Дисертації з теми "Tutor Development"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Tutor Development".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Hutchins, Marilyn K. "Formative development of a parent tutor program." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54200.
Повний текст джерелаEd. D.
Jeter, Andrew L. "High school peer tutor alumni research project." Thesis, Indiana University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10242959.
Повний текст джерелаThis study examines the perceived intellectual and dispositional takeaways for high school alumni who had been peer tutors in their secondary context. The research question which drove this study was, “What abilities, values, and skills do tutors develop from their experience as peer tutors and how, if at all, have they used those abilities, values, and skills in their lives beyond high school?” The findings come from the completed surveys of 63 high school tutor alumni who all tutored at a large, public suburban high school with a diverse population, and who represent a cross-section of the school’s population. The survey was adapted from one made available by the Peer Writing Tutor Alumni Research Project (PWTARP), a national project which seeks to better understand the developmental process of students who engage in the work of peer tutoring during their undergraduate university experience. I collected this data between 2010 and 2013 in my role as the program coordinator and although I knew these tutors very well, their responses were anonymous. Participants named 25 skills, abilities, and values they developed. Participants also indicated, through the survey’s four Likert-scale questions, that they found their tutor experiences were important or influential to their development after high school. This study used the grounded theory method of initial and focused coding for analysis of the data generated by the survey’s open-ended responses. These responses generated 180 pages of text. During the analysis 132 initial codes were applied to 2,231 excerpts from the survey responses. The 132 initial codes were grouped into 34 focused codes. These focused codes were further consolidated into 11 categories that describe the learned skills, innate abilities, and developed values of respondents. These analytic categories are descriptive in nature and constitute the major findings of this study. These categories include writing, reading, collaboration, adaptability, patience, perseverance, confidence, maturity, leadership, bravery, and joie de vivre.
Turner, Terrence E. "The assistment builder a tool for rapid tutor development." Link to electronic thesis, 2005. http://www.wpi.edu/Pubs/ETD/Available/etd-011106-070108/.
Повний текст джерелаTurner, Terrence E. "The Assistment Builder: A tool for rapid tutor development." Digital WPI, 2006. https://digitalcommons.wpi.edu/etd-theses/56.
Повний текст джерелаGrundling, Gertruida Jeanette. "The role of tutor development in a flexible learning system." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52022.
Повний текст джерелаENGLISH ABSTRACT: Technikon Southern Africa defined its role as distance learning institution with the implementation of the Integrated Learner Centred Distance Learning (ILCDE) model. This model implied the establishment of regional offices as well as the implementation of a tutor system. The tutor system implied the appointment of tutors at the different regional offices. In an attempt to take the distance out of distance learning the following functions of tutors were identified: • Telephone tutoring • Conducting contact sessions • Assessing assignments The focal point of this study was tutor development within a flexible learning system as no structured learning programmes for tutors exist at TSA. The purpose was to investigate and analyse the learning needs of tutors in a flexible learning system. Various critical questions stimulated this study. However, the following three questions formed the basis of this study: • What is the role of training and development in the tutor system? • Do tutors have a need for continuing professional learning programmes? If so, what . should the nature of such learning programmes be? • What should the criteria be to evaluate and monitor the development oftutors? A qualitative research approach was followed and the data was obtained by means of interviews and participative observation sessions. The subjects of the study were the tutors of the Subject Group: Management Leadership: Policing appointed for the registration period May 1998 - May 1999. One of the conclusions of the study was that the following processes regarding the tutor system need attention: • Recruitment and selection • Interviewing and appointment • Job descriptions • Orientation, training and development programmes • Evaluation and monitoring programmes • Role clarification • Marketing strategy The following recommendations were formulated: • A guide for the recruitment and appointment processes of its tutors should be compiled. • An assessment of the support needs of learners should be performed. • Establishing a continuing professional learning unit should be considered. • A proposal for learning interventions for continuing professional learning should be developed.
AFRIKAANSE OPSOMMING: DIE ROL VAN TUTORONTWIKKELING IN 'N PLOOffiARE LEERSTELSEL Die Technikon Suider-Afrika het sy rol as afstandsonderriginstansie gedefinieer toe die Geïntegreerde Leergesentreerde Afstandsonderrigmodel (lLeD£) geïmplementeer is. Hierdie model het die daarstelling van streekkantore asook die implementering van 'n tutorstelsel veronderstel. Die tutorstelsel het die aanstelling van tutors by die onderskeie streekkantore tot gevolg gehad. Om die afstand uit afstandsonderrig te haal, is die volgende drie funksies van tutors geïdentifiseer: • Telefoonbegeleiding • Fasilitering van kontaksessies • Assessering van werkopdragte Die fokuspunt van hierdie studie was tutorontwikkeling binne 'n plooibare leerstelsel, aangesien geen gestruktureerde leerprogramme vir tutors by TSA bestaan nie. Die doel was om die leerbehoeftes van tutors in so 'n plooibare leerstelsel te ondersoek en te ontleed. Verskeie kritiese vrae het aanvanklik hierdie studie gestimuleer, maar die volgende drie vrae het die basis van die studie gevorm: • Wat is die rol van opleiding en ontwikkeling in die tutorstelsel? • Is daar 'n behoefte aan deurlopende professionele leerprogramme? Indien ja, wat behoort die aard van die programme te wees? • Wat behoort die kriteria te wees om die ontwikkeling van tutors te evalueer en te monitor? 'n Kwalitatiewe navorsingsbenadering IS gevolg en die data IS deur middel van onderhoudvoering en deelnemende waarnemingsessies ingesamel. Die tutors wat aangestel is vir die registrasietydperk Mei 1998 - Mei 1999, van die Vakgroep: Bestuursleierskap: Polisiëring is vir die studie gebruik. Een van die gevolgtrekkings van die studie IS dat die volgende prosesse lil die daarstelling van die tutorstelsel aandag vereis: • Werwing en keuring • Onderhoudvoering en aanstelling • Posbeskrywings • Oriënterings-, opleidings- en ontwikkelingsprogramme • Evaluerings- en moniteringsprogramme • Roluitklaring • Bemarking Die volgende aanbevelings is geformuleer: • 'n Handleiding vir die werwing en keuring van tutors behoort saamgestel te word. • 'n Behoeftebepaling van die ondersteuningsbehoeftes van die leerders behoort gedoen te word. • Die vestiging van 'n deurlopende professionele leereenheid behoort oorweeg te word. • 'n Voorstel vir leerintervensies vir personeelontwikkeling behoort ontwikkel te word.
