny tekst źródłaDepartment of Special Education, Counseling and Student Affairs
Linda P. Thurston
Navigation and completion of a doctoral degree presents numerous challenges, including managing and understanding the faculty advisor/advisee relationship. Research shows faculty advisors are a critical aspect of the doctoral student experience; however faculty advisors and doctoral students do not always have the same perceptions of the advisor/advisee relationship. This study focused on measuring perceptions of faculty advisors and doctoral students in STEM and social science disciplines on various aspects of the advisor/advisee relationship. Likert-style survey items were used to measure perceptions of six constructs, advisor attributes and characteristics, roles and functions, relationship behaviors, and the faculty advisor role in student academic success, professional socialization, and engagement. Surveys were completed by 137 faculty advisors and 131 doctoral students. Analysis of data was conducted using various methods, including comparison of descriptive statistics, independent samples t-tests, and a factorial analysis of variance. Results of the data analysis revealed some significant differences between the perceptions of faculty advisors and doctoral students on several constructs. The discussion of results focuses on connections to current literature, as well as implications for future research and practice.
McLean, Kayla M. "School counselors' perceptions of their changing roles and responsibilities". Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006mcleank.pdf.
Pełny tekst źródłaMiller, Leng Chan. "Mentoring Project 2000 student nurses : community nurses' experience and perceptions of their roles". Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/a7ffac92-cb56-4d84-a95a-c3750d530759.
Pełny tekst źródłaLepone, Mayo Nicole K. "An analysis of student affairs professionals' management of role conflict and multiple roles in relation to work/life balance". University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368012963.
Pełny tekst źródłaLord, Benjamin. "The Roles of Religious Coping, World Assumptions, and Personal Growth in College Student Bereavement". VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2059.
Pełny tekst źródłaAstin, Paul. "Personalization in small learning communities supporting teachers' new roles in a conversion small learning community middle school /". Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1693037431&sid=3&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Pełny tekst źródłaGruszka, Katarzyna, Annika Regine Scharbert i Michael Soder. "Changing the world one student at a time? Uncovering subjective understandings of economics instructors' roles". WU Vienna University of Economics and Business, 2016. http://epub.wu.ac.at/4794/1/EcolEcon_WorkingPaper_2016_7.pdf.
Pełny tekst źródłaSeries: Ecological Economic Papers
Cervantes, Cynthia Crystal, i Vanessa Vazquez. "Knowledge of School Resource Officer's Roles and Their Perceptions on School Social Worker's Roles". CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/716.
Pełny tekst źródłaDethlefsen, Anna K. (Anna Katheryn). "Differences in the Actual and Ideal Roles of Secondary School Counselors in Region X Schools as Perceived by Counselors, Principals, and Counselor Educators". Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc330590/.
Pełny tekst źródłaSoltani, Sepide. "Från blöjan till boken : en studie om stressupplevelse hos studerande mödrar". Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17842.
Pełny tekst źródłaHaber, Paige. "Cocurricular involvement, formal leadership roles, and leadership education experiences predicting college student socially responsible leadership outcomes /". College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3720.
Pełny tekst źródłaThesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Park, Hyo Na. "Exploring South Korean Elementary EFI Learners' Construction of Investment| The Roles of Student-Centered Instructional Strategies". Thesis, Indiana University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13807367.
