Дисертації з теми "Psychomotor skills; learning; learning experience"
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Popp, Jennifer K. "The effect of peer education on learning and performing athletic training psychomotor skills." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312661.
Повний текст джерелаDepartment of Educational Leadership
Kim, Myung Shin. "An investigation of the young adult beginner learning piano in comparison with the child beginner." Thesis, Online version, 1996. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.243836.
Повний текст джерелаFraser, Moira Margaret. "The student experience of learning transferable skills in higher education." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324073.
Повний текст джерелаSchrock, Sharon Hartman. "An investigation of the differences between methods of teaching psychomotor skills and its effect on nursing students' learning." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/497612.
Повний текст джерелаSchool of Nursing
Volansky, Kerry J. "What are Best Practices to Teach Orthopedic Psychomotor Skills in an Online Environment?" University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564912951811945.
Повний текст джерелаSutherland, Ros. "Psychomotor skills in vocational education : an exploratory study into their importance, description and possible differentiation into levels of learning." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=12843.
Повний текст джерелаKoptur, Evren. "TRANSFERABLE LEARNING SKILLS OF AN MMORPG: A WORLD OF WARCRAFT QUEST." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1459175932.
Повний текст джерелаJain, Sachin. "Test anxiety and mathematics anxiety as a function of mediated learning experience and metacognitive skills." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1232418141&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Повний текст джерелаHetzel, Virginia. "A positive learning experience with a broad-based art curriculum for a middle school's life skills class." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.
Повний текст джерелаSource: Masters Abstracts International, Volume: 45-06, page: 2748. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 70-71).
Brook, Rebekah Lyn. "Using the ADDIE Model to Create an Online Strength Training Program: An Exploration." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/47431.
Повний текст джерелаPh. D.
Geithner, Silke, and Daniela Menzel. "Effectiveness of Learning Through Experience and Reflection in a Project Management Simulation." Sage, 2016. https://tud.qucosa.de/id/qucosa%3A35394.
Повний текст джерелаHarris, Neil. "The use of Level 1 skills-based intervention strategies to influence expectations and improve the student learning experience." Thesis, University of Southampton, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431957.
Повний текст джерелаBaeza, Mario Enrique. "The influence of behavior modeling and experience on the acquisition of computer skills." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/588.
Повний текст джерелаJiang, Mengjie. "The development of digital skills in adapting to the UK learning environment : a learner experience study on Chinese international postgraduate students." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42397.
Повний текст джерелаPinkerton, A. Louise. "The influence of motor production experience on voice perception." Thesis, University of Iowa, 2016. https://ir.uiowa.edu/etd/5825.
Повний текст джерелаCass, Susan B. "A journey along the road to "Model 2" : an in-depth study of one practitioner's experience in learning the diagnostic skills of action science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0006/MQ40161.pdf.
Повний текст джерелаCatino, Robert J. "Relationship Between Flow Experience, Flow Dimensions, and the Equivalence of Challenges and Skills in the Web-Based Training Environment." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2582/.
Повний текст джерелаDe, Mink Karen Joy. "Learners' experience of the integration of theory and practice in a wholesale and retail generalist (NQF Level 2) learnership." Thesis, University of the Western Cape, 2007. http://hdl.handle.net/11394/2832.
