Дисертації з теми "Teaching video"
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Morozova, I. A. "Teaching english using video." Thesis, Видавництво СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/18435.
Повний текст джерелаDye, Brigham R. "Reliability of Pre-Service Teachers Coding of Teaching Videos Using Video-Annotation Tools." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/990.
Повний текст джерелаTripp, Tonya R. "The Influence of Video Analysis on Teaching." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2562.
Повний текст джерелаFleetwood, Jane R. "Teaching Communication Skills through Video Tape Productions." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/690.
Повний текст джерелаAl-seaidy, Hassan Abdul-Amear. "Interactive video : an evaluation study." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363425.
Повний текст джерелаDye, Brigham R. "Reliability of pre-service teachers' coding of teaching videos using a video-analysis tool /." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2020.pdf.
Повний текст джерелаOu, Yingzhe, and 区颖哲. "Teaching Chinese as a second language through video." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368714.
Повний текст джерелаpublished_or_final_version
Education
Master
Master of Education
McEachern, Adriana Garcia. "Teaching employment interviewing techniques to college students." Gainesville, FL, 1989. http://www.archive.org/details/teachingemployme00mcea.
Повний текст джерелаWright, Geoffrey A. "How does video analysis impact teacher reflection-for-action? /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2347.pdf.
Повний текст джерелаSpeers, Jimmy D. (Jimmy Dale). "Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279141/.
Повний текст джерелаMark, Landa Lea. "Teaching children with autism to share using video-based interventions." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23355.
Повний текст джерелаWoodward, David Bruce Lorber Michael A. "Teaching instructional media utilization video tape package vs. classroom instruction /." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818722.
Повний текст джерелаTitle from title page screen, viewed September 14, 2005. Dissertation Committee: Michael A. Lorber (chair), John L. Brickell, Larry D. Kennedy, Mary Ann Lynn, C. Edward Streeter, Forrest G. Wisely. Includes bibliographical references (leaves 101-107) and abstract. Also available in print.
Скарлупіна, Юлія Анатоліївна, Юлия Анатольевна Скарлупина, and Yuliia Anatoliivna Skarlupina. "Using video materials in teaching foreign languages for professional purposes." Thesis, Рибест, 2013. http://essuir.sumdu.edu.ua/handle/123456789/63916.
Повний текст джерелаВ разі правильного вибору і ретельного розробки завдань, використання автентичного відео не тільки робить заняття більш привабливим, але й стає ефективним джерелом міжкультурної і професійної інформації. Завдяки своїй міждисциплінарності вони підвищують мотивацію до розвитку як мовних. так і професійних навичок.
Sawarng, Pupatwibul Rhodes Dent. "A prototype for teaching ecology in Thai language through interactive video." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227173.
Повний текст джерелаTitle from title page screen, viewed January 18, 2006. Dissertation Committee: Dent M. Rhodes (chair), Robert L. Fisher, Dale E. Birkenholz, Larry D. Kennedy, Deborah B. Gentry. Includes bibliographical references (leaves 63-67) and abstract. Also available in print.
Ljungvall, Anton. "Video Game Narratives in Swedish EFL Teaching : A Study of How the Use of Video Game Narratives Could Potentially Aid or Hinder Swedish EFL Teaching." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-52297.
Повний текст джерелаNorman, Naomi. "The use of television for the teaching and learning of mathematics in secondary school." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365639.
Повний текст джерелаEddleman, Kathy S. "Interactive video: an approach for teaching qualitative movement analysis of the overhand throw." Thesis, Virginia Tech, 1988. http://hdl.handle.net/10919/43748.
Повний текст джерелаThe purpose of this investigation was to develop and test the effectiveness of an interactive video program for training in qualitative movement analysis. Students (n=24) from an intact elementary physical education methods class were trained to identify four qualitative standards associated with the mature performance of the overhand throw. Subjects were matched on the basis of pretest scores and assigned to receive either interactive video instruction, videotaped instruction, or no instruction. The results from an ANCOVA were significant indicating a difference between groups. Duncan's multiple range test results showed that the interactive video and videotaped instructional methods were superior to no training but there were no significant differences between groups receiving instruction. The findings from this investigation support the conclusion that the application of interactive video instruction to qualitative movement analysis is an effective strategy although it is not superior to video taped instruction. However, its application may be beneficial in mass instruction.