Pełny tekst źródłaApplying Kramsch?s (2012) notion of the multilingual learner as a subjective being, this study explores how South Korean elementary students construct their investment (Norton Peirce, 1995) in EFL learning in relation to their economic, social, and cultural capital (Bourdieu, 1986; Bourdieu and Passeron, 1977) as these emerge in their interactional patterns in their EFL classroom. Also, it explores how students perceive the introduction of student-centered instructional strategies and how they construct their investment in EFL learning before and after the introduction of these strategies. The setting for the study was a sixth-grade classroom in a public elementary school located in the central district of a major South Korean metropolitan area. Of the twenty-two EFL learners in the class, ten were selected as participants in the study, and of these, three were chosen as focal students on the basis of their status as low-achieving learners. Data collection methods included ethnographic classroom observations, non-structured interviews with the learners, and their writing and drawing artifacts. For data analysis, thematic coding was employed to generate codes based on two interviews with each learner, which were then categorized to generate themes (Salda?a, 2016). Three principal findings emerged: 1) learners? EFL proficiency, peer relations, parental linguistic support, and linguistic support outside of the school provided significant forms of economic, social, and cultural capital in the EFL classroom; 2) the learners? economic, social, and cultural capital played important roles in their linguistic achievement, but were not as relevant to their perceptions of and attitudes toward their EFL learning; and 3) the students reported that student-centered instructional strategies helped them to acquire self-confidence, strong resolve to learn English, and positive attitudes towards EFL learning. The instructional strategies appeared to be particularly effective in promoting the construction of investment by students with relatively low levels of social, economic and cultural capital. The study concludes that short-term applications of student-centered instructional strategies appear to provide some benefits to students who struggle with EFL learning. Implications include recommendations for further research into short-term and long-term applications of student-centered instructional strategies and their relationship to elementary students? construction of investment.
DeMoulin, Jade Lin. "Corrective Feedback and Teacher/Student Roles in the Acquisition of the Passé Composé and the Imparfait". Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579010.
Pełny tekst źródłaBao, Xuehua. "Who makes the choice? rethinking the roles of self-determination and relatedness in Chinese children's motivation /". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36429417.
Pełny tekst źródłaRodriguez, Naeemah. "Upper Classmen's Valuation of Their Roles as Mentors to New Ninth Graders: A Case Study in a Diverse Suburban High School". VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2255.
Pełny tekst źródłaEllis, Norm. "Toward a common agenda, a case study of teacher and student roles in an innovative secondary school". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24128.pdf.
Pełny tekst źródłaTabano, James G. "How Former Division I Student-Athletes Experienced Their Dual Undergraduate Roles| The Internal Competition for an Identity". Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557698.
Pełny tekst źródłaIdentity research requires a multidisciplinary approach for a comprehensive understanding. Even with acceptance of multiple perspectives, one is left with ambiguous terminology and indiscrete concepts (Ashmore, Deaux, & McLaughlin-Volpe, 2004).
The inquiry into the identity of a nontraditional college population such as student-athletes is no less complicated and challenging (Gohn & Albin, 2006). The role development and role demands confronting these students make for a unique undergraduate experience (Greer & Robinson, 2006). The identity balance achieved through role salience necessitates that these students learn self-regulation and self-management skills in order to perform both academic and athletic roles effectively (Adler & Adler, 1987; Killeya-Jones, 2005; Melendez, 2009). Nonetheless, proficiency at these roles does not preclude the inevitable role foreclosures that all these student-athletes face at the end of their undergraduate experience (Ogilvie & Taylor, 1993; Pearson & Petitpas, 1990).
This dissertation is a three-part examination of this dual identity phenomenon. It explores the experiences of seven former NCAA Division I student-athletes who participated in the revenue-producing sports of basketball or football. All three of the analyses utilize a phenomenological methodology and rely on both an interview and projective stimulus. The interviews consist of three sets of open-ended questions, and the projective data instrument utilizes Card 1 (Boy with violin) of the Thematic Apperception Test (TAT) (Murray, 1943).
The initial inquiry looks at the developmental process of the student-athlete, including how the two identities are formed, sustained, and foreclosed. Many college student-athlete studies examine identity issues while the students are enrolled as undergraduates, but this inquiry focuses on those former NCAA Division I athletes who successfully navigated the dual role dynamic. The reports of those who have been able to play and graduate give insight to particular problems and the solutions these athletes developed. The results reveal a pre-collegiate dual identity development that is sustained through college by role salience strategies and role foreclosure recognition.
