Дисертації з теми "Informal feedback"
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Thakar, Aniruddha. "Visualization feedback from informal specifications." Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-03242009-040810/.
Повний текст джерелаBaudler, Chris. "The Role of Informal Performance Feedback in Job Satisfaction." Xavier University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1510247552397143.
Повний текст джерелаHyatt, David E. "The Informal Performance Feedback Process: A Partial Test of Larson's Predictive Model." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539625372.
Повний текст джерелаJacobs, Diederik Cornelius. "The application of informal feedback intervention as a communication management tool in learning organisations." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-10052005-151625.
Повний текст джерелаSummaries in English and Afrikaans. Includes bibliographical references (leaves 348-368). Available on the Internet via the World Wide Web.
Atas, Sait. "Effect of Formative Feedback via Interactive Concept Maps on Informal Inferential Reasoning and Conceptual Understanding of ANOVA." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/38935.
Повний текст джерелаHammitt, Chad S. "Using cognitive task analysis to capture how expert principals conduct informal classroom walk-throughs and provide feedback to teachers." Thesis, University of Southern California, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680853.
Повний текст джерелаInformal classroom walk-throughs conducted by school principals with feedback provided to teachers has been demonstrated to improve learning achievement in kindergarten through twelfth grade (K-12) education. Principals are often trained by experts to conduct these walk-throughs. Unfortunately, research shows that experts may omit up to 70% of the critical information needed by trainees to replicate their expertise. The purpose of this study was to capture the knowledge and skills expert K-12 principals use when they conduct informal classroom walk-throughs and provide feedback to teachers. Cognitive Task Analysis (CTA) semi-structured interviews were conducted with three principals who were qualified as experts using both qualitative and quantitative measures. Action and decision steps, as well as standards, equipment, and conceptual knowledge from individual subject matter experts (SMEs) were captured and aggregated into a gold standard protocol which was reviewed by a fourth expert. The study also sought to identify and quantify the number and percentage of expert knowledge and skills omissions when the principals described how they conducted classroom walk-throughs and provided feedback to teachers. Findings indicate that expert principals omitted an average of 54.76% of the action and decision steps when compared to the gold standard protocol. This study extends the potential negative effects of relying on experts for instruction and curriculum development. The expert knowledge and skills captured by CTA methods may be used to train pre-service and in-service principals in performing the complex instructional leadership task of informal walk-throughs and providing feedback to teachers, which may ultimately improve teachers' classroom instruction and student achievement.
Hallgrímsson, Bóas. "Turn and face the strange: : the role of communication, encouragement and feedback during technological changes in an educational setting." Thesis, Uppsala universitet, Medier och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-359367.
Повний текст джерелаQuitadamo, Angela E. "Social-Emotional Climate in the Community College Classroom: An Action Research Study Investigating the Impact of Real-Time Student Feedback to Instructors." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1601131113860628.
Повний текст джерелаGrudéus, Anna, and Emilia Norlander. "Feedback-relationen mellan chef och medarbetare : Chefers avsikt med och medarbetares uppfattning av feedback." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-275791.
Повний текст джерелаTucker, Beatrice M. "The student voice: Using student feedback to inform quality in higher education." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2158.
Повний текст джерелаBrühl, Johanna Maria. "Developing consumption feedback principles for monthly utility bills informed by behavioural economics: evidence from controlled experiments." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25060.
Повний текст джерелаAxelsson, Susanne, and Sara Kihlberg. "HANDLEDNING I UTBILDNINGSTERAPI : STUDENTERS EGNA BERÄTTELSER OM ATT HANDLEDAS UTIFRÅN DELIBERATE PRACTICE, FEEDBACK INFORMED TREATMENT OCH SELF-COMPASSION." Thesis, Umeå universitet, Institutionen för psykologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160230.