Master of Science
Bensiger, Joy. "Perceptions of Pre-service Teachers of Using Video Games as Teaching Tools." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337363651.
Повний текст джерелаMcShea, John Francis. "Telematics and the processes of teaching and learning in teacher education." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286498.
Повний текст джерелаChantler, Lisa J. "Group teaching of vocational skills to the intellectually disabled using video /." Title page, contents and abstract only, 1987. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsc459.pdf.
Повний текст джерелаHorn, Julie A. "Teaching functional skills to individuals with developmental disabilities using video prompting." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002389.
Повний текст джерелаGlasgow, Malinda. "Video-Based Interventions for Teaching Calendar Skills to Individuals with Autism." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6983.
Повний текст джерелаMiller, Olivia Suzanne. "Teaching Leisure Skills to Individuals With Significant Disabilities Using Video Prompting." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406363940.
Повний текст джерелаLeighner, Ross. "The Effects of Instructor-Directed Video Prompting on Teaching Vocational Skills." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437423952.
Повний текст джерелаGiovarelli, Thomas Anthony. "An Investigation of how video can be used effectively in teaching sound recourding techniques for commercial radio." 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 джерелаOsborne, Kaitlyn Rayne. "Teaching Conversation Skills to Adults with Developmental Disabilities Using a Video-Based Intervention Package." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8272.
Повний текст джерелаMarcus, Alonna. "Teaching Children with Autism Inclusion Readiness Skills Using Video Self-Modeling with an iPad." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/269008.
Повний текст джерелаPh.D.
Video self-modeling has been used in the past to teach many skills to children with autism. Children with Autism Spectrum Disorders have a lack of language processing, expressive communication, and social skills. These deficits may impact the ability to function in the general education classroom. The current investigation examined the effects of using video self-modeling with an iPad device to teach inclusion readiness skills to children with autism. The specific group directions that were taught were cleaning up, lining up, and sitting down. Three young children with autism participated in this study. A multiple baseline design across behavior and subjects was used. All three participants reached mastery criteria in all three behaviors. Experimental control was shown with the multiple baseline across subjects. Moreover, experimental control was established with the multiple baseline across behaviors with one of the participants. Due to generalization across behaviors, experimental control was shown with two of the behaviors with a second subject. When video models were discontinued and maintenance probes were conducted, all three children maintained group direction skills. Results showed that the prerequisite classroom skills were effectively taught to children with autism using video self-modeling. The results are discussed in terms of implications for the general education classroom and future research directions.
Temple University--Theses
Kleeberger, Victoria. "Teaching a child with autism to imitate in natural contexts using video modeling." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/636.
Повний текст джерелаRoh, Jaemin. "The effects of cultural video resources on teaching and learning Korean language." Thesis, Boston University, 2011. https://hdl.handle.net/2144/33544.
Повний текст джерелаPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This dissertation sought to evaluate the potential of a customized, videobased instructional method, the Cultural Video Project (CVP), which was designed to meet the needs of both heritage and non-heritage students learning Korean as a second language in a university setting. The goal of this study was to design and create the CVP, document the implementation of the CVP, and then to assess the effects the CVP had on the area that speakers of English tend to have difficulty with, such as acquisition of honorific systems in Korean. The CVP was a series of short authentic Korean video clips and matching worksheets that the researcher created. The videos were adapted from contemporary Korean broadcasting programs and Korean films. The CVP videos were used during the face-to-face setting classroom meeting sessions as a lesson and after the classroom lesson was over, the videos were available on the school's Internet courseware for students to use for their individual practice and review. Each of the CVP video segments displayed linguistic structures, vocabulary, idiomatic expressions and cultural conventions that were partly addressed in the course's Elementary Korean course materials. The participating professor, Professor Q, helped in selecting the video segments and co-authored the matching worksheets in corporation with the researcher throughout the preparation and implementation period. During the interviews, Professor Q reported changes in her teaching philosophy while creating and implementing the CVP method in her teaching. She reported that the video technology combined with the university's courseware uses created positive impacts on her students' Korean learning experiences such as heightened interest and intense attention that helped to make dynamic and interactive lessons during the classroom meetings. Students reported their responses to the CVP in various forms: Interviews, written self-reports, in-class observation reports, results of the exams and two-forms of standard school course evaluations. The findings reveal that through the CVP practice, students increased their cultural understanding, improved the listening skills, and improved their understanding of language use in a variety of culturally specific social situations.