Повний текст джерелаSkills development is essential for every country to keep abreast with, at least one aspect of globalisation, namely, changes regarding production in the modern world. The way in which each country implements its skills development programme will depend on the unique history and circumstances of that country. Germany and Japan are amongst those countries that opted for a high skills strategy, whilst the United Kingdom opted for a low skills strategy. Kraak (2005) argues that South Africa would benefit by implementing a ‘multi-pronged’ skills strategy because many of its citizens are unskilled or have very low skills. This approach would cater for lowskills, intermediate-skills and continue to develop high skills. South Africa’s inputs-based education and training system has been replaced by a controversial outcomes-based approach. Many authors view an outcomes-based programme as lacking theory or content (Kraak, 1998; Young, 2004; Brown & Keep, 2000; Boreham, 2002), as reductive and mechanistic (Bates & Dutson, 1995, in Boreham, 2002) and mainly work-based and assessment-driven (Boreham, 2002). These criticisms question the quality of outcomes-based programmes. New laws promulgated by the South African government have introduced learnerships that form part of this new Skills Development strategy. This study reviewed the general policy on skills development and explored the experiences of learners who completed a Wholesale and Retail Learnership in the context of the structured college-based learning, the practical work-based learning as well as the integration of theory and practice, in South Africa. A qualitative approach was selected to enhance the researcher’s understanding of the personal perspectives and experiences of learners who completed the learnership. The case study approach was used with a focus on analysing the subjective opinions of this group of learners. The research methods employed to clarify the understanding of how these learners experienced the learnership were semi-structured interviews, observations and analysis of documents. The research shows that South Africa’s multi-level National Qualifications Framework provides for academic as well as vocational training and promotes a ‘multi-pronged’ skills strategy. The findings suggest that the learners on this learnership experienced the theoretical learning in the college and the practical learning on the job as an integrated whole. The study concludes that the structured college-based learning enabled the learners on this learnership to implement what they learnt at college in the workplace.
South Africa
Meinert, Pamela A. "The Effect of Previous Life Experience on Cognitive Structure Changes and Knowledge Acquisition of Nursing Theory and Clinical Skills in Nontraditional Nursing Students." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1216647879.
Повний текст джерелаForster, Mary Josephine. "'Exit, loyalty and voice' : the experience of adult learners in the context of de- industrialisation in County Durham." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31194.
Повний текст джерелаCandalh-Touta, Ninon. "Assistance à l'Apprentissage de la Dextérité en Laparoscopie." Thesis, Sorbonne université, 2018. http://www.theses.fr/2018SORUS297.
Повний текст джерелаLaparoscopic surgery is a minimally invasive surgery that becomes a standard for some procedures as its many benefits for the patient (esthetic and postoperative remission). Unfortunately, laparoscopic surgery also comes with mechanical, visual and ergonomic difficulties. Consequently, the learning of this surgery is long and difficult for the students in medical school. Traditionally, learning takes place in the operating room (ex: students assist the surgeon by navigating the camera). Operating a real patient is, however, very stressful and does not allow the possibility of repeating gestures. Depending on the procedure, the learning curve may be very slow with significant health and financial consequences. Under these conditions, learning outside of the operating room becomes necessary and laparoscopic simulators have been developed. Unfortunately, budget and time restrictions do not allow for effective training sessions outside of the operating room. Thus, the thesis presented concerns the improvement of laparoscopic surgery training during these simulator sessions outside of the operating room. First of all, it appeared in our research that during the training sessions, the students were not very guided in their actions and that they had no quantitative feedback on their performance. We first implemented a kinesthetic guidance as a virtual teacher for the student. Then we implemented two sensory feedbacks (visual and tactile) to have more active students in the correction of the laparoscopic gesture. Then we noticed that the student himself is not considered during the training sessions where the exercises are complex. Thus, we proposed two ideas to personalized the learning : - Consider the psychomotor skills of the students in the learning process in order to homogenize the groups of students and facilitate the teaching ; - Decompose the difficulties of laparoscopy to overcome the problem of lack of gradual training sessions
Pettersson, Mikael, and Sebastian Palm. "Hur äventyrspedagogik tillämpas på en Reggio Emilia-inspirerad förskola : Reggio Emilia-pedagogers tankar om äventyrspedagogik." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91351.
Повний текст джерелаThe purpose of the independent work was to investigate the adventure pedagogy applied in a Reggio Emilia-inspired preschool. By comparing these pedagogies can catch sight of the similarities and differences that justify the application's impact on children's learning processes. The survey received a practical point in a woodland setting on one of the pre-schools, where two preschool teachers had theoretical knowledge in adventure education and Reggio Emilia. Ten teachers and a parent participated as observers in the adventure. In addition to these two students attended from preschool teacher, Stockholm University, who is also the authors of this study. Their observations and interview responses from the two preschool teachers surveyed. The adventure took fifty-six year olds from five kindergartens within the unit. The design of the adventure consisted of seven stations with various team-building exercises where the challenges of the exercises had different difficulty levels. The children were challenged to explore and get their questions in an exciting environment with your whole body. It was revealed that the resources in terms of time for planning, parents, and educators around the adventures both as observers and that safety and security was required. The results of our study show that the application of adventure education with its view of sensuous interplay exercises with motor elements and with nature that support, enrich and complement förskolors work with children's learning processes and the Reggio Emilia approach to children's opportunities to learn and develop.
