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Goetgheluck, Nicole. „Contribution des bibliothèques de l’enseignement supérieur à la formation pour la compétence informationnelle (CI) des étudiants : étude de cas : la formation portée par la Bibliothèque de l’INSA Lyon, appropriation par les différents acteurs, impacts et limites, changements culturels et professionnels“. Electronic Thesis or Diss., Lyon 1, 2022. http://www.theses.fr/2022LYO10138.
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Les évolutions du paysage informationnel suggèrent qu’il est nécessaire d’acquérir une culture informationnelle c’est-à-dire des connaissances techniques et pratiques d’outils numériques et la conscience des enjeux et impacts des informations à retenir, diffuser ou éviter. Pourtant, l’université n’intègre pas systématiquement de cursus de formation prenant cet aspect en compte. Notre travail de recherche est situé dans le contexte d’une grande école, l’INSA Lyon, qui se propose de former des ‘Ingénieurs Humanistes’. Il interroge la possibilité pour une bibliothèque universitaire, sur l’exemple de la bibliothèque Marie Curie, de mobiliser les ressources nécessaires pour impulser la mise en place d’un cursus de formation pour la compétence informationnelle. En croisant le concept de ‘compétence’, ses implications théoriques et pratiques pour la construction de la compétence chez l’apprenant, avec les concepts de ‘compétence informationnelle’ et de ‘culture informationnelle’, nous proposons un modèle pour la conception de l’enseignement-apprentissage visant la construction de la compétence informationnelle. Ce modèle devient notre grille de lecture et d’analyse des documents et propos recueillis. Tous nos recueils de données, analyse qualitative de documents, d’interviews d’enseignants et responsables de département, puis d’étudiants après l’analyse quantitative d’une enquête par questionnaire, participent à notre compréhension de notre objet de recherche, restituée dans cette thèse. Malgré les limites de ce travail, inhérent à notre posture impliquée dans notre terrain de recherche, notre vision globale de l’enseignement-apprentissage visant la construction de la compétence informationnelle montre l’intérêt d’un référentiel de formation, mais révèle les points de blocages, avec en particulier l’absence d’une vision commune de la compétence informationnelle nécessaire aux ingénieurs. En conséquence, la prise en compte des composantes de la compétence informationnelle par les étudiants reste très hétérogène. Les blocages se situent aussi en dehors de la vision de la compétence informationnelle et concernent la formation pour des compétences : conception de l’enseignement encore imprégnée du modèle épistémique de la connaissance transmise, collaborations souvent sur un mode disciplinaire ou pluridisciplinaire, classements des étudiants qui hiérarchisent les disciplines, projets parfois orientés par les solutions pour un client. La formation pour la compétence informationnelle à l’INSA Lyon, exigerait, avant la définition des situations complexes propices à la mobilisation de compétences, un consensus autour de ‘l’ingénieur humaniste’. Sa culture technique et scientifique serait reconnue ; il pourrait s’affirmer comme un ingénieur particulièrement apte au travail relationnel, ne reniant pas son rôle et sa responsabilité politique dans la société, soucieux de s’appuyer sur l’intelligence collective et le partage d’une information fiable dans l’entreprise. Sa formation nécessiterait un cadre épistémique de la connaissance socio-construite, l’interdisciplinarité, la réflexion sur l’information et la construction des savoirs avec des projets mis en perspective au-delà des besoins actuels de l’entreprise. La vision partagée du profil de sortie de l’ingénieur, à construire selon l’approche programme, permettrait aux enseignantes-bibliothécaires de travailler à de nouvelles propositions, autour des concepts et des outils d’information. Notre étude engage à poursuivre les travaux autour de la transformation pédagogique du supérieur et ouvre des perspectives de recherches collaboratives, entre sciences de l’information et de la communication, sciences de l’éducation et de la formation et d’autres disciplines pour reproblématiser et recontextualiser la compétence informationnelle afin de développer une formation visant une culture informationnelle du 21ème siècleChanges in the information landscape suggest that it is necessary to acquire an information culture, i.e. technical and practical knowledge of digital tools and awareness of the issues and impacts of information to be retained, disseminated or avoided. However, universities do not systematically integrate training programmes that take this aspect into account. Our research work is situated in the context of a major school, INSA Lyon, which aims to train 'Humanist Engineers'. It questions the possibility for a university library, on the example of the Marie Curie library, to mobilise the necessary resources to encourage the setting up of a training course for information literacy. By crossing the concept of 'competence', its theoretical and practical implications for the construction of competence in the learner, with the concepts of 'information literacy' and 'information culture', we propose a model for the design of teaching-learning aimed at the construction of information literacy. This model becomes our grid for reading and analysing the documents and statements collected. All our data collection, qualitative analysis of documents, interviews with teachers and department heads, and students after the quantitative analysis of a questionnaire survey, contribute to our understanding of our research object, which is presented in this thesis. Despite the limits of this work, inherent to our posture involved in our research field, our global vision of teaching-learning aiming at the construction of information literacy shows the relevance of a training framework, but reveals the blocking points, with in particular the absence of a common vision of the information literacy necessary for engineers. As a result, students' consideration of the components of information literacy remains very heterogeneous. The blockages also lie outside the vision of information literacy and concern training for competences: conception of teaching still impregnated with the epistemic model of transmitted knowledge, collaborations often in a disciplinary or multidisciplinary mode, student rankings that prioritise disciplines, projects sometimes oriented by solutions for a client. Training for informational competence at INSA Lyon would require, before defining complex situations conducive to the mobilisation of skills, a consensus around the 'humanist engineer'. His technical and scientific culture would be recognised; he would be able to assert himself as an engineer particularly suited to relational work, not denying his role and his political responsibility in society, anxious to rely on collective intelligence and the sharing of reliable information within the company. Its training would require an epistemic framework of socio-constructed knowledge, interdisciplinarity, reflection on information and the construction of knowledge with projects put into perspective beyond the current needs of the company. The shared vision of the engineer's output profile, to be constructed according to the programme approach, would allow teacher-librarians to work on new proposals, around information concepts and tools. Our study calls for further work on the pedagogical transformation of higher education and opens up prospects for collaborative research between information and communication sciences, education and training sciences and other disciplines to re-problematise and re-contextualise information literacy in order to develop training for 21st century information literacy
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Миленкова, Римма Володимирівна, Римма Владимировна Миленкова und Rymma Volodymyrivna Mylenkova. „Competence Approach in Teaching Students Foreign Languages“. Thesis, СумДПУ ім. А. С. Макаренка, 2012. http://essuir.sumdu.edu.ua/handle/123456789/50819.
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The article proves that it is up to an educational institution to form the complex of competences which help students to compete in the constantly changing world and high demands of employers.Тези доводять, що саме вищий освітній заклад покликаний сформувати у особистості комплекс компетенцій, які дозволять студентам конкурувати у постійно змінному світі.
Статья доказывает ведущую роль вузов в формировании комплекса комптенций, которые позволят студенту быть конкурентоспособным в постоянно меняющемся мире.
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Fridh, Ann-Charlotte. „Institutions, technology and growth : a competence bloc approach“. Licentiate thesis, KTH, Industrial Economics and Management, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-1167.
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AL-ISMAIL, YAZID A. „TOWARDS AN INTEREST-BASED APPROACH TO TERMINOLOGICAL COMPETENCE ACQUISITION“. Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499860593150818.
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Calman, Lynn Ann. „Patients' views of nurses' clinical competence : a grounded theory approach“. Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24043.