Krist, Nicole. "Examining Tutor Teaching Practices| Supports and Challenges Encountered to Prepare Students for Standardized Testing." Thesis, Piedmont College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930955.
Повний текст джерелаThis qualitative multisite, multiple case study examined teacher tutor experiences and the supports and challenges they encountered while they supported and guided students with the essential skills needed to pass the end-of-the-year standardized test. Four elementary teacher tutors from three northern Georgia school systems participated in the study. The teacher tutors were chosen by using recommendations from the system’s Title I leader or the individual school principal or the after-school program coordinator. Once the four participants were chosen, a timeline of interviews and observations was established. Vygotsky’s zone of proximal development (ZPD) formed the foundation of the conceptual framework for this study. This centered on determining the appropriate level of instruction for cognitive development in order to assist students to move beyond what they process themselves with guidance from a more capable person. Three interviews and six observations were completed for each of the four participants. Field notes were taken during observations and lesson plans were collected. Information obtained through interviews with the participants revealed three overall themes: teaching experience commonalities, a place for standardized testing, and a need for after-school tutoring programs. Findings suggested that all four of the participants felt supported as they implemented their after-school tutoring sessions with the goal of making each one of their students more successful learners in all aspects of their lives, not solely for the end-of-the-year standardized test.
Cobb, Thomas Michael. "From Concord to Lexicon, development and test of a corpus-based lexical tutor." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25913.pdf.
Повний текст джерелаSims, Jason. "THE DEVELOPMENT OF A DISMOUNTED INFANTRY EMBEDDED TRAINER WITH AN INTELLIGENT TUTOR SYSTEM." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3636.
Повний текст джерелаM.S.
Arts and Sciences
Modeling and Simulation
Bell, Katrina. "TEACHER, TUTOR, SCHOLAR, ADMINISTRATOR: PREPARATION FOR AND PERCEPTIONS OF GRADUATE WRITING CENTER WORK." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1620.
Повний текст джерелаCordova, Lucas Pascual. "Development and Validation of Feedback-Based Testing Tutor Tool to Support Software Testing Pedagogy." Diss., North Dakota State University, 2020. https://hdl.handle.net/10365/31749.
Повний текст джерелаMacLellan, Christopher J. "Computational Models of Human Learning: Applications for Tutor Development, Behavior Prediction, and Theory Testing." Research Showcase @ CMU, 2017. http://repository.cmu.edu/dissertations/1054.
Повний текст джерелаJackson, Glenda Joy. "Professional development in HIV prevention education for teachers using flexible learning and tutor support." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/1602.
Повний текст джерелаJackson, Glenda Joy. "Professional development in HIV prevention education for teachers using flexible learning and tutor support." Curtin University of Technology, School of Public Health, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15246.
Повний текст джерелаThe study designed, disseminated and evaluated the implementation of a flexible learning professional development program for teachers of HIV education. The program was based on print-based distance learning, supported by a video and tutors. Five objectives were developed for the study. These objectives were: Objective One - To determine factors associated with teachers' enrolment in the Protect Yourself Program (PYP). Objective Two - To determine the association between factors related to entry characteristics, social integration, external attribution, academic integration and incompatibility and amount of PYP completed. Objective Three - To determine the association between amount of PYP completed and factors related to the teaching of HIV lessons. Objective Four - To examine the context in which intervention and comparison group teachers were operating for this study. Objective Five - To evaluate the process of teacher recruitment to PYP, satisfaction with the flexible learning methodology, satisfaction with the PYP materials and completion of PYP. A comprehensive theoretical framework was constructed to guide the development of the empirical study and the professional development program, as little evidence was found in the literature of similar empirically evaluated studies. This framework incorporated: Adult Learning Theory; the Model of Student Progress; the PRECEDEPROCEED Model; the Health Promoting Schools Framework; Diffusion of Innovation and the Communication Behaviour Change Model. The study was conducted in two parts. Firstly, an exploratory study was conducted which provided a basis upon which to implement the second, larger empirical study.
A quasi-experimental study design was implemented due to restrictions placed upon the study by the WA Department of Health, the funding agency. The study sample was made up of teachers from government and independent, primary and second schools in WA. In total, 126 teachers were recruited to the intervention group and enrolled in the professional development program, and 128 to the comparison group, who completed some of the evaluation instruments, but did not participate in a professional development program. The professional development intervention program incorporated four comprehensive work modules, which were delivered in print form. A video and tutorial support supplemented the print materials. To evaluate the professional development program, seven instruments were developed. From these instruments five categories of variables were created, namely demographic, contextual, teacher characteristics, process and dependent. These variables were developed as single item variables, scales or indices. Quantitative data were analysed using the Statistical Package for the Social Sciences and a combination of univariate, bivariate, and multivariate techniques (logistic regression and analysis of covariance) were conducted. Qualitative data were analysed for themes. A binary logistic regression was conducted to evaluate Objective One: to determine factors associated with teachers’ enrolment in PYP. The analysis identified four factors which were associated with enrolment in PYP.