Sebastian Palm har efter att uppsatsen skrevs bytt efternamn till Denus.
Palm, Tina. "Socialt och emotionellt lärande som redskap." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20570.
Повний текст джерелаDenna studie syftar till att undersöka hur pedagogerna upplever att en kompetensutveckling i socialt och emotionellt lärande - SEL påverkar deras vardagsnära praktik och barnen/eleverna. 221 pedagoger verksamma inom förskola och skola deltar i studien. Med hjälp av en mixad metod samlades kvantitativ och kvalitativ data in. I inledningen och bakgrunden problematiseras kunskapsläget och SEL definieras. Tidigare forskning redovisas grundligt utifrån socialt och emotionellt lärande i förhållande till hälsofrämjande och förebyggande arbete, pedagoger, barn/elever samt barn i behov av särskilt stöd. Engeströms teori om expansivt lärande tillsammans med tidigare forskning om SEL används i resultatanalysen. Studiens resultat visar på samband mellan pedagogers och barns/elevers sociala och emotionella kompetens och relationella kompetens. Pedagogerna beskriver att de har fått bättre förståelse för barns beteende, fått en samsyn och ett gemensamt språk, och blivit bättre på att arbeta inkluderande och göra anpassningar utifrån barnens/elevernas behov. Pedagogerna redogör för hur barnen/eleverna klarar rutinsituationer bättre utifrån omgivningens förväntningar. Barnen och eleverna upplevs också ha utvecklat en bättre självkänsla och självförtroende utifrån att de oftare lyckades i samspel med andra och att de blev sedda och bekräftade utifrån sina behov. Uppsatsen avslutas med förslag på vidare forskning och förhoppningar.
Suksudaj, Nattira. "What factors influence learning of psychomotor skills by dental students?" Thesis, 2010. http://hdl.handle.net/2440/63693.
Повний текст джерелаThesis (Ph.D.) -- University of Adelaide, School of Dentistry, 2010
Higgins, Denise. "The implementation of instructional design for dental and oral health simulated-based learning experience for psychomotor skill acquisition supported by a conceptual framework and educational theories." Thesis, 2019. http://hdl.handle.net/1959.13/1401285.
Повний текст джерелаHistorically dentists and oral health therapists begin their pre- clinical technique training in simulation environments. There is limited published literature in this area of simulation design, curriculum and teaching delivery including educational theories, instructional design, psychomotor skill acquisition or standards of best-practice. To address these deficiencies this thesis presents a series of philosophical research questions and findings that collectively make an original contribution to the future of dental and oral health simulation-based curriculum, teaching and learning. This body of work presents a hybrid traditional and artefact thesis supported by an exegesis. This consists of traditional components and elements specific to the original designed artefacts, with the exegesis components emphasising why the artefacts were developed and used in the research study to solve the identified deficiencies. This original investigation consisted of: Analysis of dental and oral health simulation educator Faculty members’ personal teaching experiences. ; Analysis of existing dental and oral health simulation-based teaching and learning curriculum. ; Evaluation of the existing simulation-based learning techniques and technologies. ; Development of innovative, contemporary, ‘fit-for-purpose’ simulator technology complete with design evaluation and strategic analysis. This thesis provides an original curriculum that includes original artefacts specifically designed to address the existing deficiencies of dental and oral health simulation-based teaching and learning. This includes the original creation and design of a dental local anaesthetic administration part-task training simulator, and an original virtual reality local anaesthetic mode of delivery for students. The findings and teaching aids from this research have been implemented in the Bachelor of Oral Health Therapy program at the University of Newcastle, Australia. There is national and international interest in this research and its findings. This research is changing the way dentists and oral health therapists will be educated in the future.
Huang, Ching-Ta, and 黃景達. "Discovery the maze experience — Reflection on learning the three diabolos skills." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/43935687626296238179.