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This thesis examines, from the viewpoint of the patient, what is meant by competent nursing and how, with this perspective in mind, patients would regard the prospect of assessing the competence of nurses. The study utilises a grounded theory approach. Twenty-seven patients were interviewed about their views of nursing care. Preliminary data collection was undertaken in general medical and surgical areas. A theoretical sampling strategy was developed to include more experienced patients in three specialty areas renal dialysis, cystic fibrosis and diabetes care. Data were analysed, in keeping with the grounded theory tradition, utilising the constant comparative method. Patients described the process of becoming a patient and how they come to understand the complex social world of the hospital and the role of nurses within this. They identified the features of a good nursing encounter as being patient led, personal and individualised. Patients also identified their own responsibilities, specifically how to be a ‘good’ patient. Previous studies have highlighted the importance of the quality of the nursing encounter – the nurse/patient relationship, individualised patient care and empathy for example. This study specifically raises the issue that patients take technical competence for granted and highlights the important finding that when technical competence is assumed than these interpersonal factors become the most important indicator of the quality of nursing care. These personal and highly individual encounters between the patient and nurse and personality characteristics displayed such as caring and kindness, empathy and sense of vocation are difficult to measure or make objective judgements about. Although patients can discriminate between nurses who have these attributes and skills, being involved with the formal assessment of these attributes is considered a difficult prospect. The study findings emphasise that patient assessment of nursing competence is complex and implications for nurse education and service provision are highlighted.
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O'Reilly, David. „An investigation into metaphoric competence in the L2 : a linguistic approach“. Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/19853/.
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Within the field of L2 metaphoric competence (MC) research, Low’s (1988) and Littlemore and Low’s (2006a, 2006b) metaphor-related skills and (sub)competences have existed for 29 and 11 years respectively, but have never been elicited or used to develop tests. Consequently, the extent to which they are underpinned by more fundamental (sub)constructs is unclear. With a few exceptions (e.g., Littlemore, 2001), L2 MC tests to date have been limited in scope (e.g., Aleshtar & Dowlatabadi, 2014; Azuma, 2005; Hashemian & Nezhad, 2007; Zhao, Yu, & Yang, 2014). Available research shows that L2 MC correlates with L2 vocabulary knowledge and proficiency (Aleshtar & Dowlatabadi, 2014; Zhao et al., 2014), but negligibly with time spent in an L2 immersion setting (Azuma, 2005). However, the ability of these measures to predict L2 MC is unknown, as is the change in the receptive/productive correlation strength as L2 proficiency increases. In response to these gaps, a large battery of L2 MC tests aimed at eliciting Low’s (1988) and Littlemore and Low’s (2006a, 2006b) constructs was developed and administered to 112 NNSs of English (L1 Chinese) and 31 English NSs, along with vocabulary knowledge and (NNSs only) general proficiency tests. Data cleaning showed inherent, operationalisation problems. Exploratory Factor Analysis revealed four metaphor-related factors, with MANOVA and independent samples t-tests showing statistical NNS and NS differences for only one of these: English Grammatical Metaphoric Competence. Multiple regression revealed that the Oxford Online Placement Test best predicted L2 receptive MC, whereas L2 vocabulary depth measured by the Word Associates Test (Read, 1998) best predicted L2 productive MC. Time spent living in the UK had no predictive power, and the receptive/productive correlation weakened with increased L2 proficiency. Implications for theory, test development, the transferability of models and predictors (e.g., to NNSs with other L1s) and EFL teaching are discussed.
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Akmaldinova, Oleksandra, Liudmyla Budko, Tetiana Shulha, Олександра Миколаївна Акмалдінова, Людмила Василівна Будко und Тетяна Валеріївна Шульга. „Competence based approach to teaching professional English in training aviation specialists“. Thesis, Kyiv national aviational university, 2018//Aviation in the XXI-sr century: the eighth world congress October 10-12, 2018, 2018. http://er.nau.edu.ua/handle/NAU/38799.
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The article deals with the problems of teaching special aviation English course in the context of flight safety. It gives an overview of human factor issues in aircraft accidents occurrence including psychological aspects of human error nature. It focuses on the impact of linguistic, cultural and environmental barriers on the safety of civil aviation operations.У статті розглядаються проблеми навчання спеціального курсу авіаційної англійської мови в контексті безпеки польотів. Надається огляд питань людського фактору в аваріях на літаках, включаючи психологічні аспекти людської помилки. Стаття зосереджується на впливі мовних, культурних та екологічних бар’єрів на безпеку операцій цивільної авіації.
В статье рассматриваются проблемы преподавания специального курса авиационного английского языка в контексте безопасности полетов. Предоставляется обзор вопросов человеческого фактора при возникновении авиационных проишествий, включая психологические аспекты ошибок человека. Основное внимание уделяется влиянию языковых, культурних и экологических барьеров на безопасность полетов гражданской авиации.
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Einfalt, Johanna Theresia. „Using a dialogic approach to develop intercultural competence in university students“. Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/134242/1/Johanna_Einfalt_Thesis.pdf.
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Higher education seeks to produce interculturally competent students; however, it is not clear how to achieve this as part of the university experience. This study investigated how to develop intercultural competence at a regional Australian university, demonstrating growth in a group of commencing students' intercultural attitudes, knowledge and skills through participation in a series of dialogic forums. A fine-grained analysis of forum moments also revealed how students used interactional tools to facilitate intercultural understandings with diverse others. Implications highlight the importance of promoting dialogic interaction as a means to stimulate intercultural competence in higher education institutions.
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Baker, Ryan B. „Multicultural competence training among Head Start educators assessing a multi-method approach towards increasing multicultural competence among Head Start educators /“. Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p088-0167.
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Чорненька, Жанетта Анатоліївна, Мар'яна Іванівна Грицюк und Анжела Степанівна Бідучак. „Modernization of the introduction of the competence approach in higher medical education“. Thesis, Актуальні питання вищої медичної освіти в Україні (з дистанційним під’єднанням ВМ(Ф)НЗ України за допомогою відеоконференц-зв’язку): матеріали XV Всеукр. наук.-практ. конф. з міжнар. участю (Тернопіль, 17–18 трав. 2018 р.) / Терноп. держ. мед. ун-т імені І. Я. Горбачевського. – Тернопіль : ТДМУ, 2018, 2019. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/14743.
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Чорненька, Жанетта Анатоліївна, Мар'яна Іванівна Грицюк und Анжела Степанівна Бідучак. „Modernization of the introduction of the competence approach in higher medical education“. Thesis, Актуальні питання вищої медичної освіти в Україні (з дистанційним під’єднанням ВМ(Ф)НЗ України за допомогою відеоконференц-зв’язку): матеріали XV Всеукр. наук.-практ. конф. з міжнар. участю (Тернопіль, 17–18 трав. 2018 р, 2018. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/14748.
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Rowe, Susan L. „Adolescents, Families, Neighbourhoods: An Ecological Approach to Understanding Vulnerability, Competence, and Resilience“. Thesis, Griffith University, 2015. http://hdl.handle.net/10072/365727.
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In Australia, and internationally, approximately 14% of young people experience clinical mental health problems with an increase in the rate of psychopathology symptoms occurring during adolescence (Kessler et al., 2002; Sawyer et al., 2000). To date, no representative Australian studies have comprehensively examined the risk and protective factors associated with resilience and vulnerability during the initial years of adolescence. To fill this gap and provide better understanding of factors that may mitigate risk during this vulnerable period of developmental transition, the current thesis is a collection of studies that aimed to identify ecological risk and protective factors associated with resilience, competence, and vulnerability of young Australians. Adolescents’ functioning is specifically considered in the context of disruptions to the parent-child and parent-parent relationship. The first aim of the thesis was to identify the ecological risk and protective factors associated with psychopathology and vulnerability in young Australian adolescents. Previous research on developmental psychopathology, resilience, and ecological research was used to provide a theoretical framework for the selection of variables included. Based on the reoccurring salience of the family environment for functioning throughout the lifespan, the second aim was to identify the unique contribution of family relations to difficulties in adolescence. Theories and models of development, family relations, and parenting were applied to investigate the third aim which was to identify factors associated with adolescents’ positive adaption to disruptions in family relations.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
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Mollona, Edoardo. „Resource accumulation systems, corporate competence evolution and emergent strategic behaviour : a feedback approach“. Thesis, London Business School (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300802.
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Svensson, Susan Lynn. „A contextualized instructional design approach : integrating intercultural competence development into email computer training“. Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/819.