The teachers most likely to enrol in PYP had no pre-service training in health education and did not consider themselves to be a specialist or coordinator of health education. The majority of program participants had been teaching health education for between three and seven years and displayed a high level of acceptance of the flexible learning methodology. Objective Two: to determine the association between factors related to entry characteristics, social integration, external attribution, academic integration and incompatibility and amount of PYP completed was evaluated using a nominal logistic regression analysis with the intervention group sample only. Completion of the PYP program by participants was related to circumstances which were often beyond the control of the program, such as events occurring in a teacher’s personal life. However, teachers who showed a preference for flexible learning were found to be more successful in completing the program. The effects of PYP were measured by Objective Three: to determine the association between amount of PYP completed and factors related to the teaching of HIV lessons. Three of the six factors considered by this objective returned a significant association with program dose. Teacher perceived access to HIV education resources was found to be positively related to the dose of materials a participant completed.
Participants who completed a high dose of the program considered HIV resources to be relatively easier to access than participants completing a low dose. Teachers who completed a high dose of PYP reported being more comfortable to teach HIV lessons than teachers completing a mid dose. In addition, intervention group teachers showed a significant change in comfort with their ability to teach HIV lessons and specified HIV topics to Years 8, 9, and 10 classes and intervention group teachers of Year 8 students thought the HIV topics were less important for this level of students. The final variable to show a significant change over time when dose of the program was considered was teacher sexual conservativeness. Both high and mid dose participants reported being less sexually conservative than low or no dose participants from pre to midtest. The context of the teachers participating in the PYP study was investigated through Objective Four: to examine the context in which intervention and Comparison group teachers were operating for this study. Two factors were found to be associated with gender, six with school location and eleven with level of teaching. These associations provided important contextual information for interpreting the findings of the study. Objective Five evaluated the process of teacher recruitment to PYP, satisfaction with the flexible learning methodology, satisfaction with the PYP materials and completion of PYP. The recruitment strategies implemented for PYP were effective in having teachers from government and independent schools in WA recruited to PYP.
However, more than 90% of the intervention group were from government schools. Schools encouraged more than one teacher from a school to enrol, with nine primary schools, four district high schools, one community high school, one secondary college, four senior high schools and one combined independent primary and high school enrolling more than one teacher in the program. The flexible learning methodology was reported to be suitable for the needs of teachers who enrolled in PYP, as they felt comfortable with the learning methodology and appreciated the opportunity to choose when and where they completed the program. The opportunity for face-to-face contact, however, was still preferred by some teachers. The materials within the program were considered to be appropriate and useful. The writing style and activities were well received and the efforts of the tutors were welcomed by the majority of the intervention group. One third of teachers who enrolled in PYP completed at least some of the materials, but less than 10% completed the entire program. The most frequent suggestions made for increasing program completion rates were to set dates for completion of the program modules and to allow time release to complete the program. At baseline, this research showed that teachers considered it important for their students to have access to HIV education, but many of these teachers did not feel comfortable providing HIV education for their students.
As positive effects were observed in the PYP program of impact of program dose on factors affecting the implementation of HIV education, it would appear that flexible learning professional development was a suitable alternative to face-to-face professional development. Teachers' acceptance of flexible learning professional development as an alternate methodology, however, appears to be in its infancy and will require more empirical research. Future research, study design improvements and intervention design improvements can be informed by the following recommendations. Future research Recommendation 1: There be more rigorous investigation of flexible learning as a methodology for provision of professional development for teachers of health education. Recommendation 2: The status of claiming credit for professional development toward postgraduate qualifications for teachers continue to be investigated. Recommendation 3 : Further research be undertaken to evaluate available technologies and their acceptance by teachers as a delivery method for flexible learning professional development. Study design improvements Recommendation 4: design limitations of the PYP study. Future research be designed to overcome the study Intervention design improvements Recommendation 5: The findings of the PYP study and suggestions made by PYP participants be used to improve future health education professional development programs.
Tracy, Trinity. "Curriculum integration in one elementary afterschool program." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2449.
Повний текст джерелаMoriarty, Abigail. "The development, implementation and evaluation of personal tutor guidelines in a pre-registration nursing curriculum." Thesis, University of Huddersfield, 2009. http://eprints.hud.ac.uk/id/eprint/9237/.
Повний текст джерелаZlotos, Leon. "Evaluation and development of computer based teaching and feedback : Strathclyde Computerised Randomised Interactive Prescription Tutor (SCRIPT)." Thesis, University of Strathclyde, 2013. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=19075.
Повний текст джерелаWentzel, Zurina. "The effectiveness of senior students as tutor assistants in the English special project for academic development at UWC." University of the Western Cape, 1992. http://hdl.handle.net/11394/8477.