Повний текст джерелаThere are high rates of sick-leave among therapists and supervision is seen as an important support in both professional practice and during education. Despite this, there are few methods that focuses on therapists' experience of supervision. Some new methods with the aim to increase the intrapersonal and psychological capacity of therapists in work with clients are Deliberate Practice (DP), Feedback Informed Treatment (FIT) and Self-Compassion (SC). During 2018, these methods were used by two supervisors who supervised six student therapists during training. This study examines how the student therapists experienced the new way of working. To collect the data semi-structured interviews were conducted, to further be analyzed thematically based on an inductive approach. The result showed that an experience- and feedback-based approach was perceived as efficient, structured and goal-oriented. This created activity and participation, a strong group dynamic and a good alliance with the supervisors, which provided a good climate for learning and development. Some negative aspects of the work method were that it’s a time-consuming. Further, focusing on performance and feedback was perceived as an obstacle that could create stress, anxiety and a feeling that the evaluation was not fair. The result showed overall that the way of working was perceived as beneficial for student therapists in education therapy regarding the development of both therapeutic skills and intrapersonal capacity. A challenge is that supervision is mandatory, hierarchical and that it’s a graded task. In order to generate good conditions for the work method more available space is needed within program. The advantages of the method need to be highlighted and an open climate with focus on alliance between students and supervisors need to be maintained. It is also important to consider the students' ability to be self-compassionate.
Backlund, Gunilla. "Feedback-informerad terapi på familjerådgivningen - Leder det till förbättring?" Thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-135097.
Повний текст джерелаThe following study is about feedback informed treatment in family councelling. The purpose was to measure the couples experienced change in life satisfaction, to see if treatment sessions of family councelling makes a difference and change according to the estimation instruments ORS and SRS and is consistent with the estimate of the atmosphere in the couple´s relationship/family atmosphere and if there were any gender differences. The study group included 29 couples who sought help at the Family councelling in southern Dalarna, Mora and Linköping during the period of January 2016 to May 2016. The couples filled in the instrument ORS (measuring change) at the beginning of each session and SRS (measuring alliance) at the end of each session. The family councellor used the received feedback and corrected treatment accordingly. In the first and third session the couples filled in the "Family climate" instrument. The outcome after three sessions showed a small improvement in the life satisfaction for both men and women which were consistent with the estimate of the atmosphere and the climate in the family. The vicinity improved and chaos decreased.
Hjort, Erik. "Att arbeta med det större systemet : Feedback-informerad terapi och nätverksterapi inom socialtjänsten." Thesis, Linköpings universitet, Centrum för social och affektiv neurovetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-159697.
Повний текст джерелаSyftet med denna uppsats är att undersöka Feedback-informerad terapi (FIT) (Miller & Bertolino, 2015) i form av skattningsskalorna Outcome Rating Scale (ORS) och Group Session Rating Scale (GSRS) när de används i nätverksterapi inom socialtjänsten. Studien är kvantitativ och utgår från insamlade ORS- och GSRS-formulär från 10 nätverksterapier som inkluderat 94 personer. Materialet är insamlat av nätverkslag i fyra kommuner i Sverige: Norrköping, Enköping, Göteborg och Botkyrka. Studiedeltagarna har fyllt i en ORS-skattning vid tre tillfällen under behandlingstiden; före, under tiden och efter. De närmast anhöriga, oftast föräldrar, har gjort parallella skattningar vid samma tillfällen. I varje nätverksterapi har det hållits ett nätverksmöte och ett uppföljande nätverksmöte. Samtliga deltagare har fyllt i en GSRS efter mötena. Av studiens deltagare skattade 38 % en klinisk signifikant förändring (KSF) på ORS efter nätverksterapin. 50 % skattade en positiv förändring som inte översteg gränsen för klinisk signifikans. 12 % skattade en försämring. I fallen med en klinisk signifikant förändring eller stor förändring har mötesdeltagarna på nätverksmötena skattat högt på GSRS (36,5 i första mötet och 37,1 i andra mötet. I de fall med liten positiv förändring eller minskning har deltagarna skattat lägre på GSRS (33,5 i första och 31,8 i andra). Resultaten pekar på att nätverksterapi ger god effekt om man mäter med ORS och att denna effekt visar sig tidigt i behandlingen. Studien pekar också på att gränsvärdet för GSRS inte verkar ligga lägre i Nätverksterapi än i annan gruppterapi. Vidare pekar studien på att de nätverksterapier som har nätverksmöten med balans från de olika sektorerna i huvudpersonens liv ger bäst resultat både på GRSR och ORS.