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Email communication within a diverse workplace poses intercultural communication challenges (Martin & Nakayama, 2007). This study aims to make a contribution to the literature by examining how these challenges can be addressed through email computer training. For this study, I set out to understand and demonstrate how, within the instructional design process, contextualized curriculum can be created that integrates intercultural competency and email proficiency. This thesis includes a draft of an instructional plan and course outline for an email computer class that focuses on developing intercultural awareness and skills in the context of an email training course. First, I examined email computer curricula, specifically the topics, course goals, and course objectives common to the curricula. As a result of this examination, I discovered that email training is limited to the technical aspects of email communication. Additionally, I surveyed intercultural communication professionals about intercultural topics applicable to email communication. Their survey responses indicated cultural differences account for some, but not all email workplace challenges. For example, they believed it is important to address intercultural elements like low vs. high context when writing an email message, and power distance and levels of formality when writing greetings and closings. Additionally, their feedback indicated that it is important to address direct vs. indirect communication styles when writing the main point and linear vs. circular cognitive styles when organizing text within an email. I incorporated their perspectives in my course outline. Finally, experts from the fields of instructional design, intercultural communication, and computer training reviewed a draft of the plan and outline. Although their feedback indicated that the premise and approach were sound and achievable, they differed in their evaluation of specific elements of the course. In general, their perspectives reflected their professional focus. For example, they either recommended a stronger focus on the technical aspects or a stronger focus on the intercultural aspects of the course design. Detailed comments pertained to the fine-tuning of the objectives, timing of the individual lessons, and other instructional elements needed for any polished professional course outline
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Collins, Morgan Gwyneth. „An action research approach: developing intercultural competence in German Studies at Rhodes University“. Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/63910.
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The need to develop interculturally competent graduates is a concern for universities across the world. In South African universities this need is linked to globalization and increased diversity in terms of student demographics since 1994. Considering the legacy of apartheid, South African universities especially, and pressingly, need to respond to both global and national diversity concerns. ICC can play a significant role in creating more culturally inclusive spaces as students are provided with opportunities to “relate to and with people from vastly different cultural and ethnic backgrounds” (Spitzberg & Changnon, 2009, p. 4). In a similar way, Germany has faced, and continues to face, challenges relating to diversity especially in relation to migrants and as such, interculturality is a topic of debate in society and scholarly discourse. Therefore, ICC is as relevant to German society as it is South African society. Courses that explicitly deal with ICC are however, not common in South African universities and discourse, and as a result universities are “missing out on developing students’ intercultural competence” (Deardorff & Quinlan, 2016). This thesis aimed to address this gap by investigating the viability and necessity of introducing a module that deals explicitly with ICC into the German Studies course at Rhodes University. In doing so it contributed to the creation of disciplinary knowledge as well as furthering the aim of aiding the creation of responsible global citizenship, alongside ‘academic citizenship’, and aiding the internationalisation at home concept by encouraging the students to understand their own lived reality in a diverse society. This research made use of an action research approach to implementing a module and tracing its development. Student responses, as well as reflection and observation, found that a module dealing explicitly with ICC was viable and able to contribute to developing students’ sense of cultural self-awareness and their awareness of ICC as a set of transferrable skills and knowledges. This module aimed to serve as an introduction to ICC for students in order to begin to develop their intercultural competence and increase their awareness and critical approach to culture and intercultural encounters.
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Chaikovska, N. M. „A terminological competence approach to ESL learning in the view of modern linguists“. Thesis, БДМУ, 2020. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/18268.
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Подопригора, Вадим, und Vadym Podopryhora. „Про важливість формування інформаційних компетенстностей“. фізико-математичний факультет СумДПУ імені А. С. Макаренка, 2018. http://repository.sspu.sumy.ua/handle/123456789/6198.
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У тезах розглянуто особливості компетентнісного підходу. Зазначено про важливість формування інформатичної компетентності.The thesis considers the features of the competence approach. It is noted about the importance of the formation of computer competence.
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Варенко, Володимир Михайлович. „Компетентнісний підхід у підготовці фахівців з документознавства та інформаційної діяльност“. Thesis, Талком, 2015. http://er.nau.edu.ua/handle/NAU/22892.
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Варенко В.М. Компетентнісний підхід у підготовці фахівців з документознавства та інформаційної діяльності / В. М. Варенко // Історико-культурна спадщина: збереження, доступ, використання : матер. Міжнар. наук.-практ. конф., м. Київ, 7–9 квітня 2015 р., Національний авіаційний університет / редкол. Тюрменко І. І. та ін. – К. : Талком, 2015. – С. 327–330.The article investigates the implementation of competence-oriented approach to training future Records Managers.
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Chiu, Yuen-han. „Clinical learning environment and approach to learning : perspectives of mature nursing students in Hong Kong /“. View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31683484.
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Mbambo, Ephrain. „Developing and integrating cultural competence into nursing education curricula : a qualitative grounded theory approach“. Thesis, University of Wolverhampton, 2013. http://hdl.handle.net/2436/311148.
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The changing demographic UK population in terms of cultural, racial and ethnic mix demands mental health nurses to be educated in ways that will enable them to provide care that is both efficient and culturally appropriate to the diverse population they will serve. However, reported studies indicate that professional nurses, particularly mental health nurses, are not ready to meet the challenges posed by an increasingly culturally diverse society. These have raised questions about the undergraduate nursing education's readiness to develop a mental health work force that is capable of delivering effective mental health services to a multicultural population. The aim of the study was to explore and gain an understanding of cultural competence education from the perspectives of the key participants involved in the undergraduate mental health nursing education within the UK context, and to use the findings to develop a conceptual framework of developing cultural competence. Qualitative grounded theory approach was the method of inquiry used to collect and analyse interview data from the experiences and views of senior lecturers, third year mental health student nurses, clinical sign-off mentors and student mentors within the universities that offer pre-registration mental health nurse training in the West Midlands Region. Analysis of the research findings resulted in an emergent conceptual framework that explains how cultural competence is developed in the undergraduate mental health nursing curriculum in terms of content, processes, strategies, actions and approaches that are considered effective. The findings of this study revealed a degree of consistency between the views of the current study participants and what the literature describes as frameworks for developing cultural competence. The main theoretical constructs emerging from the study fit into a cultural competence frameworks encompassing awareness, knowledge and skills. Whilst some of the themes and theoretical constructs emerging from the results of the interview data were generally consistent with those indicated in the cultural competence literature, there were some other themes that emerged from the study participants on what was required within the curriculum in order to educate student nurses in ways that will enable them to work effectively and culturally appropriately with clients from diverse cultural backgrounds. The additional bridging theoretical construct included ‘conscious of the dynamics and discourse of intercultural education’ which was a result of the differing ideological views about current curricula and how issues of cultural competence could best be addressed within the curricula. The strategies of ‘engagement of local experts to assist in teaching cultural competence specific areas’ and ‘creating educational activities that challenge stereotypes, prejudice, discrimination and religious intolerance’ also expands the current literature by providing evidence to support some of the conceptualisations regarding some of the educational intervention strategies to cultural competence. This study is significant as it represents the first attempt to develop a conceptual framework of developing cultural competence within the UK context based on the perspectives of those directly experiencing the undergraduate mental health nursing education, using qualitative grounded theory approaches. Exploring and developing the conceptual framework from the perspectives of the neglected silent voices of the key participants who are directly involved in the undergraduate nurse training within the UK context, contributes to the existing research in this area and provides a view not currently presented in the nursing literature.
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Hansen, Zara. „The competence of physiotherapists to deliver a cognitive behavioural approach for low back pain“. Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/62983/.