The second inquiry identifies those individual identity elements that may be active in the formation of the dual role identities for these former student-athletes. The dominant identity themes for the interviews were framed by Ashmore, Deaux, and McLaughlin-Volpe (2004). The narratives were scrutinized for identity themes from the participants’ high school and college experiences. The narratives consisted of the following identity elements: self-categorization, evaluation, importance, affective commitment, and content and meaning. The assessment of the TAT projections was grounded in McClelland, Atkinson, Clark, and Lowell’s (1953) achievement motivation scoring criteria. High-achievement content was found in five of the seven stories. Implications of the findings are discussed for future research into the complexity of college student-athlete identity.
The final inquiry examines the motivational and self-regulatory underpinning of these former student-athletes. Delay of gratification (DOG) has been recognized as a psychological trait involving both ego control and ego resiliency (Funder & Block, 1989). It is also recognized as an important psychological condition for academic success (Bembenutty & Karabenick, 1998).
The same two data collection instruments were used: an open-ended question interview and Card 1 (Boy with violin) of the TAT. The interview yielded recall data concerning DOG in both the high school and college experiences of these participants. The TAT gave a projective story and fictional response to the structured stimulus in the TAT picture card. There were similar responses between the data sets alluding to DOG when the narratives were assessed according to Academic Delay of Gratification strategies (Bembenutty & Karabenick, 1998). Implications for further research, policy, and practice as well as a need for more expansive qualitative inquiry into this studentathlete subpopulation are discussed.
González-Howard, María. "Interactional patterns in argumentation discussions: Teacher and student roles in the construction and refinement of scientific arguments". Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107343.
Pełny tekst źródłaRecent science education reform documents and standards, such as the Next Generation Science Standards (NGSS), call for school science to better reflect authentic scientific endeavors by highlighting the centrality of students engaging in science practices. This dissertation study focuses specifically on argumentation (through the modality of talk), one of the eight science practices emphasized in the NGSS. Although extensively studied, argumentation rarely occurs in classrooms. The absence of this science practice in classrooms is partly due to the student-driven exchanges required by argumentation differing greatly from the interactions that occur during traditional instruction, where students primarily speak to and through the teacher. To transform the type of talk that occurs in science classrooms it is necessary to examine discourse patterns, as well as the roles classroom members take on, in order to identify and develop strategies that can facilitate the shift in discourse norms. This dissertation employs a mixed-methods approach, using social network analysis (SNA), multiple case study methodology, and discourse analysis (DA), to deeply examine video recordings of three middle school classrooms engaged in argumentation through a science seminar (a type of whole class debate). Findings from the SNA highlight the importance of argumentation research integrating a focus on argument structure with dialogic interactions, and point to the benefits of using multiple types of representations to capture engagement in this science practice. Furthermore, examining the manner by which teachers articulated student expectations and goals for the argumentation activity suggest the need to continue supporting teachers in developing and using rich instructional strategies to help students with the dialogic component of argumentation. Additionally, this work sheds light on the importance of how teachers frame the goals for student engagement in this science practice, specifically as being either individual goals or communal goals. Lastly, findings from the DA stress the relationship between discourse patterns and interactional norms, and also suggest the need to expand our perspectives of who can prompt for critique during an argumentation activity
Beck, Terence A. "The influence of civics problem-solving steps and audience roles on substantive student engagement in fourth grade /". Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7595.
Pełny tekst źródłaKukla-Acevedo, Sharon. "TEACHER EFFECTIVENESS: THE ROLES OF TEACHER CHARACTERISTICS, PREPARATION, AND TURNOVER". Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/881.
Pełny tekst źródłaTitle from document title page (viewed on October 30, 2008). Document formatted into pages; contains: vii, 89 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 85-88).
Kehrwald, Jane. "Learner autonomy in the LOTE classroom: a case study of teacher and student beliefs about roles and responsibilities". University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00003184/.
Pełny tekst źródłaBukky, Molly B. "Move to the Head of the Class: Teacher Agency in Constructing Student Roles in a Rural Elementary School". Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1212777927.