2031-01-01
Perkins, Stephanie. "Teaching Appropriate Social Skills to Adults with Developmental Disabilities using Video Modeling." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1145.
Повний текст джерелаRhinehart, Barbara Ann. "Video Modeling For Teaching Social Skills To Students With Autism Spectrum Disorders." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1312309071.
Повний текст джерелаCastro, Sarah. "Teaching Culinary Skills using Video Modeling to Individuals with Traumatic Brain Injury." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6477.
Повний текст джерелаWoodruff, Mary Margaret. "Inclusive Teaching in Faith Communities: Examining the Effects of Brief Video Trainings on Planning Inclusive Teaching for Individuals with Disabilities." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8514.
Повний текст джерелаHuddleston, Robin. "Teaching Physical Education Skills to a Student with a Disability Through Video Modeling." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7510.
Повний текст джерелаCarvalho, Sergio Candido de. "Avaliação do uso de filmes-experimento no ensino de quimica." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250627.
Повний текст джерелаDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Quimica
Made available in DSpace on 2018-08-14T14:06:44Z (GMT). No. of bitstreams: 1 Carvalho_SergioCandidode_M.pdf: 7891405 bytes, checksum: 82421be414263c1fb55bbc8ad39f0be9 (MD5) Previous issue date: 2009
Resumo: Neste trabalho foram verificados os efeitos da aplicação de seis vídeos experimentais para o ensino de química, na escola Fundação Educacional Guaçuana (Mogi Guaçu- SP). Os filmes mostram experimentos reais, com ênfase em determinações quantitativas, manipulação correta de reagentes e uso de instrumentação simples. Para se estudar o real impacto da aplicação dos filmes no processo ensino-aprendizagem foi utilizada a técnica do grupo controle. As turmas foram divididas em dois grupos. No grupo definido como A, houve apenas uma exposição oral do conteúdo na forma tradicional, lousa e giz, e no grupo B, além de exposição oral do assunto, o filme também foi apresentado. Os resultados da aplicação foram verificados utilizando-se dois questionários: um denominado qualitativo, para verificar a motivação, a compreensão, a curiosidade, o esclarecimento de dúvidas, o interesse e o entendimento do assunto e um quantitativo, em que os alunos responderam a itens envolvendo o conteúdo químico abordado. Os resultados obtidos revelaram-se bastante positivos, tanto no questionário qualitativo quanto no quantitativo, com a aplicação dos vídeos. No questionário qualitativo, alguns exemplos de depoimentos dos alunos corroboram a assertiva anterior: "Com o vídeo ficou mais fácil entender a matéria e isso fez com que a aula ficasse mais interessante", "O vídeo ajudou, fez entender melhor e deixou a aula mais interessante. Poderia ser sempre assim." O questionário quantitativo mostrou, em linhas gerais, um melhor desempenho dos alunos que assistiram aos vídeos em comparação com aqueles que tiveram apenas a exposição teórica do assunto, englobando, também aí , a apresentação do experimento do vídeo em forma de esquema na lousa.