Harden, Tamara Shank. "Changes of University of Rhode Island Change Assessment Over Time Associated with Stages of Change." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492972365458096.
Повний текст джерелаPetrášová, Lenka. "Návrh na zvýšení efektivity interpersonální komunikace ve firmě." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2010. http://www.nusl.cz/ntk/nusl-222514.
Повний текст джерелаMalinová, Ludmila. "Sociokybernetika a její aplikace v analýze organizace." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-124733.
Повний текст джерелаCoulter-Kern, Paige E. "EXAMINING THE FEEDBACK ENVIRONMENT AND ACCOUNTABILITY IN INFORMAL PERFORMANCE MANAGEMENT SYSTEMS." Thesis, 2013. http://hdl.handle.net/1805/3245.
Повний текст джерелаImproving performance management is a high priority for many organizations that want to improve the performance of their employees. Recently, researchers have focused on the social context to promote behavioral change, and have created new scales to examine context, such as the feedback environment. The current study examined internal and external accountability as mediators of the relationship between the feedback environment and developmental behaviors. Participants each completed three scales measuring the feedback environment, internal and external accountability, and developmental behaviors. Results suggested that internal and external accountability both mediate the relationship between the feedback environment and developmental behaviors, but neither is a stronger mediator than the other. In addition, internal and external accountability both mediate the relationship between each component of the feedback environment and developmental behaviors, but again neither is a stronger mediator than the other. This study contributed to the literature on performance management, and emphasized the importance of training supervisors to use the feedback environment to increase perceptions of accountability for employees.
Álvaro, João Carlos Charneca. "Uma abordagem ao feedback informal: um estudo semanal em contexto organizacional." Master's thesis, 2016. http://hdl.handle.net/10071/13712.
Повний текст джерелаPurpose – This study aims to reveal how organizations are currently implementing their performance management systems, and test some variables present in everyday activities of organizations. Within an informal performance management approach this study also seeks to (3) raise awareness for the importance of critical events in organizational context and (4) show the impact that the quality of feedback on these events could have both on workers' Self-Reflection and also on their Performance. Method/Participants – A convenience sample (n=29) composed of employees from a Human Resources consulting company, operating in various business areas, participated in a weekly study for four weeks. Results – A positive relation between Critical Events and Self-reflection of the workers. No significant interaction of Critical Events and Quality Feedback on Self-reflection. SelfReflection does not show a significant relationship with Performance. Conclusion – Although only one of the expected results was confirmed, this study reinforces the importance of an informal performance management approach focused on daily events and constant feedback. Considering that the sample size was a limitation, it will be interesting in further investigations to apply this study’s approach in different contexts/organizational cultures to get more significant conclusions.
Marchionni, Caroline. "Informal feedback giving : development of a scale and elaboration of its nomological network." Thesis, 2003. http://spectrum.library.concordia.ca/2238/1/MQ83953.pdf.
Повний текст джерелаJacobs, Diederick Cornelius. "The application of informal feedback intervention as a communication management tool in learning organisations." Thesis, 2005. http://hdl.handle.net/2263/28437.
Повний текст джерелаThesis (PhD)--University of Pretoria, 2006.
Communication Management
PhD
Unrestricted
Kinefuchi, Etsuko. "Perceptions on informal performance feedback in Japanese subsidiary organizations : Japanese supervisors and U. S. subordinates." Thesis, 1994. http://hdl.handle.net/1957/35168.
Повний текст джерелаGraduation date: 1995
LIU, SZU-YU, and 劉思妤. "Exploring the Relation Between English Writing Motivation and Uptake of Corpus-Informed Corrective Feedback." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/meheue.