Pełny tekst źródłaMosimege, Keolebogile Betty. "Multiplicity of roles experiences of mature women students in a higher education setting /". Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-09182007-115401.
Pełny tekst źródłaO'Banion, Liane Kehaulani. "Campus Sexual Assault and (In)Justice: an Inquiry into Campus Grievance Professionals' Roles, Responsibilities, and Perspectives of Justice". PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4407.
Pełny tekst źródłaWimolsittichai, Nilobon. "School libraries and their roles in rural Thailand: Perceptions of public primary school principals". Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/116146/1/Nilobon%20Wimolsittichai%20Thesis.pdf.
Pełny tekst źródłaSaldanha, Marcelo Bravo Cassales. "Adaptabilidade de carreira em trabalhadores-estudantes do ensino superior". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/98291.
Pełny tekst źródłaThis study aimed to investigate qualitatively the career adaptability working-students, describing how they perceive their adaptability resources and express daily. It was understood that the public experiences a situation of career transition to simultaneously play the roles of worker and student, which requires more of your adaptability and consequently generates greater activation of their career adaptability. Participated in this nine workers postsecondary students graduate of private universities in the city of Porto Alegre. Data collection was done using a semistructured interview applying the strategy teaching the test proposed by Savickas e Porfeli (2011), which consists of applying a scale and discuss the answers with the participant. We used the Brazilian version of the Scale of Career Adaptability aimed to address issues related to the constructs investigated and verbal material produced analyzed using thematic analysis. The results are presented in two sections: perceptions about the management of student and worker roles and perceptions of career adaptability. Each theme or subtheme were illustrated with excerpts representative. We discuss the limitations of the study and suggest up possibilities for future studies.
Eksteen, Truter. "Educators' understanding of their roles at a school of skills". Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2066.
Pełny tekst źródłaThe site for the study is a Western Cape school for industry that became a school of skills in 1999. According to the S.A. National Association for Specialised Education (SANASE) (2001:1), a school of skills, also referred to as a special school, caters for intellectually mildly disabled learners (IMD learners) who are characterised by their poor scholastic abilities in reading, writing and arithmetic skills, low self-esteem, poor self-concept, lack of motivation to study and their inability to cope with academically orientated work. These would be learners who were previously in mainstream schools but whose learning difficulties resulted in their being placed at special schools. These learners pose particular challenges to their school environments, and teachers who work with such special needs learners require specialised training to equip them for their tasks. Teachers at schools of skills, however, generally have no additional training. This study had as focus teachers' understanding of their roles at a school of skills. This study uses an ecosystemic approach within an interpretive research framework to obtain in-depth data on teachers' understanding of the learners' learning needs and the concomitant challenges to classroom learning and their teaching. It also explored teachers' interpretations of their professional positioning amidst the demands posed by an outcomes-based curriculum. The study found that, despite ongoing in-service training initiatives, teachers insist that they need learner-specific guidance as they were incapable of providing suitable learning to their learners. They believe that their learners will need life-long learning support. Such beliefs create barriers to successful learning and can also marginalize learners, preventing them from being part of the mainstream of community life. The study found that the successful implementation of inclusive classroom learning is left largely to teachers' personal initiative. Although some teachers achieved positive results, the majority of teachers at the site failed to provide successful learning. It seems that learning success at schools of skill is dependent on positive teacher expectations of learners learning.
Doepker, Gina Marie. "A study to determine the status of the roles, responsibilities, and practices of university supervisors who serve middle childhood preservice teacher candidates in the state of Ohio". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173125185.
Pełny tekst źródłaAdams, Bridget. "A description of the self-perceived roles of registered nurses in student health services in selected tertiary institutions in South Africa". Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/2967.
Pełny tekst źródłaHolthaus, Victoria Elizabeth. "Does Interprofessional Simulation Change Dietetic Student Perception of Communication, Decision-Making, Roles, and Self-Efficacy in Working with the Healthcare Team?" The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396820453.
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