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Treatment guidelines for low back pain (LBP) advocate the use of cognitive behavioural approaches, typically delivered by physiotherapists. This thesis explores the role of physiotherapist competence in the delivery of these approaches. A systematic review of the literature found an absence of tools appropriate for the assessment of competence in delivering cognitive behavioural (CB) approaches in LBP. A consensus study was undertaken with experts and a new competency tool was developed with good psychometric properties. This competency tool was then used to explore the relationship between competency and clinical outcome in a cohort of LBP patients. New insights into the role of experience on competence and patient outcome were found. Competence in delivering a CB intervention varied within the cohort. Specific previous experience of delivering similar interventions predicted competence score but not patient outcome. Years since qualification did not predict competence but negatively predicted patient outcome. Overall competence was not found to predict patient outcome in delivering a structured, manualised, cognitive behavioural approach for LBP and possible reasons for this finding are discussed. Competence was further explored through a qualitative interview study which found interesting patterns in beliefs and behaviours of the physiotherapists. The most competent physiotherapists consistently discussed aspects of reflective learning on their practice. Physiotherapists reported most difficulty with switching from a didactic stance to one of a questioning approach. Overall physiotherapists valued the structure of the manualised CB approach they delivered in the study. Physiotherapists reported the CB approach was most difficult to apply to the patient group that the skills are advocated for, i.e. those with poor coping skills and high psychosocial risk factors. The thesis concludes with suggestions on how training in a CB approach may be enhanced for physiotherapists working with a LBP patient population.
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Ley, Tobias [Verfasser]. „Organizational Competency Management – A Competence Performance Approach : Methods, Empirical Findings and Practical Implications / Tobias Ley“. Aachen : Shaker, 2006. http://d-nb.info/1170529062/34.
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Thally, Robert. „A dialogical approach of group identity salience and the academic competence of nontraditional college students“. Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/930.
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As of 2007, approximately 73% of the 18 million college students in this country could be identified as nontraditional (Ross-Gordon, 2011). A key characteristic distinguishing this group from the traditional college student is the influence of multiple roles of the adult learner on the learning and engagement process (Keith, Byerly, Floerchinger, Pence, & Thornberg, 2006). Ross-Gordon remarks on some roles that may provide life experience, an asset to understanding theoretical constructs otherwise immaterial to younger, traditional learners. However, it is important to recognize the complex dynamic of conflicting roles as challenges to the academic competence of nontraditional college students. This research examined the vague definition of the nontraditional student and the factors that influence the learning and engagement processes. Through the lens of Hermans and Gieser's (2012) dialogical self-theory and higher education discourse, a novel examination of group role identity salience is proposed as a useful model for improving the educational and social realities of the adult learner.B.S.
Bachelors
Sciences
Psychology
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Johnston, Patricia. „When cultural competence is inadequate : an opportunity for a new approach to child welfare in Nunavut“. Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/12602.
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This research explores Nunavut’s child welfare system through a review of research on child
welfare in rural Aboriginal communities, the experiences of social workers who have worked in Nunavut’s
child welfare system, and a discussion of social work theory and Inuit traditional knowledge. Through data
analysis the role of Qallunaat child welfare workers as colonial agents with particular attention paid to the
employment of and power held by Qallunaat social workers, colonialism and the imposition of southern
Canadian ideology are examined. Child welfare in Nunavut is then discussed in light of the values and
beliefs built into the territory’s mainstream model of child welfare and the contrast between Inuit culture
and world view, with that of the dominant culture in southern Canada. This study looks at the development
of Nunavut’s child welfare system, the direction of Inuit self-government and the need for increased Inuit
control and decision-making power over child welfare. This research determined that child welfare in
Nunavut, as in the rest of Canada, is not meeting the needs of children and families. Culturally competent
child welfare services were also found to be inadequate in providing culturally specific child welfare
services to Inuit families. In addition, this study also came to the conclusion that a new approach to child
welfare is needed for Inuit communities and such an approach must be created out of Inuit traditional
knowledge and an Inuit perspective of community needs.
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Clua, Serrano Mónica. „Can you see what I mean? A multimodal approach to interactional competence in English-Medium Instruction“. Doctoral thesis, Universitat Internacional de Catalunya, 2021. http://hdl.handle.net/10803/672710.
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Driven by internationalisation, few would argue that English has become the professional lingua franca in
numerous fields, as well as in academic instruction (Dafouz & Nuñez, 2009). One way universities prepare
citizens for the globalised world and labour market, is by giving access to the international community through
programmes taught partially or entirely in English (Cots et al., 2012). This strategy has led to the
implementation of English-Medium Instruction (EMI) in higher education across Europe. However, concerns
have been raised about the effectiveness of English as the lingua franca (ELF) of instruction in achieving
optimal outcomes in higher education contexts (Jenkins, 2011, Seidlhofer, 2009). Therefore, this thesis aims to
investigate the quality of pedagogy in the EMI classroom by looking mainly at how teachers construct the
space for learning and how content knowledge is built. The overarching research objective of this doctoral
dissertation is to analyse teacher-student interactional competence, understood broadly as the successful
collaboration between participants to construct a sphere of shared meaning (Young, 2011), through the
mobilisation of multimodal resources in an English-Medium university lecture where ELF is used for
instruction. This thesis aims (1) to provide a deep understanding of how semiotic resources, in particular
embodied modes, are naturally deployed in ELF-EMI settings, and (2) to explore the affordances and impact
of these modes as meaning-making systems in the context of internationalised higher education. This
phenomenon is brought into focus through three main interrelated theoretical lenses: (1) the university
classroom as an interactional event (Goffman, 1981), (2) multimodality, as a situated meaning-making system
(Jewitt et al., 2016), and (3) interactional competence (Young, 2011). Theoretical depth of interactional
competence and multimodality was sought through the neurocognitive theory of mirror neurons (Gallese,
2001; Iacoboni et al., 2005) as they relate to the Merleau-Pontian notion of corporal intersubjectivity
(Escribano, 2004; Tanaka, 2017). A data corpus of audio-visual material was collected from EMI lectures
given in the English-track Dentistry Program mainly, at the Faculty of Medicine and Health Sciences of a
private Catalan University in the greater Barcelona area. The 5 lecturers that participated in this study are
content specialists in the area of science. At the time of data collection, two lecturers had a CEFR English
proficiency level below B2, whilst the other three lecturers had a level over B2, whereas students registered a
C1+ level on admission to the university programs. Multimodal interactional analysis (Norris, 2004) provided
a systemic approach to organising, producing and analysing the datasets. A fine-grained analysis of classroom
interaction was approached from a perspective of notions inspired by conversation analysis, such as the long
turn (Sacks et al., 1974), the recipient design (Pekarek-Doehler, 2002; Sacks et al., 1974) and participation
frameworks (Goffman, 1981; Goodwin & Goodwin, 2004). The process and products of analysis resulted in
transcripts of talk (Schegloff, 2007) and image vignettes capturing movement trajectories, formats in which
the data are presented. The analysis showed the pivotal role of embodied actions to construct spaces for
learning, manage classroom interaction, elicit participation, transfer speakership rights, provide nuance and
precision to talk, build rapport, express solidarity, establish and mitigate expressions of institutional power,
create a shared classroom experience, evaluate student contributions and co-construct subject matter
knowledge. The results of this thesis illustrate ELF-EMI teachers’ interactional competence through embodied
actions, demonstrating that multimodal resources are not an accessory in pedagogy, but form a
fundamental meaning-making system in the enactment of teaching in internationalised university classrooms,
such as those of this study.
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Giaffredo, Silvio. „The project-based method for a competence-based approach: teaching computer science in Italian secondary schools“. Doctoral thesis, Università degli studi di Trento, 2018. https://hdl.handle.net/11572/367764.
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The competence-based approach to education has been found to be effective for teaching. Some countries have adopted it and subsequently reshaped the school system accordingly. Introduced in Italian secondary schools in 2010 by the Ministry for Education, the competence-based approach has only been partially adopted in the classes. Our research aims at discovering solutions to support the adoption of this approach for teachers in Italian secondary schools. A two steps approach has been investigated: 1) inclusion of teachers in the process of competence definition, and 2) support of teachers activity during student projects. The study focuses on computer science teachers, who often teach using the student projects. A software system for a participated definition of competences has been set up. A training course has been designed and implemented. Some student projects have been studied through teacher and student observation in the classroom and in laboratory. The results indicate a weak commitment on the part of teachers towards the competence-based approach. At the same time, exploiting students projects towards the project-based learning method encourages teachers to adopt a competence-based approach, provided the projects are carefully designed and effectively managed.