Повний текст джерелаSince the inception of the University in 1960 under the Apartheid regime and up until a few years ago Afrikaans had dominated both as educational and as communication medium. However, political change - at the University and in South Africa - has brought about a change in language patterns. According to the HSRC Work Committee on Languages and Language Instruction (1981), a high percentage (40%) of Afrikaans-speaking people classified as coloured and living in the Cape Peninsula choose English as the medium of instruction and also regard it as the most important language to be learnt at schools (also 40%). As a result of this, and the enrolment of a large percentage of Xhosa speaking students, who generally prefer English to Afrikaans as an educational medium, English has become the language most commonly used both inside and outside the classroom. The homogeneity of preference has, however, not been matched by mastery of the language. For approximately 70% of all first-year students English is a second or even a third language. Though University entry is based on at least ten years of the study of English, standards of proficiency differ quite considerably as a result of inequalities in education. Because students need to improve their level of English proficiency I investigated the effectiveness of using senior students as tutor assistants in an academic development programme, the English Special Project, at UWC. This study aims at revealing that the tutor assistantships in the English Special Project can alleviate problems that occur with annual increases in student numbers under certain conditions. These are that: 1 prospective tutor assistants undergo proper tutor assistant training; 2 tutor assistants are committed to the course of academic development; 3 tutor assistants have the time available that is necessary for the task. In Chapter 1 give an insight into what this study is about, the reasons for conducting it and what my personal involvement with the ESP has been. In Chapter 2 I review some of the overseas and local literature on TA systems. In Chapter 3 I describe a case-study to evaluate the success of the TA system in the ESP with reference to academic development. I emphasize the intensive, individual care of and attention to first-year students. In an attempt to address the problem, the effectiveness of senior students as tutor assistants to assist in tutorial sessions is described. In Chapter 4 I discuss the value of TA intervention in the ESP at personal and social levels. Chapter 5 contains the general conclusions and my recommendations to improve the ESP.
Ferreira, Zeila Miranda. "Prática pedagógica do professor-tutor em educação a distância no curso Veredas - Formação Superior de Professores." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-03092009-140200/.
Повний текст джерелаThe purpose of this paper is to comprehend the possibilities and the challenges of the pedagogic practice of a teacher-tutor in the Veredas course, aimed at enabling teachers in the initial grades of elementary schools, Distance Education System (EaD). The study of the tutor practice in Veredas course was through a field research in the Federal University of Uberlândia (AFOR UFU) in the city of Uberlândia, state of Minas Gerais, from January 2003 through July 2005. To better comprehend how and in what conditions the tutor developed his/her job of pedagogic mediation in the teachers development and the perceptions of the tutors concerning their own practice, we observed the activities of the tutors in the physical on site meetings during the course. We performed semistructured interviews with tutors and coordinators, focus group with students and document analysis. Some ten tutors and thirty students, out of 42 tutors and 630 student teachers, participated in the research. The results demonstrated that the Veredas course showed advancement and innovation concerning the development of the under graduate course of the initial grade teachers of elementary schools in distance education. However, the research shows aspects that need to be corrected and improved to better suit the needs of the teacher students and tutors. These aspects entangle since the selection procedure of the tutors, the working conditions up to the creation of self-formative and formative spaces to perform their tasks. Distance education requires a teacher-tutor that is able to reflect and research his/her own practice aiming at changing them and giving them a new meaning. The speech and practice of the tutors are mixed with inconsistent conceptions of education, distance education, teacher-tutor, teaching, and learning. They use traditional approach, constructivism, and social-interactionism and show little knowledge concerning these aspects as well as the distance education. In most part of the on site meetings, the tutors seemed confused, insecure, with lack of directions and lack of didactic-pedagogic, methodological, technological, and administrative support. They showed difficulty with the planning and the coordination of the interactive collaborative and significative tasks, internship orientation, dissertation, and the other reflective papers about practices. They also showed little theoretical-practical knowledge concerning various subjects, competence and abilities which entangle the teaching in a critic-reflective-investigative perspective in distance education. We conclude that the pedagogic mediation and academic orientation have been compromised in the way to develop in the teacher students reflective, interactive and cooperative practices, the theoretical-practical articulation, self management and autonomy in the learning process. Such scenario confirms and unveils the urgent need of self-development, continuous development of the working teacher-tutor to be able to carry out the task of majoring teachers in distance education.
Coleman, Janet E. "Who is Helping Our Children? Development of a Model for the Training of Tutors for America Reads." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2650/.
Повний текст джерелаDomeniquelli, Alessandra Moreno Talavera. "A RELAÇÃO PEDAGÓGICA NA TUTORIA A DISTÂNCIA: UM ESTUDO A PARTIR DO CURSO DE PEDAGOGIA." Universidade Metodista de São Paulo, 2010. http://tede.metodista.br/jspui/handle/tede/1157.