Повний текст джерела逢甲大學
外國語文學系英語文研究碩士班
106
Writing motivation plays an important role in both traditional L2 writing instruction and corpus-enhanced writing contexts. However, very limited motivation research has been conducted in either context (Bodnar et al., 2016). Receiving feedback for writing is believed to enhance learners’ motivation (Cardelle & Corno, 1981). Drawing insights from the literature of corpus-informed corrective feedback (e.g., Tono et al., 2014) and recent writing motivation research (Waller & Papi, 2017), the study examined how writing motivation influenced students’ uptake of corrective feedback with corpus consultation over one semester. Task engagement which is regarded as motivated behaviors during tasks (Dörnyei & Kormos, 2000; Han & Hyland, 2015; Philp & Duchesne, 2016; Wang et al., 2015) was carefully documented over time so as to discover why and how the learners were (or not) motivated to use the corpus tools for correction. By adopting a questionnaire on the students’ writing motivation, feedback orientation, and implicit beliefs of writing intelligence (Waller & Papi, 2017), the study documented 16 EFL students’ changes in writing motivation, task engagement with corpus use via three observations, and error reduction between essay drafts over ten weeks. Based on a process-oriented pedagogy, the students wrote three multi-draft essay assignments: exemplification, narration, and description plus one diagnostic essay. The instructor marked around five errors on their essay drafts before the students used two English-Chinese concordancers, TANGO and TOTALrecall or COCA (Corpus of Contemporary America English) to correct their errors plus other reference resources. By analyzing students’ records of revision and screen recording, the result of error correction was positive. Corpus use was also increased as a sign of increased engagement, and was found to be positively correlated with the students’ writing motivation. Focusing on the ten weeks’ observation, the proportion of errors in students’ essays was reduced by 82.3%, and the successful rate of correcting errors via corpora was 62.6%. In addition, students used corpus tools more often for verb usage and vocabulary errors. In the beginning, students’ usage of corpora was 8.9%. However, in later three essays, the frequencies were increased from 47.3% to 61.2% among other references. Comparison of the questionnaire elicited at the beginning and end of the semester shows a slight increase of writing motivation and feedback seeking, but not statistically significantly. Students’ beliefs of writing intelligence did not predict their writing motivation nor feedback orientation. Close examination of four focal students with data triangulation indicate that their cognitive, behavioral, and emotional engagement was closely related to the effects of feedback processing aided by corpora, in spite of fluctuation of different learners’ engagement over time (cf. Han & Hyland, 2015). With more successful corpus-aided error corrections, Student A felt his writing structures and word usage were improved because of the DDL experience. He thought that by using concordance, he could see more example sentences than in a dictionary and the context where the words were often used. However, it was time-consuming. Student C commented that after using those concordancers, she had more patience for correcting errors than before. Her grammar was improved and she got more interest in English writing. Moreover, student D commented that his writing ability had been improved after corpus use and learning in the course. He commented that using concordancers was interesting and he was willing to spend time on using them as references by extending such cognitive support. With less corpus use, student B commented using concordancers was helpful, but she still liked to use google translator. She was not willing to spend time on using concordancers for correction, choosing to stay in her comfort zone. Although every student got the same pedagogy, context and reference tools in the course, they had different engagement toward corpus consultation. Different engagement may be linked with writing motivation and feedback seeking. In conclusion, corpus-informed feedback processing can be beneficial for improving students’ writing quality. After the course, the frequency of using corpora was increased. It shows that students were more familiar with using corpora to correct errors than before. These results show that corpus-informed corrective feedback is helpful for students to correct errors in their compositions, and we observed that students' engagement of using corpus to correct errors improved. In addition, it seems that the process of using corpora to correct errors can increase student’ writing motivation simultaneously. Moreover, students’ perceptions toward corpus-informed feedback processing were positive. Effective pedagogical procedures are suggested in orienting students toward full engagement with corpus consultation which leads toward feedback uptake and acquisition of word patterns as well as language development. We also suggest the limitations of our research and some directions of future research.
Schwarz, Václav. "Chování trenéra - zkoumání didaktických problémů." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-330132.
Повний текст джерелаMaurer, Tomáš. "Chování fotbalového trenéra mládeže." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-339202.
Повний текст джерелаŠmirkl, Jan. "Koučink trenéra v utkání." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-341439.
Повний текст джерелаFördösová, Pavla. "Mezitýmová spolupráce a společné trávení volného času zaměstnanců." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-329179.
Повний текст джерела