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Giaffredo, Silvio. „The project-based method for a competence-based approach: teaching computer science in Italian secondary schools“. Doctoral thesis, University of Trento, 2018. http://eprints-phd.biblio.unitn.it/3362/1/ThePBLmethod4aCBapproach-TeachingCSinItalianSecondarySchools.pdf.
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The competence-based approach to education has been found to be effective for teaching. Some countries have adopted it and subsequently reshaped the school system accordingly. Introduced in Italian secondary schools in 2010 by the Ministry for Education, the competence-based approach has only been partially adopted in the classes. Our research aims at discovering solutions to support the adoption of this approach for teachers in Italian secondary schools. A two steps approach has been investigated: 1) inclusion of teachers in the process of competence definition, and 2) support of teachers activity during student projects. The study focuses on computer science teachers, who often teach using the student projects. A software system for a participated definition of competences has been set up. A training course has been designed and implemented. Some student projects have been studied through teacher and student observation in the classroom and in laboratory. The results indicate a weak commitment on the part of teachers towards the competence-based approach. At the same time, exploiting students projects towards the project-based learning method encourages teachers to adopt a competence-based approach, provided the projects are carefully designed and effectively managed.
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Matteucci, Mariagiulia <1980>. „Item Response Theory models for the competence evaluation: towards a multidimensional approach in the University guidance“. Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2007. http://amsdottorato.unibo.it/377/1/tesi_dottorato_Mariagiulia_Matteucci.pdf.
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Matteucci, Mariagiulia <1980>. „Item Response Theory models for the competence evaluation: towards a multidimensional approach in the University guidance“. Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2007. http://amsdottorato.unibo.it/377/.
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Garyantes, Dianne M. „Toward a New Norm of Understanding: A Culturally Competent Approach to Journalism“. Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/61031.
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Mass Media and CommunicationPh.D.
In a time of expanding globalization and worldwide interconnectedness through the Internet, the need for a better understanding of diverse cultures has taken on a new urgency. One way people learn about cultures other than their own is through the news media. Yet journalists have long been criticized for their inability to represent the complexities of cultures. The concept of cultural competence has been used to enhance cultural understanding in a variety of professions, including health care, social work, psychology, business and public relations. This dissertation applied the concept of cultural competence to journalists, using as theoretical frameworks the social construction of reality and concepts related to social cognition. The study explored factors that contribute to or hinder the cultural competence of journalists, including multimedia journalistic practices that influence the cultural competence of reporters and their news coverage. To answer the research questions posed in this dissertation, an extensive case study was conducted in a multimedia journalism laboratory at Temple University in Philadelphia, PA, in which student reporters produce news pieces about urban neighborhoods. The research involved 223 surveys, 28 observations of students reporting in the field, and 71 in-depth interviews with student reporters, news sources, neighborhood representatives, and lab professors. A textual analysis also was conducted of selected multimedia news packages produced by the student reporters. Five key factors were found to influence the cultural competence of journalists: awareness of self; awareness of the complexity of "insider" or "outsider" status; use of journalistic ethics, norms and routines; knowledge of the other, and skills and attributes that influence knowledge of the other. New multimedia journalistic practices were found to provide the potential to move journalists and their news texts toward more cultural competence. This study provides new meaning for what it means to be a journalist as one who dwells in the borderlands, occupying liminal spaces and promoting understanding over current norms of objectivity. This new meaning could be supported by journalism education programs that encourage future reporters to strive for a culturally competent approach to reporting and news production that promotes understanding for themselves and their audiences.
Temple University--Theses
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Lillvist, Anne. „The applicability of a functional approach to social competence in preschool children in need of special support /“. Örebro : Örebro University, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-9014.
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Yang`, Sen, und Songyang Gao. „A new approach for analyzing the RL competence in 3PLs : A case study of FLB“. Thesis, Högskolan i Gävle, Institutionen för teknik och byggd miljö, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6582.
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Purpose – The purpose of our thesis is to introduce a new approach to help small and medium third party logistics service providers (3PLs) to develop and improve their Reverse logistics. Design/methodology/approach – A case study was adopted, and a qualitative questionnaire and face-to-face interview were used to collect the fundamental data. In addition, the multi-criteria decision-making tool-AHP and the Reverse Logistics audit model were used to analyze the case and to solve the problem of 3PLs in Reverse Logistics improvement. Findings – Under the fierce competition and in today’s volatile market, the Reverse Logistics is considered as a new competitive advantage to many 3PLs. However, the effective solutions in instructing 3PLs how to develop and improve their Reverse Logistics competence are still very scarce. Based on these, a new approach will be presented in this thesis to help 3PLs to solve problem. Limitations – There are two main limitations in our paper, which emerge in the two models we adopted. Regarding the Reverse Logistics audit model, we need more data of the case company to support our research. For the AHP method, the limitation is: the fact that general assumptions were used to provide correlative data in computation, and complex computation was simplified in order to show calculative processes clearly. Practical implications – FLB, the case company will be researched to verify the practical implication of our new approach. We believe through our approach, lots of small and medium size 3PLs will find it easier to get a holistic view of their RL competence, and know how to develop or improve it. Originality/value – How to evaluate and assess the RL competence will be presented separately from inside view of 3PLs and outside view of their customers. AHP and self-made RL audit model will be used to achieve then respectively. Keywords Reverse logistics, Analytic hierarchy process, Assessment tool, and 3PLs Paper type Case study/ Research paper
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Brand, David. „Shifting the I-R-F paradigm : an action research approach to improving whole-class interactional questioning competence“. Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3230.
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The Initiation-Response-Feedback (I-R-F) questioning sequence is perhaps the most common pedagogical discursive interaction, not just in classrooms, but in virtually every learning context; the educator asks a question, the learner responds and the educator gives feedback about that response. Children are introduced to these sequences from a very early age - usually through their formative communications with parents or adults - and continue to participate in them throughout their academic careers. In a whole-class school setting, these exchanges are notoriously teacher-dominated and tightly-controlled, characteristically offering students little time and opportunity to construct and develop their own ideas and thinking. Despite the myriad of changes in education over the last 20 years, it seems somewhat paradoxical that the stereo-typical I-R-F questioning sequence has exhibited such durability in its current form. The main aim of this research study was to investigate the degree to which the epistemological foundations of the whole-class I-R-F questioning sequence could be relocated from a traditionally behaviourist perspective towards a position more concomitant with social constructivism. Underpinning this philosophy is the belief that students should be given a much greater degree of interactional autonomy. The chosen methodology was based on an action research model with a multi-method approach for data collection. A framework of ‘best questioning practice’ was constructed in order to support teachers in improving their Interactional Questioning Competence (IQC) over the course of three action research cycles. In addition to this, three facilitators of change were employed as catalytic devices for enhancing teacher performance during the research; self-evaluation, focus group interviews and specialist coaching. The results show that although progress was made in many areas, other features of IQC were more resistant to change, largely as a result of the pedagogical goals of the teacher, the institutional motives of the school establishment and the political aspirations of current educational policy.
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Clements, Jami Beth. „The Impact of the Balanced Literacy Approach in Reading Instruction on Student Reading Motivation and Reading Competence“. W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1582642577.
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The purpose of this quantitative study was to investigate the impact Balanced Literacy Reading Instruction had on student motivation to read and student reading competence in the elementary school of one public school district. This study analyzed extant student summative reading assessment data and extant teacher observation data. The study also administered the Self-Regulation Questionnaire-Reading Motivation to measure the reading motivation of students who had received Balanced Literacy Reading Instruction in the district from first grade through fifth grade. The study sought to determine the amount of reading time administered during reading instruction during the implementation, the current level of student reading motivation, and the longitudinal growth of student reading competence. The study used the CIPP model of program evaluation for data collection on the context, input, process, and products of implementation and student results of the Balanced Literacy Reading Instruction. The findings of the study indicate that the Balanced Literacy approach is not being implemented with fidelity based on the disparity of student reading time between teachers. Based on survey results, the current level of student motivation to read varies significantly between students and does not reflect trends in motivation research. The students have not experienced significant growth in reading competence during implementation. Recommendations for future research and continuous program improvement include providing consistent and continuous professional development on Balanced Literacy, collecting baseline data on student motivation to measure growth, and analyzing the effect of Balanced Literacy Reading Instruction on student populations more aligned to the district’s student population.