Повний текст джерела台北巿立體育學院
體育與健康學系碩士班
98
Discovery the maze experience - Reflections three diabolos skills of learning Abstract As time changes, sports technology also changes with innovation. All impossibilities become possibilities. However what are the subtleties in the implementation of breaking through from the impossibility? How do sport techniques and knowledge form? The paper portrays the self-studied new Diabolo skills (Three Diabolos) of the author through a narrative inquiry which is incorporated with text description to bring the experience closer to reality. The study also interprets the breakthrough keys that are difficult to express with narrative reflection with in-depth research on the specific construction model of technical knowledge of the author. It is perceived that technical knowledge is constructed by the continuous interaction of explicit and tacit knowledge. The key guidelines for Diabolo skills is mastered through control of steps, approaches, strength, and tempo. This discovery shows that the learning pattern of technology is gradually constructed through the cycle of steps in Refinement of Perception, Priority of Steps, Integration of Whole and Partial, and Realization of Technical Knowledge. The mastering of key guidelines is not separate but the focus of our attention. We control other guidelines through adjustment and practice; as well as slowly constructing our own technical knowledge through accumulation of internalization in practice. The reason for my own breakthrough in learning lies on the fact that I have broke through the blurry point in technical learning; from which I understand the reason for doing it. I have controlled some clear and unclear message in the process, which saves many unnecessary processes for me and therefore rapidly grasp the keys to the techniques.
Law, Kai Fung. "Early career experience and optimism spillover." 2012. http://hdl.handle.net/2152/19454.
Повний текст джерелаtext
Cheung, Jeffrey J. H. "Preparing for Simulation-based Education and Training Through Web-Based Learning: The Role of Observational Practice and Educational Networking." Thesis, 2014. http://hdl.handle.net/1807/44009.
Повний текст джерелаMoates, Anne Ernestine. "Deep Learning for 21st Century Skills in Public Health Education." Thesis, 2021. https://vuir.vu.edu.au/43680/.
Повний текст джерелаJEN-CHIN, YEH, and 葉任卿. "Research on the Learning Effects about Social Skills of Experience Educational Curriculum for Students in Resource Room Program at Junior High School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/77480339985208137232.
Повний текст джерела嶺東科技大學
觀光與休閒管理系碩士班
104
Resulted their nature essence differences and nurture learning disibilities, students with autism、intellectual disabilities、emotional or behavioral disorders in resource room problem of junior high school lack of interaction between human beings, appearance to low performance and be excluded by peers. To benefit in inclusive education,students must be taought to use social interaction skills well. Researches before focused on one type of students as direct instruction of social skills. This article will focus on three types of the students and use the teaching spirit of experiential education to arrange the courses of social skills and experiential activities,then propose the problem of action research.Finally check the suppose with grounded theory,then put forward scientific principles.
Elliott, Christopher. "The Impact of Job Experience Training on Executive Functioning Skills for Students with Language Impairments." Doctoral diss., 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6087.
Повний текст джерелаEd.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education
de, Mink Karen Joy. "Learners' experience of the integration of theory and practice in a wholesale and retail generalist (NQF Level 2) learnership." Thesis, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5869_1259055363.
Повний текст джерела 
 
 
Skills development is essential for every country to keep abreast with, at least one aspect of globalisation, namely, changes regarding production in the modern world. The way in which each country implements its skills development programme will depend on the unique history and circumstances of that country. Germany and Japan are amongst those countries that opted for a high skills strategy, whilst the United Kingdom opted for a low skills strategy. Kraak (2005) argues that South Africa would benefit by implementing a &lsquo
multi-pronged&rsquo
skills strategy because many of its citizens are unskilled or have very low skills. This approach would cater for lowskills, intermediate-skills and continue to develop high skills. South Africa&rsquo
s inputs-based education and training system has been replaced by a controversial outcomes-based approach. Many authors view an outcomes-based programme as lacking theory or content (Kraak, 1998
Young, 2004
Brown &
Keep, 2000
Boreham, 2002), as reductive and mechanistic (Bates &
Dutson, 1995, in Boreham, 2002) and mainly work-based and assessment-driven (Boreham, 2002). These criticisms question the quality of outcomes-based programmes. New laws promulgated by the South African government have introduced learnerships that form part of this new Skills Development strategy. This study reviewed the general policy on skills development and explored the experiences of learners who completed a Wholesale and Retail Learnership in the context of the structured college-based learning, the practical work-based learning as well as the integration of theory and practice, in South Africa. A qualitative approach was selected to enhance the researcher&rsquo
s understanding of the personal perspectives and experiences of learners who completed the learnership. The case study approach was used with a focus on analysing the subjective opinions of this group of learners. The research methods employed to clarify the understanding of how these learners experienced the learnership were semi-structured interviews, observations and analysis of documents. The research shows that South Africa&rsquo
s multi-level National Qualifications Framework provides for academic as well as vocational training and promotes a &lsquo
multi-pronged&rsquo
skills strategy. The findings suggest that the learners on this learnership experienced the theoretical learning in the college and the practical learning on the job as an integrated whole. The study concludes that the structured college-based learning enabled the learners on this learnership to implement what they learnt at college in the workplace.