Повний текст джерелаThe purpose of the present study from qualitative nature is to make explicit the implication of pedagogic relation with the knowledge construction on the tutor distance with focus on the tutor teachers and EAD students connection from Metodista de São Paulo University. It is analyzed the complexities that involve educative work on learning virtual environment as well the subject relation on the pedagogic practice. It starts from the methodological presuppose and the multireferential approach, dialogical and transpersonal observed under the distance modularity perspective on the construction of theory referential. Realized at UMESP and at Maua-SP Regional division, the research was developed by an observation way, exploring queries, making profound interviews, with four tutor teachers from Distance Pedagogical Course and ten students from the same course, besides the reading and analyzing documents, considering the education legislation and actual curriculums directive. The question of this search: What is the pedagogic relation? What is the importance of pedagogic relation when the educative conception assumed is working on and to the whole education perspective? What are the possibilities, the difficulties and the limits of this proposal on the EAD pedagogic relation considering the tutor teachers and students relationship? Looking for the conflicts identification and the lived challenges and experimented on this relation, some intervenes were questioned on the teaching process and learning for modality knowledge building, showing speech characteristic and the senses and signification complete practical. This research allowed concluding that besides the distance, student is not alone, he can participate actively with the tutor knowledge construction and development, this interaction is influenced by pedagogic relation between the subject and the remaining factors that can affect the work development on the distance of education. To educate on the entire is necessary to recognize the complexity on the educative act and the plurality character, from multi-cultural and the present diversity on the Brazilian reality context, as well with the auto knowledge emergency and continuing development for the teachers.(AU)
O presente estudo de natureza qualitativa tem por objetivo explicitar as implicações da relação pedagógica com a construção do conhecimento na tutoria à distância com foco nas relações entre professores tutores e alunos da EAD da Universidade Metodista de São Paulo. Analisa a complexidade que envolve o trabalho educativo em ambiente virtual de aprendizagem e a relação estabelecida entre esses sujeitos na prática pedagógica. A partir dos pressupostos metodológicos e das abordagens multirreferencial, dialógica e transpessoal observadas sob a perspectiva da modalidade a distância na construção dos referenciais teóricos. Realizada na UMESP e no polo regional de apoio presencial Mauá-SP, a pesquisa foi desenvolvida por meio de observações, questionários exploratórios e entrevistas de aprofundamento, contou com a participação de quatro professoras tutoras do curso de Pedagogia a distância e dez alunas desse mesmo curso, além da leitura crítica de documentos, considerando a legislação educacional e diretrizes curriculares vigentes. Procurou responder aos seguintes questionamentos: O que é a relação pedagógica? Qual a importância da relação pedagógica quando a concepção educativa assumida trabalha na perspectiva de educar na/para a inteireza? Quais as possibilidades, as dificuldades e limites desta proposta de relação pedagógica na EAD considerando as relações entre professores tutores e alunos? Buscando identificar os conflitos e desafios vividos e experimentados nessa relação, foram problematizados alguns intervenientes no processo de ensino e aprendizagem para a construção do conhecimento na modalidade, desvelando características do discurso e das práticas repletas de sentido e significados. A pesquisa permitiu concluir que, apesar da distância, o aluno não está isolado, ele tem a possibilidade de participar ativamente junto a tutoria na construção de seu conhecimento e de sua formação, essa interação, no entanto, é influenciada pela relação pedagógica entre esses sujeitos e por demais fatores que podem afetar o desenvolvimento do trabalho na educação a distância. Para educar na inteireza, é necessário reconhecer a complexidade presente em todo ato educativo e o caráter da pluralidade, do multiculturalismo e da diversidade presente no contexto da realidade brasileira, bem como a emergência de autoconhecimento e formação continuada para professores na área.(AU)
Oliveira, Adalberto Luiz Rizzo de. "MESSIANISMO CANELA: ENTRE O INDIGENISMO DE ESTADO E AS ESTRATÉGIAS DO DESENVOLVIMENTO." Universidade Federal do Maranhão, 2006. http://tedebc.ufma.br:8080/jspui/handle/tede/774.
Повний текст джерелаThis paper discusses the relations among indigenism, development and socioreligous movements among the Ramkokamekra-Canela, group classified in the linguistic family Jê-Timbira and located in the south of Barra do Corda City, current Fernando Falcão. Initially, I analyse the process of territorialization of the Capiekran, Sakamekran, and others Timbira groups, from whom the current Ramkokamekra-Canela emerged, and their insertion in the pastoral situation, by the actions of the expansionist front and of colonial administration in the Maranhão in 19th century, as well as the dynamics of this situation, under the action of the tutor power made by SPI, during the first half of the 20th century. I consider the regional transformations of the economy and of the official indigenism in the following decades, under the auspices of the development and the performance of researchers in the implementation of communitarian projects, as background of new socioreligious movements among the Ramkokamekra. I describe four socioreligious movements occurrences in the years of 1963, 1980, 1984 and 1999, which are analyzed considering the respective intersociety contexts and elements of timbira cosmology, especially the myth of Aukhê, had as the founding myth of the contact between these groups. Therefore, the Canela messianic movements can be considered as ways of resistance to the domination and a search of equalization in the intersociety relations.
O trabalho versa sobre as relações entre indigenismo, desenvolvimento e movimentos sócioreligiosos entre os Ramkokamekra-Canela, grupo classificado na família lingüística Jê-Timbira e localizado ao sul do Município de Barra do Corda, atual Fernando Falcão. Inicialmente, abordo o processo de territorialização dos Capiekran, Sakamekran e de outros grupos timbira, do qual emergiram os atuais Ramkokamekra-Canela, e sua inserção na situação pastoril, pela ação das frentes expansionistas e da administração colonial no Maranhão no século XIX, bem como a dinâmica dessa situação, sob a ação do poder tutelar exercido pelo SPI, durante a primeira metade do século XX. Considero as transformações econômicas regionais e do indigenismo oficial nas décadas seguintes, sob a égide do desenvolvimento e a atuação de pesquisadores na implementação de projetos comunitários, como desencadeadores de novos movimentos sócioreligiosos entre os Ramkokamekra. Descrevo quatro movimentos sócio-religiosos ocorridos nos anos de 1963, 1980, 1984 e 1999, os quais são analisados em função dos respectivos contextos intersocietários e de elementos da cosmologia timbira, especialmente o mito de Aukhê, tido como o mito fundador do contato entre esses grupos. Nesse sentido, os movimentos messiânicos Canela podem ser considerados como modos de resistência à dominação e de busca de equiparação nas relações intersocietárias.
Pana-Martin, Francine. "Les gestes professionnels des formateurs d'enseignants en situation d'accompagnement individualisé." Thesis, Paris, CNAM, 2015. http://www.theses.fr/2015CNAM1048/document.