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Clements, Jami Beth. „The Impact Of The Balanced Literacy Approach In Reading Instruction On Student Reading Motivation And Reading Competence“. W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593092023.
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The purpose of this quantitative study was to investigate the impact Balanced Literacy Reading Instruction had on student motivation to read and student reading competence in the elementary school of one public school district. This study analyzed extant student summative reading assessment data and extant teacher observation data. The study also administered the Self-Regulation Questionnaire-Reading Motivation to measure the reading motivation of students who had received Balanced Literacy Reading Instruction in the district from first grade through fifth grade. The study sought to determine the amount of reading time administered during reading instruction during the implementation, the current level of student reading motivation, and the longitudinal growth of student reading competence. The study used the CIPP model of program evaluation for data collection on the context, input, process, and products of implementation and student results of the Balanced Literacy Reading Instruction. The findings of the study indicate that the Balanced Literacy approach is not being implemented with fidelity based on the disparity of student reading time between teachers. Based on survey results, the current level of student motivation to read varies significantly between students and does not reflect trends in motivation research. The students have not experienced significant growth in reading competence during implementation. Recommendations for future research and continuous program improvement include providing consistent and continuous professional development on Balanced Literacy, collecting baseline data on student motivation to measure growth, and analyzing the effect of Balanced Literacy Reading Instruction on student populations more aligned to the district's student population.
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Weman-Josefsson, Karin Anna. „EXPLORING MOTIVATIONAL MECHANISMS IN EXERCISE BEHAVIOUR : Applying Self-determination theory in a person-centred approach“. Licentiate thesis, Psykologiska Institutionen Göteborgs Universitet, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25427.
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Involvement in physical activity (PA) and exercise behaviour is multifaceted and depends on bidirectional correlations between multiple factors; one avenue to increase the understanding of sustainable exercise behaviours would be to employ a motivational perspective. In this thesis, this was done by placing the primary focus on Self-determination theory (SDT) as a person-centred approach to study the motivational mechanisms believed to impact exercise behaviour based on the SDT process model. Study 1, conducted in a cross-sectional design, included 1,091 members of a web-based exercise service. Based on sophisticated mediation analysis, the results support the hypothesized associations between latent constructs and exercise behaviour in the related steps of the SDT process model. Moreover, moderating effects were discovered, demonstrating that these associations could differ in different subgroups based on gender and age. The results of Study 1 thereby represent a first indication that exercise intervention design might benefit from slightly different approaches when addressing different demographical groups like gender and age. Study 2 was conducted in a two-wave RCT design to test an SDT-informed intervention on 64 voluntary participants. Components of Motivational interviewing (MI), the Relapse prevention model (RPM) and Cognitive behavioural therapy (CBT) were used as practical application guidelines to deliver the intervention content. Results showed intervention effects on exercise level, exercise intensity and motivation quality as well as mediating effects of the RAI (Relative Autonomy Index; an index of the degree of self-determination), and identified regulation in relation to exercise behaviour. The experimental group also demonstrated significantly lower levels of extrinsic motivation than the control group post-intervention. Besides strong support for applying the basic tenets of SDT in the exercise domain, there are some main findings in this thesis. First of all, self-determined motivation was found to act as a mediating variable in the relationship between psychological need satisfaction and exercise, and these patterns of indirect effects differed across age and gender. This indicates that mechanisms in the SDT process model could vary (qualitatively) depending on subgroup, which carries potential implications for practice. Second, the results of Study 2 also provide evidence that the mediating mechanisms of the process model could be manipulated in an intervention, e.g. by creating need-supportive environments facilitating internalization and subsequent exercise behaviour. Furthermore, both studies demonstrated that identified regulation plays a prominent role in the motivational processes, supporting the significance of promoting internalization in activities like exercise. Finally, this thesis represents prospective value for the utility of employing a polytheoretical approach in exercise intervention design, more specifically regarding the prosperous outlooks in combining SDT with other theories and methods.Motion och fysisk aktivitet är multifacetterade beteenden som påverkas av komplexa samband mellan en mängd olika faktorer och ett sätt öka förståelsen för mekanismerna bakom hållbara motionsbeteenden är att studera motivationsrelaterade förhållanden och förutsättningar. Denna licentiatavhandling har därför en personcentrerad ansats som baseras på en deskriptiv processmodell som ingår i Självbestämmandeteorin (Self-determination theory; SDT). I Studie 1 genomfördes en tvärsnittsstudie på 1091 medlemmar i en web-baserad motionstjänst och avancerade medieringsanalyser genererade stöd för de hypotetiska relationerna mellan latenta variabler och motionsbeteende i processmodellen. Analyserna visade även modereringseffekter genom att dessa relationer skilde sig åt mellan grupper baserade på kön och ålder. Resultaten representerar därmed en första indikation på att utformandet av motionsinterventioner eventuellt kan gynnas av att anpassas till olika demografiska grupper, t ex baserat på kön och ålder. I Studie 2 genomfördes en intervention på 64 frivilliga deltagare i form av en RCT-design med två mätpunkter. Det SDT-baserade innehållet i interventionen förmedlades med hjälp av praktiska riktlinjer från metoderna Motiverande samtal (MI), Återfallsprevention (RPM) och Kognitiv beteendeterapi (CBT). Resultaten visade interventionseffekter på motionsbeteenden (mängd och intensitet), samt medieringseffekter av RAI (Relative Autonomy Index; ett index på graden av självbestämmande) och identifierad reglering i relation till motionsbeteende. Experimentgruppen uppvisade även lägre nivåer av yttre motivation än kontrollgruppen efter interventionen. Båda studierna är därmed i linje med det växande empiriska stödet för applicering av SDT inom motionsområdet och bidrar på flera sätt till kunskapsutvecklingen om motivationsrelaterade mekanismer. Det främsta bidraget är att självbestämmande motivation visade sig fungera som en medierande variabel i relationen mellan tillfredsställelse av psykologiska basbehov och motionsbeteende och att dessa latenta effekter skilde sig åt utifrån deltagarnas kön och ålder. Detta pekar på att mekanismerna i processmodellen kan variera i olika grupper, vilket skulle kunna påverka eventuella praktiska implikationer för framtida interventionsdesign. Vidare indikerar resultaten i Studie 2 att medieringsmekanismerna i processmodellen är möjliga att manipulera i en intervention, exempelvis genom att skapa stödjande miljöer som främjar internalisering och därigenom efterföljande motionsbeteenden. Båda studierna visar även att identifierad reglering har en viktig funktion i motivationsprocessen, vilket understryker betydelsen av att främja internalisering i aktiviteter som motion. Slutligen finns det argument för värdet av att anta en poly-teoretisk ansats i skapandet av motionsinterventioner, framförallt genom att kombinera SDT med andra teorier och metoder.
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Lee, Mee-oi. „An assessment of the degree to which a secondary school's English language teaching pilot scheme correlates with the principles of the communicative approach“. Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B42128249.
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Pujol-Ferrń, Mercè. „The design and evaluation of a Hypercard application : ESL through the communicative approach /“. Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11544818.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Typescript; issued also on microfilm. Sponsor: JoAnne Kleifgen. Dissertation Committee: Clifford Hill. Includes bibliographical references (leaves 140-144).
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Glaser, Karen. „News from the pragmatics classroom: Contrasting the inductive and the deductive approach in the teaching of pragmatic competence“. De Gruyter, 2016. https://ul.qucosa.de/id/qucosa%3A21364.