Santos, Joana Filipa Lopes Fidalgo dos. "O contributo do domínio psicomotor para as aprendizagens iniciais da leitura e escrita." Master's thesis, 2014. http://hdl.handle.net/10400.14/23859.
Повний текст джерелаReading and writing require previous skills. Some children have difficulties in reading and writing throughout their development and schooling. This is a study on the importance of the psychomotor domain for these initial learnings, intend to demonstrate aspects that may arise at the level of previous skills aimed difficulties or facilities this process. Psychomotricity is an education of the thought through the movement and on this direction, if the learning is exploited in order to provide psychomotor experience, will have more meaning and are better learned and apprehended, given that many of the difficulties presented by children arise at the level of previous skills, which constituted the structure of psychomotor education. Thus, preschool education, which collaborates on global and harmonious development of children, consolidates these essential skills for school student's life. Based on research of mixed type, aiming to relate the factors with psychomotor skills for reading and writing, we found that this learning is facilitated by the psychomotor domain in conjunction with other skills and thus it becomes important that parents, teachers and special education technicians, who deal with children in this transition phase for the first cycle, be alert, know and understand the importance of maturation and consolidation of previous skills.
O'Rourke, Mark. "Playing for the future: the role of gameplay, narrative and fun in computer games-based training." Thesis, 2013. https://vuir.vu.edu.au/24827/.
Повний текст джерела(6326255), Stefan M. Irby. "Evaluation of a Novel Biochemistry Course-Based Undergraduate Research Experience (CURE)." Thesis, 2019.
Знайти повний текст джерелаCourse-based Undergraduate Research Experiences (CUREs) have been described in a range of educational contexts. Although various learning objectives, termed anticipated learning outcomes (ALOs) in this project, have been proposed, processes for identifying them may not be rigorous or well-documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. Additionally, evaluation of CUREs has primarily relied on student and instructor perception data rather than more reliable measures of learning.This dissertation investigated a novel biochemistry laboratory curriculum for a Course-based Undergraduate Research Experience (CURE) known as the Biochemistry Authentic Scientific Inquiry Lab (BASIL). Students participating in this CURE use a combination of computational and biochemical wet-lab techniques to elucidate the function of proteins of known structure but unknown function. The goal of the project was to evaluate the efficacy of the BASIL CURE curriculum for developing students’ research abilities across implementations. Towards achieving this goal, we addressed the following four research questions (RQs): RQ1) How can ALOs be rigorously identified for the BASIL CURE; RQ2) How can the identified ALOs be used to develop a matrix that characterizes the BASIL CURE; RQ3) What are students’ perceptions of their knowledge, confidence and competence regarding their abilities to perform the top-rated ALOs for this CURE; RQ4) What are appropriate assessments for student achievement of the identified ALOs and what is the nature of student learning, and related difficulties, developed by students during the BASIL CURE? To address these RQs, this project focused on the development and use of qualitative and quantitative methods guided by constructivism and situated cognition theoretical frameworks. Data was collected using a range of instruments including, content analysis, Qualtrics surveys, open-ended questions and interviews, in order to identify ALOs and to determine student learning for the BASIL CURE. Analysis of the qualitative data was through inductive coding guided by the concept-reasoning-mode (CRM) model and the assessment triangle, while analysis of quantitative data was done by using standard statistical techniques (e.g. conducting a parried t-test and effect size). The results led to the development of a novel method for identifying ALOs, namely a process for identifying course-based undergraduate research abilities (PICURA; RQ1; Irby, Pelaez, & Anderson 2018b). Application of PICURA to the BASIL CURE resulted in the identification and rating by instructors of a wide range of ALOs, termed course-based undergraduate research abilities (CURAs), which were formulated into a matrix (RQs 2; Irby, Pelaez, & Anderson, 