Повний текст джерелаThis research is about the professional gestures of tutors accompanying newly appointed teachers. In the interview that follows the observation of a class, which we based our study on, the tutor’s activity is analysed through the lens of professional gestures, mobilised in their operating and symbolic dimensions, and enriched by the notion of professional amplitude.This last one supposes that the professional gesture does not have an axiological dimension in itself, but that it strongly depends on the accompanying relation built between the two partners of the interview. In the continuity of works concerning professional gestures, Jorro (1998, 2002, 2006, 2011), Alin (2006, 2010) and Bucheton (2008, 2009), this thesis studies the professional gestures of the tutor during the interview post class observation and makes possible a reading of a situated professional acting. The professional gesture, seen as a body movement towards the other, is redefined as a verbal and/or corporeal interaction, intended and conscientised by the tutor, of variable amplitude. The results allow us to highlight seven professional gestures from the tutors
Rabelo, Katia Martinho. "Pontes da afetividade: um estudo sobre a atuação de professores tutores segundo a psicologia genética de Henri Wallon." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/16119.
Повний текст джерелаTutorial teaching has been adopted in some middle schools in order to foster the full development of students. However, this practice has been scarcely studied and widespread in Brazil. The purpose of the present research is to understand the tutor s activity developed in the final grades of middle school crossing that practice with the wallonian psychogenetics. A document research was developed by collecting references about tutoring in other countries and semi structured interviews were conducted with two tutor teachers who work in two private schools in São Paulo city, in order to identify how they act and how they support the students development. A qualitative analysis of the collected material allowed relating tutoring practice to the wallonian premise, which considers the imbricated relationship among the various dimensions of the individual (affectivity, cognition and motor action) and also the role of school environment as part of the constitution of its participants in a relationship of dependency and mutual transformations. The study also showed that tutor teachers realize that their support to the students in the final grades of middle school, when they are going through cognitive, physical and emotional changes, which are peculiar in the stage of Puberty and Adolescence, qualifies and encourages their learning process. It became evident that this action presupposes teachers collective responsibility and that the coordinating role of the tutors builds a bridge connecting teachers, school staff, students and families in favor of the best academic, emotional, social and integral development of students
Fundamental no sentido de favorecer o pleno desenvolvimento dos alunos. Porém, essa ainda é uma atuação pouco estudada e difundida no Brasil. Esta pesquisa buscou compreender o que seria a atividade de tutoria a ser realizada nos anos finais de Ensino Fundamental entrecruzando essas atuações aos pressupostos da psicogenética walloniana e entender o que seria essa prática segundo a literatura de países como Espanha e México. Para entender o que esses dois países dizem ser a atividade de tutoria, realizou-se um levantamento documental na literatura espanhola e mexicana. O estudo também ouviu, por meio de entrevistas semiestruturadas, dois professores tutores que atuam em duas instituições de ensino particular da cidade de São Paulo para identificar como se dão essas ações e como podem apoiar o desenvolvimento dos alunos. A análise qualitativa do material coletado permitiu relacionar as práticas de tutoria ao pressuposto walloniano que considera a imbricada relação entre as diversas dimensões do indivíduo (conjunto afetividade, cognição e ato motor) e ainda o papel do meio como parte integrante da constituição dos indivíduos que dele fazem parte numa relação de dependência e transformações mútuas. O estudo indicou que os professores tutores reconhecem que o apoio por eles oferecido aos alunos dos anos finais de Ensino Fundamental, no momento em que vivem as transformações cognitivas, físicas e emocionais próprias do estágio da Adolescência e Puberdade, qualifica o processo de aprendizagem e os apoiam sobremaneira. Ficou evidenciado que essa ação pressupõe uma responsabilidade do coletivo dos professores e que o papel articulador do tutor possibilita uma ponte entre docentes, equipe escolar, estudantes e famílias em prol do melhor desenvolvimento acadêmico, emocional, social e integral dos alunos
Dir, Mélissa. "Analyse de l'activité professionnelle des tuteurs en formation à distance." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2053.
Повний текст джерелаThis research focuses on the work of distance learning tutors and its development opportunities. The analysis of activity combines a clinical approach (Clot, 1999) and a holistic approach (Engeström, 2000) at the crossing of work psychology, ergonomics and third-generation Cultural Historical Activity Theory. It focuses on the activity of six distance learning tutors from a distance learning company. After an exploratory investigation, the data collection is composed of interviews “to a double”, simple self-confrontation and crossed self-confrontation interviews. At the same time, other data enrich the analysis: ethnographic data, prescriptive data, and traces data about distance learning tutors and e-learners. The results show differences between prescribed work and real work. They also reveal several contradictions and obstacles to the development mainly related to the rigidity of the prescriptive framework. Likewise, the major role of tools in developmental processes is highlighted. Then, the results underline the nodal nature of the activity even though organizational conditions seem to respond to an industrial logic. In this regard, the absence of peer-to-peer exchanges, in particular, questions the work development opportunities. This is all the more important given that distance learning tutors activity appears to contribute to the "recreation" of a specific professional genre:"trainer"
Fujioka, Kaoru. "Centrosome aberrations and tumor development /." Stockholm, 2003. http://diss.kib.ki.se/2003/91-7349-627-8/.
Повний текст джерелаFlowers, Gwendolyn Amanda. "Effects of an Online Skills Program on ELA Achievement Among GED Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1342.
Повний текст джерелаChaddad, Hassan. "Development of vascularized tumor spheroids mimicking the tumor environment : angiogenesis and hypoxia." Thesis, Strasbourg, 2019. http://www.theses.fr/2019STRAJ001.