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While the role of pragmatic skills in a foreign or second language has been receiving increased attention both from a research and a language teaching perspective, there is still a lamentable scarcity of systematic empirical studies into the effectiveness of instructional methods in the teaching of pragmatics. Addressing this research gap, this article reports about a quasi-experimental study into possible differences between an explicit-inductive and an explicitdeductive instructional approach in the teaching of pragmatic skills in English as a Foreign Language (EFL), more specifically the teaching of offer refusals to 49 advanced adult EFL learners in Germany. The instruction consisted of three 90-minute lessons, which were spread out over the duration of a 15-week academic semester and designed according to the deductive principle and the inductive principle, respectively. While the deductive group was provided with metapragmatic rules directly at the beginning of the instruction, the inductive group only encountered such rules after engaging in language use and guided discovery. Production data was elicited by means of DCTs and role play in a pretest-posttest format. Effectiveness of instruction was operationalized by means of two indicators: Indicator 1 measured the increased usage of the strategies taught in class, while indicator 2 measured the approximation to a native speaker target. The results indicate that the gains in the inductive group surpassed those in the deductive group, suggesting that when situated within the explicit framework, inductive instruction is more effective in the teaching of pragmatic skills.
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Sullivan, Diana. „Setting the stage for critical thinking in clinical nursing education : a grounded theory approach“. Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834642.
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Critical thinking skills have been identified as important for practicing nurses to acquire. Therefore, nurse educators have a responsibility to improve the critical thinking skills of nursing students. There is limited research related to critical thinking and nursing education especially in the clinical environment. Nurses need finely honed critical thinking skills in order to be safe, competent, and skillful practitioners of their profession.The purpose of this research was to study the way nursing faculty use clinical situations to develop critical thinking in student nurses. The research question was: How do nursing faculty use clinical situations to develop critical thinking in nursing students?In researching this question a grounded theory approach was chosen. The grounded theory approach allows for the development of theory or extension of existing theory which can be used to build on or base future research in nursing education (Chenitz & Swanson, 1986).Data collection was completed using open-ended interviews and participant observation which is consistent with the grounded theory approach. The constant comparative method of data analysis was used to compare and contrast data between and among identified groups.Clinical nursing instructors were asked to participate in the study. The subjects were interviewed and observed teaching in the clinical environment. Confidentiality was guaranteed through coding and destruction of the field notes upon completion of the project. Participation was voluntary and subjects could withdraw at any time from the study.There were no identifiable risks involved in the study. Potential benefits were increased awareness of strategies to develop critical thinking skills and contributions to improve nursing education.Setting the stage for critical thinking in nursing education was identified as the core category. The data supported the development of critical thinking in the clinical environment related to trusting relationships in a risk-free environment. Teaching strategies that contribute to the development of critical thinking were identified. Nursing faculty recognize the importance of critical thinking to nursing and attempt to instill critical thinking in the nursing students.School of Nursing
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Parrott, Lynsey Carol. „Communication participation of adult aided communicators with cerebral palsy : a discourse analytic approach“. Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17593.
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The field of augmentative and alternative communication (AAC) has evolved since the 1970s, consequently there now exists a group of adults with cerebral palsy (CP), in the UK, who are life-time users of AAC prescribed as an intervention for their complex communication impairments. Ten adults, aged between 20-55 years, participated in conversations about their unique life experiences and aspirations, using AAC, including voice output communication aids (VOCAs). The ability and opportunity to interact and communicate personal accounts has significance for conceptualizing outcomes of intervention. Clinical practice informed this research project. A qualitative research design was employed to explore questions about the extent to which adult aided communicators talk about their lives, aspirations and opinions; the past life experiences participants talk about and finally how they talk about their quality of life. Conversational-styled, semi-structured interviewing using literature-guided questions yielded rich interactional data. A discourse analytical approach to the 34 interviews was taken. Findings identified a number of ordinary interactional features and discourses. Aided communicators used multimodal communication to interact and converse, positioning through their contributions as assertive speakers and engaged recipients. Interactional turns were managed with participants using unaided communication signals as conversational continuers. Participants demonstrated how to manage others who speak on their behalf. Examples of interactional repair were noted when participants pre-empted breakdown. Managing novel utterances was a feature with unexpected responses challenging the listener’s position. Participants constructed VOCA-mediated utterances to share long-term memories, worries, satisfaction with life, and aspirations. Aspirations included community ambitions and creating fulfilling daily lives. Some participants expressed frustration but balanced this against a position of contentment. Some participants also demonstrated personal responsibility and positioned themselves through their talk as contributors to communities. Recommendations for clinical practice are suggested that include the provision of adult clinical services and interaction focused intervention for adult aided communicators with cerebral palsy.
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Raja, Khairuddin Raja Farhana. „A computational approach to studying the evolution of streptococcal quorum sensing systems“. Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/a-computational-approach-to-studying-the-evolution-of-streptococcal-quorum-sensing-systems(85598abb-8085-4777-885b-160e99466148).html.
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For many years, researchers have studied the social lives of bacteria to understand intra- and inter-species interactions. Cell-cell communication, also known as quorum sensing (QS), is used by bacteria to coordinate their behaviour in response to environmental conditions. The QS system in Streptococcus species is well known to regulate competence. Studies show that Streptococcus pneumoniae has two homologous QS systems: 1) the competence (Com) system that regulates competence; and 2) a bacteriocin-like peptide (Blp) system that regulates the production of bacteriocins. Both functions are widespread in the genus. In S. pneumoniae, the Blp QS system shares a common ancestor and has similar features to the Com QS system. However, the evolutionary relationship between these QS systems remains obscure. SUCRE methodology was developed to identify the QS homologous genes in the streptococcal species. SUCRE uses four complementary approaches: homology search, putative gene finding, regulon construction, and evolutionary analysis. The performance of SUCRE was assessed in comparison with other orthology detection methods. SUCRE is precise in identifying the QS homologous genes and has similar performance to OrthoMCL. The QS system structures are found to be conserved across the streptococcal species. A streptococcal species phylogeny was constructed from the ribosomal and tRNA synthetase gene families. Using the QS genes identified from SUCRE and the streptococcal species phylogeny, the study infers the evolution of the QS systems in Streptococcus species. The study shows that the QS systems evolved as a regulon unit. The paralogous relationship between each of the QS systems suggests that duplication has a huge influence on functional divergence of the QS systems in the genus. Although, horizontal gene transfer (HGT) is commonly found in bacteria, little evidence is found to support that the effect of HGT on the functional divergence of the QS systems in this genus. However, the QS regulon genes of the same QS system are found to be non- vertically transferred across species that signifies that the HGT event promotes the sequence variation between these genes.
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Lindley, Lyndsay Margaret. „Competence in everyday interaction : a conversation analytic approach to repetition, confusion and getting things done when living with dementia“. Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/14314/.
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The World Health Organization (WHO, 2012) has identified dementia as a global health priority urging major improvements to awareness and understanding the needs of people with dementia and their caregivers. The growing prevalence of dementia (Alzheimer’s Disease International, 2015) makes provision of care a pressing concern. A goal for people affected by dementia is to maintain independence by living well for longer, maintaining social interaction and contributing to the community (Department of Health, 2009). Since the majority of people diagnosed with dementia are living in their own homes (WHO, 2012), there is a need for research to improve understanding of good care and communication for community-dwelling people with informal caregivers. The findings of this study contribute to existing knowledge of how communication can support independence and well-being when living with dementia. Adopting a competence-based model (Coupland, Coupland and Giles, 1991) of life with dementia, this unique investigation has revealed positive interactional practices to sustain social interaction and involvement in family and community life. Despite episodes of memory lapse, confusion and delusion, the person with dementia demonstrates authority, expertise and wisdom. This study investigates the interactional practices of a woman diagnosed with dementia (7 years prior to participation in this project) in conversation with a variety of interlocutors including family caregivers, teenage grandchildren and community service providers. Drawing on a corpus of 15 hours of conversation, recorded in a range of naturally occurring settings, the interaction is explored primarily through applied conversation analysis and supported by caregiver interviews and extensive ethnographic observations. The findings of this study demonstrated that a significant amount of repetition generated in interaction with a person with dementia is entirely typical in character. For example, repetition is pervasive in typical talk (interaction not involving persons with known cognitive impairment), where it is used in greetings, repair and humour as well as marking the boundaries of discourse, claiming authority and building social solidarity (Schegloff, 1996, 1997, 2011; Heritage and Raymond, 2005; Tovares, 2005; vi Curl, Local and Walker, 2006; Tannen, 2007; Bolden, 2009). Furthermore, it is found that repetitious questions produced by the person with dementia can be self-scaffolding devices, helping to orient the person in the here-and-now. The overwhelming character of the conversations in these data is that the person with dementia is competent and assertive. The study reveals how the social environment empowers the person with dementia to demonstrate her competence and expertise and that the practices of the conversational partners enable and support this. Where previous studies have focused on how conversational partners can collaborate in co- constructing competence, this study additionally demonstrates evidence that the person with dementia has the ability to negotiate epistemic authority and often re-orient herself following episodes of disorder. Although the person with dementia at the centre of this case study is a ‘very special lady’ (in the words of her daughter-in-law), she represents countless people with dementia who wish to be taken seriously and to feel empowered to take an active part in their community (Department of Health, 2009; Sabat and Lee, 2011). This thesis makes an original contribution to understanding competence in everyday interaction when living with dementia.