2018a,). The matrix was, in turn, used to characterize the BASIL CURE and to inform the design of student assessments aimed at evaluating student development of the identified CURAs (RQs 4; Irby, Pelaez, & Anderson, 2018a). Preliminary findings from implementation of the open-ended assessments in a small case study of students, revealed a range of student competencies for selected top-rated CURAs as well as evidence for student difficulties (RQ4). In this way we were able to confirm that students are developing some of the ALOs as actual learning outcomes which we term VLOs or verified learning outcomes. In addition, a participant perception indicator (PPI) survey was used to gauge students’ perceptions of their gains in knowledge, experience, and confidence during the BASIL CURE and, therefore, to inform which CURAs should be specifically targeted for assessment in specific BASIL implementations (RQ3;). These results indicate that, across implementations of the CURE, students perceived significant gains with large effect sizes in their knowledge, experience, and confidence for items on the PPI survey (RQ3;). In our view, the results of this dissertation will make important contributions to the CURE literature, as well as to the biochemistry education and assessment literature in general. More specifically, it will significantly improve understanding of the nature of student learning from CUREs and how to identify ALOs and design assessments that reveal what students actually learn from such CUREs - an area where there has been a dearth of available knowledge in the past. The outcomes of this dissertation could also help instructors and administrators identify and align assessments with the actual features of a CURE (or courses in general), use the identified CURAs to ensure the material fits departmental or university needs, and evaluate the benefits of students participating in these innovative curricula. Future research will focus on expanding the development and validation of assessments so that practitioners can better evaluate the efficacy of their CUREs for developing the research competencies of their undergraduate students and continue to render improvements to their curricula.
Havířová, Martina. "Vliv přírodního prostředí na rozvoj pohybových a poznávacích schopností dítěte předškolního věku." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-325562.
Повний текст джерелаKlausová, Markéta. "Využití zprostředkovaného učení v rámci rozvoje komunikačních schopností u dětí předškolního věku." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-397142.
Повний текст джерелаJones, Asheley. "What role do professional year programs play in developing work-readiness attributes for Australian-educated international postgraduate students?" Thesis, 2018. https://vuir.vu.edu.au/37854/.
Повний текст джерелаSequeira, Ana Rafaela Ferreira. "Relatório de estágio : Associação Crescer com Sentido : intervenção psicomotora nas perturbações do desenvolvimento." Master's thesis, 2016. http://hdl.handle.net/10400.5/11623.
Повний текст джерелаThis report seeks to reflect the work developed under the professional internship, inserted in the Branch of Deepening of professional skills of the Master Degree of Psychomotor´s Rehabilitation of Human Motricity University. This internship happened in "Associação Crescer com Sentido" in Lisbon, where I tried to deepen my competences regarding observation, evaluation and psychomotor intervention. In this institution it was done psychomotricity´s observation sessions of children with development disturbances and learning difficulties. The trainee had the opportunity to carry out her internship activities in another institutions, which the "Associação Crescer com Sentido" established partnership. One of the Institutions was the nursery and kindergarden "O Botãozinho", in Carcavelos, where there were done screening of pre-academic competences in all the children in the last year of pre-school education. After the screening analysis a group of children with lower results were selected and were performed with this children sessions of literacy competences' stimulation, with the aim of prevention of future learning difficulties. In another institution, the college "A Ritinha", there were done psychomotricity group sessions, every week in order to stimulate the development of children in pre-school age. Finally, the trainee had the opportunity to evaluate and follow an eight years old child with autism disturbance. The interventions done were considered beneficial and contributory for a better academic development and journey of this children.