Повний текст джерелаThe tumor microenvironment, tumor angiogenesis, and hypoxia play a critical role in the tumor progression and therapy development of many cancers. Limitations in drug penetration, multidrug resistance phenomena, tumor vascularization, and oxygen deficiency are all parameters influencing drug effects. 3D cell culture allows to create a microenvironment that more closely mimics in vivo tissue architecture and function, thus, gene and protein expression modified by the 3D environment are further features that affect treatment outcome. In our first study, in order to develop a vascularized 3D model like in vivo tumors, we co-cultured 2D endothelial cells with 3D tumor cells. After 2 weeks of this combination, a vascular network was formed and organized with tubule-like structures presenting a lumen and expressing different angiogenic markers such as VEGF, CD31 and Collagen IV. In our second study, we developed an in vitro hypoxia model integrating the 3D environment and a hypoxia mimetic agent (CoCl2) to mimic the in vivo tumors and to show the importance of hypoxia in drug response and resistance. Results revealed that the best condition was the combination 3D+CoCl2 model, leading to overexpression oh hypoxia (GLUT1/3, VEGF) and drug resistance (ABCG2, MRP1) related genes. Taken together, angiogenesis and hypoxia are key factors for in vivo tumor microenvironment and they should be adopted in in vitro model design to better select and screen anticancer drugs
Rumar, Maria. "Studiehandledning på modersmål : En kvalitativ intervjustudie med lärare och studiehandledare i årskurs 1–6." Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-74039.
Повний текст джерелаNorris, Christina Maria. "Exploring the impact of postgraduate preservice primary science education on students’ self-efficacy." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2040.
Повний текст джерелаFarnebo, Filip. "Molecular mechanisms of tumor development in hyperparathyroidism /." Stockholm, 1998. http://diss.kib.ki.se/search/diss.se.cfm?19981009farn.
Повний текст джерелаHalin, Lejonklou Margareta. "The MEN 1 Pancreas : Tumor Development and Haploinsufficiency." Doctoral thesis, Uppsala universitet, Endokrin tumörbiologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-175033.
Повний текст джерелаMook, Olaf Roger Franciscus. "Tumor development of colon cancer in rat liver." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2004. http://dare.uva.nl/document/88454.
Повний текст джерелаRosenbauer, Jakob [Verfasser]. "Multi-scale modeling of tumor development / Jakob Rosenbauer." Düsseldorf : Universitäts- und Landesbibliothek der Heinrich-Heine-Universität Düsseldorf, 2021. http://d-nb.info/1240901003/34.
Повний текст джерелаCooper, Michele. "Mathematical Modeling of Vascular Tumor Growth and Development." Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/42656.
Повний текст джерелаMaster of Science
Li, Jing. "The function and mechanism of CHMP1A in tumor development." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=887.
Повний текст джерелаCox, Megan Christine. "Modeling the Heterogeneous Brain Tumor Microenvironment to Analyze Mechanisms of Vascular Development and Chemoresistance." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/95947.
Повний текст джерелаPHD
Huijbers, Elisabeth J. M. "Development of a Cancer Vaccine Targeting Tumor Blood Vessels." Doctoral thesis, Uppsala universitet, Institutionen för medicinsk biokemi och mikrobiologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-170887.
Повний текст джерелаGuan, Xin. "Development of DNA vaccine-based anti-tumor immunotherapeutic system." 京都大学 (Kyoto University), 2010. http://hdl.handle.net/2433/120528.
Повний текст джерелаHogerlinden, Max van. "NF-kB in epidermal signal transduction and tumor development /." Stockholm, 2002. http://diss.kib.ki.se/2002/91-7349-383-x/.
Повний текст джерелаMatthews, Julia. "Characterization and structure in the development of Tudor comedy." Thesis, University of Warwick, 1991. http://wrap.warwick.ac.uk/57031/.
Повний текст джерелаLipinski, Marta M. (Marta Monika) 1971. "The retinoblastoma gene family in tumor suppression and development." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8317.
Повний текст джерелаIncludes bibliographical references.
The retinoblastoma tumor suppressor and the closely related p107 and p130 proteins play important roles in the regulation of both tumorigenesis and tissue-specific differentiation. To determine the role of Rb in development more precisely, we analyzed chimeric embryos and adults made with marked Rb-/- cells. We demonstrated that although brains of chimeric embryos exhibited extensive ectopic S-phase entry, unlike in germline Rb-/- littermates, in these chimeras the majority of Rb-deficient cells survived and differentiated into neuronal fates. Therefore, the role of Rb during development can be divided into a cell-autonomous function in exit from the cell cycle and a non-cell autonomous role in the suppression of apoptosis and induction of differentiation. Rb-/- ES cells were also able to efficiently differentiate into neurons in vitro. However, similarly to the situation observed in the chimeric embryos, Rb-/- neuronal cells failed to properly exit the cell cycle and continued to progress through the S-phase, while displaying fully differentiated neuronal morphology and expressing mature neuronal markers. Therefore, Rb function is not required for the commitment to the neuronal lineage or progression of neuronal differentiation but necessary for the cell cycle exit of differentiating neurons. In agreement, in wild-type differentiating ES cells, activity of the retinoblastoma protein (pRB) was increased specifically at the time of neuronal precursor cell cycle exit.