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Yang, Chen-Yuan. „Promoting communicative competence through drama in elementary English as a foreign language“. CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1723.
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Goh, Lee Sung Andrew. „A correlation-based epistemological approach to understanding the role of competence utilisation in innovation strategy : the experience of Singaporean firms“. Thesis, University of London, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271158.
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Syrbe, Jörn [Verfasser], Ira [Akademischer Betreuer] Diethelm und Oliver [Akademischer Betreuer] Kramer. „Competence identification in computer science teaching materials : a quantitative approach based on information retrieval / Jörn Syrbe ; Ira Diethelm, Oliver Kramer“. Oldenburg : BIS der Universität Oldenburg, 2020. http://d-nb.info/1222161281/34.
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Agbatogun, Alaba Olaoluwakotansibe. „Comparative effect of interactive mobiles (clickers) and communicative approach on the learning outcomes of the educationally disadvantaged Nigerian pupils in ESL classrooms“. Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7932.
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Effective teaching that promotes learners’ active engagement and the development of communicative proficiency has been a challenge to teachers of English as a second language (ESL). Previous research on second language (L2) teaching has shown that L2 learners improve better in communicative skills when they are actively engaged, participate in communicative tasks that facilitate interaction and are provided with the opportunity to use the target language in the classroom. This study focuses on improving ESL learners’ learning outcomes in remotely-located primary schools in Nigeria. The study aimed to test whether the introduction of Personal Response System (PRS) and communicative approach can improve pupils’ English-language communicative competences and their attitudes towards English learning. Specifically, this study examined the extent to which significant differences exist in pupils’ communicative competence performance scores and learning gains based on teachers’ use of a communicative approach, PRS and lecture methods in the ESL classroom. Furthermore, the research also attempted to find out whether pupils’ attitudes towards the learning of English would significantly differ based on teaching strategy. Attitudes of pupils and teachers towards the interventions were also investigated. A pre-test and post-test non-randomised control group design was adopted in this study. Some qualitative data were also collected to augment the quantitative main data. Ninety nine pupils from three intact classes in different schools in Ijebu-North local government, Ogun-State, Nigeria were assigned to two experimental groups and one control group. In addition to the traditional use of textbooks, one of the experimental groups was taught using communicative activities, while the second experimental group experienced communicative tasks blended with the use of a personal response system. The control group received the conventional classroom instruction (lecture method), including the use of the English language textbook. In order to provide answers to the research questions and the hypothesis of this study, English Language Listening Tests and English Language Speaking Tests, Pupils’ Attitude to English Language Lesson Questionnaire, Pupils’ Attitude to Clickers’ Questionnaire and Pupils’ Attitude to Communicative Approach Questionnaire were administered at the pre-and post-test stages of the research. These instruments were also complemented with data from classroom observation, video recording of the instructional process, and audio-recorded interviews with the teachers and selected pupils in the experimental groups. The results indicate that the two experimental groups showed greater improvement in communicative competence than did the control group; but the PRS group improved more than the communicative approach group both in listening and speaking skills development. Moreover, pupils’ learning gains were statistically different, with the PRS group having the highest gain scores above the communicative approach group, while the control group did not experience increased learning gains. The results also reveal pupils’ mixed-reactions with respect to their attitudes toward the English language lesson and the interventions. Teachers’ attitudes toward the interventions were in the positive direction.
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Вакал, Юлія Сергіївна, und Yuliia Serhiivna Vakal. „Про важливість використання синергетичного підходу у формуванні аналітичної компетентності майбутніх магістрів освіти“. СумДПУ імені А. С. Макаренка, 2018. http://repository.sspu.sumy.ua/handle/123456789/6111.
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Про важливість використання синергетичного підходу у формуванні аналітичної компетентності майбутніх магістрів освіти.В тезах висвітлюється питання важливості використання синергетичного підходу у формуванні аналітичної компетентності майбутніх магістрів освіти.
The thesis discusses the importance of using the synergetic approach in shaping the analytical competence of future masters of education.
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Головань, М. С. „Компетенція та компетентність: семантико-термінологічний дискурс“. Thesis, Сумський державний педагогічний університет ім. А.С. Макаренка, 2011. http://essuir.sumdu.edu.ua/handle/123456789/62968.
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Проаналізовано підходи до означення понять “компетенція” та “компетентність” як базових понять компетентнісного підходу. Встановлено взаємозв’язок між цими поняттями, обґрунтовано їх розмежування. Компетенція – це коло питань, в яких людина добре обізнана (або має повноваження). Компетентність – це інтегративне утворення особистості (якість особистості), що є результатом опанування компетенцій. Компетентність виявляється в успішно реалізованій у діяльності заданої компетенції.The abstract analyzes the approaches to defining the concepts of "competency" and "competence" as the basic concepts of competence-based approach. The relationship between these concepts, justified their separation. Competency – a range of issues in which a person is well aware (or has the authority). Competence – an integrative personal education (quality of the individual), which is the result of mastering the competency. Competence is manifested in the successfully implemented in the activity of a given competency.
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Pierce, Katherine. „An evaluation of the effectiveness of Play Bank : a peer-mediated approach to develop the interactive play of pre-school children“. Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-evaluation-of-the-effectiveness-of-play-bank--a-peermediated-approach-to-develop-the-interactive-play-of-preschool-children(90e35086-512a-4c5d-af02-a5ab283855b5).html.
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Interactive play in the Early Years Foundation Stage (EYFS) provides crucial opportunities for young children to develop a range of skills which are important for social development. Play Bank provides structured opportunities based on ‘Resilient Peer Treatment’ (Fantuzzo et al. 1996; 2005) for children to engage in peer-mediated play sessions, and has been found to increase the play interaction of shy and withdrawn preschool children in an initial small-scale study by the current author. This research seeks to extend the evidence base for Play Bank in UK schools by examining perceptions of change in young children’s peer interaction and social competence, as well as school staff’s views of the facilitators and barriers to carrying out the intervention. One primary school was identified within the researcher’s current Local Authority and five target children were identified on the basis of teacher observations and EYFS profile scores. The views of 18 peers, two teaching staff and five parents were sought. A multiple embedded case study design was employed, using mixed methods of data collection at three time intervals. The quantitative methods comprised teacher and parent measures of children’s play-based social competence, whole class sociometric nominations and structured observations of children’s free play. Qualitative data were gathered in a semi structured group interview with the two teaching staff. Quantitative data were summarised using descriptive statistics and qualitative data were transcribed and a thematic analysis applied. The findings indicated that children who participated in Play Bank sessions displayed increased peer interaction and play-based social competence over the course of time. The study extends understanding regarding implementation issues for Play Bank and provides further evidence for the effects of Play Bank on young children’s peer interaction and social competence.