Abstract: In this work the effects of the application of six movies of chemical experiments in the learning process were verified. The study was conducted at the Fundação Educacional Guaçuana (Mogí Guaçu-SP- Brazil) school. The movies show real experiments with emphasis in quantitative determinations, correct manipulation of reagents and uses of simple instrumentation. In order to study the impact of the applications in the learning process, the group technique was used. Two groups were used: group A (control) where the subjects were presented in traditional form (blackboard and chalk), and group B (experimental) where the oral subject explanations were followed by the movie presentations. The results were checked by application of two questionnaires: one (qualitative) to verify the motivation, the subject understanding, the curiosity stimulation and the interest and another (quantitative) where students answered questions related to the subject. The positive results of the movie applications were verified in the both questionnaires. In the qualitative questionnaire, some examples of the students' depositions corroborated the previous assertive: "With the video it was easier to understand the matter and turned more interesting the class", "The video helped me, it make the subject easier to understand and turned the class more interesting. It could always be like this". The quantitative questionnaire showed, in general lines, better marks for the students who attended the videos in comparison with those that just had the theoretical subject presentation and the experiment was outlined in the blackboard.
Mestrado
Físico-Química
Mestre em Química
Kavoshian, Saeedeh, Saeed Ketabi, Mansoor Tavakoli, and Thomas Köhler. "Video-enhanced Reflection in Iran." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-234569.
Повний текст джерелаStoelb, Matt. "Teaching expressive labeling to children with autism via videotape modeling /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137752.
Повний текст джерелаMacfarlane, Danielle Jorgensen. "Formative Evaluation of Three LDS Videos on Teaching Improvement." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2604.
Повний текст джерелаMacy, Michelle. "Technology Use as Transformative Pedagogy: Using Video Editing Technology to Learn About Teaching." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3227.
Повний текст джерелаMcKeating, Rachel. "Video Interaction Guidance (VIG) : experiences of parents, Teaching Assistants, Educational Psychologists and children." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10054492/.
Повний текст джерелаGill, Saran Kaur. "The appropriateness of video materials for teaching of English as an international language." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10006558/.
Повний текст джерелаHuist, Andrea E. "Teaching Graphic Symbols to Children with Complex Communication Needs through Video and Play." Ohio University Honors Tutorial College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1338656302.
Повний текст джерелаHay, Richard. "Views and perceptions of the use of text and video in English teaching." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25400.
Повний текст джерелаDavis, Kimberly. "CO-TEACHING: USING VIDEO TO IDENTIFY CURRENT PRACTICES AND PROMOTE TEACHER DISCUSSION IN MIDDLE SCHOOL MATHEMATICS CLASSROOMS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2767.
Повний текст джерелаPh.D.
Department of Child, Family and Community Sciences
Education
Education PhD
Griffiths, Michael E. "Improving the Asynchronous Video Learning Model." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2048.
Повний текст джерелаHanna, Wendell France. "Embouchure formation using split-screen technology and traditional instruction : a comparison of two teaching approaches for clarinet and trumpet /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9986741.
Повний текст джерелаTypescript. Includes vita and abstract. Includes bibliographical references (leaves 119-134). Also available for download via the World Wide Web; free to University of Oregon users.
Yoder, Marianne Eloise. "Linear vs interactive video: Teaching and the transfer of learning of a professional skill." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184902.
Повний текст джерелаKrauss, Kerri. "Parametric Analysis of Time Delay on Using Video Modeling to Teach Discrete Trial Teaching." Thesis, The Chicago School of Professional Psychology, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712556.
Повний текст джерелаTo be successful, a business must ensure proper staff training of their team. Video modeling has proven to be an effective method to train staff, but the effect of a time delay with this method has not been analyzed. In Applied Behavior Analysis, team members are tasked to implement different programming depending on their client. In the current study, a time delay when watching a video model then performing discrete trial teaching was analyzed. Participants were randomly assigned to two groups. One group watched the video model then two minutes later performed discrete trial teaching. The other group watched the same video model, then 24 hours later performed discrete trial teaching. Both groups increased their percentage accuracy from baseline to treatment. The results of this study indicated no statistical significance between the groups.
Rittman, Gregory W. "A study of student attitudes regarding the use of video as a teaching tool." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998rittmang.pdf.
Повний текст джерелаFuentes, Derrainnya Raquel. "Examining Paraprofessionals' Use of Video Self-Modeling in Teaching Students with Autism Spectrum Disorders." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2211.
Повний текст джерела