(cont.) In differentiating Rb-/- ES cells, levels of the pRB-related p107 protein were specifically elevated, suggesting that it might be substituting for pRB to allow efficient neuronal differentiation. In order to determine if p107 and p130 proteins might play a role in tissue-specificity of tumorigenesis upon loss of Rb, we investigated the function of these proteins in the mouse pituitary tumors. Both p107 and p130 were present and active in primary pituitary tumors but levels of p107 were very low while protein levels if pocket-family targets, E2F 1 and E2F 4 were elevated. Although normally bound exclusively to E2F 4, in pituitary tumors p107 and p130 were able to form complexes also with E2F 1. Therefore, in the absence of pRB, p107 and p130 are able to bind and may regulate the function of the activating E2F species. Despite this partial substitution, p107 and p130 are unable to prevent pituitary tumorigenesis in Rb+'- mice, likely due to the elevated E2F expression. The levels of expression of the pRB- versus the E2F-family proteins in different tissues might be contributing to the sensitivity of these tissues to tumor development upon loss of Rb.
Marta M. Lipinski.
Ph.D.
Powers, Nathan Anthony. "Involvement of JAK/STAT Signaling and a Basement Membrane-Associated Protein during Air Sac Primordium Development in Drosophila Melanogaster." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3089.
Повний текст джерелаForsberg, Lars. "Localization and characterization of genes involved in parathyroid tumor development /." Stockholm, 2003. http://diss.kib.ki.se/2003/91-7349-476-3/.
Повний текст джерелаSnigdha, Kirti. "Study of Tumor Development Using Drosophila melanogaster Models." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1591210557481631.
Повний текст джерелаWasson, Elisa Marie. "Engineered Platforms for the Development of Electroporation-based Tumor Therapies." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/104183.
Повний текст джерелаDoctor of Philosophy
Cancer is a complex and dynamic disease. Heterogeneity exists at the single cell, tumor, and patient levels making it difficult to establish a unified target for therapy. Standard therapies such as surgery, radiation, and chemotherapy often fail for this reason, therefore superior therapies must be developed. Electroporation-based therapies offer an alternative to standard treatments, utilizing pulsed electric fields to permeabilize cell membranes to either enhance drug delivery (electrochemotherapy) or induce cancer cell death (irreversible electroporation). Electroporation treatments show promise in the clinic, however, are limited in the size of tumors that they can safely treat without increasing the applied voltage to an extent that induces thermal damage or muscle contractions in patients. A method to increase ablation size safely is needed. To make this advancement and to advance other cancer treatments as well, better tumor models are needed. Many of the same challenges in treating cancer serve as challenges in creating physiologically relevant tumor models. In this dissertation, I have developed a simplified platform to test whether using a calcium additive with irreversible electroporation therapies enhances ablation size. My results demonstrate that by using a calcium additive with irreversible electroporation treatment, ablation size can be increased without using a higher applied voltage. In addition, the biological pathways responsible for cell death in irreversible electroporation treatment with and without calcium were studied. Finally, I have successfully encapsulated cells in fibrin microgels that can be used to create better tumor models that encompass the heterogeneity of tumors found in the body.
Wallingford, John Beckett. "Tumor suppressors and oncogenes in the development of Xenopus laevis /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Повний текст джерелаFahrmeir, Julia. "Development of purification methods for tumor targeted polyplexes applied in vivo." Diss., lmu, 2007. http://nbn-resolving.de/urn:nbn:de:bvb:19-79782.
Повний текст джерелаWAKOH, TAKESHI, MASATAKA SUGIMOTO, KUNIHIKO TERAUCHI, JUN-ICHI SHIMADA, and MITSUO MARUYAMA. "A NOVEL P53-DEPENDENT APOPTOSIS FUNCTION OF TARSH IN TUMOR DEVELOPMENT." Nagoya University School of Medicine, 2009. http://hdl.handle.net/2237/12347.
Повний текст джерелаKnock, Erin Heather 1981. "Long-term dietary folate deficiency and intestinal tumor development in mice." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115689.
Повний текст джерелаBALB/c mice, with or without a null allele in a key folate-metabolizing enzyme, Methylenetetrahydrofolate reductase (Mthfr ), develop intestinal tumors due to dietary folate deficiency alone. On folate-deficient (FD) diets, 12.5% of Mthfr+/+ mice and 28.1% of Mthfr+/- mice developed tumors; mice on control diet (CD) did not. C57B1/6 mice (a strain resistant to other methods of tumor induction) placed on the same diets for the same amount of time did not develop any tumors. To investigate possible mechanisms the levels of DNA damage (dUTP/dTTP ratio and p-H2AX staining) and DNA methylation (thin layer chromatography) were examined. FD BALB/c, but not C57B1/6 mice, had a trend towards increased dUTP/dTTP and DNA double-strand breaks and decreased global DNA methylation compared to CD mice. To determine why the FD diet affects the BALB/c and not the C57Bl/6 strain, the expression of genes involved in folate metabolism was examined. Several changes in gene expression were observed. In particular, BALB/c mice had increased Mthfr expression and MTHFR activity compared to C57Bl/6 mice. Increased MTHFR activity may deplete 5,10-methylenetetrahydrofolate supplies for the dTMP synthesis, increasing the dUMP levels and, possibly, DNA damage. The levels of several DNA repair genes were also examined. Two genes involved in base excision repair, Thymine DNA glycosylase (Tdg) and Apurinic/apyrimidinic endonuclease 1 (Apex1), were increased in FD C57B1/6 compared to FD BALB/c mice suggesting increased DNA repair capacity.
These results support the evidence that dietary folate deficiency promotes intestinal tumor formation possibly through increased DNA damage, with subsequent defects in DNA repair.
Rapp, Moritz. "The influence of the chemokine CCL22 on tumor development and growth." Diss., Ludwig-Maximilians-Universität München, 2013. http://nbn-resolving.de/urn:nbn:de:bvb:19-183687.
Повний текст джерела