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Mikula, Brendon David. "The Essential Skills Framework: Developing expert-like fluency with simple procedural skills." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429536663.
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Elieson, S. Willard (Sanfred Willard). "Development of an Expert System to Teach Diagnostic Skills." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331448/.
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The primary purpose of the study was to develop an expert system that could C D perform medical diagnoses In selected problem areas, and C2) provide diagnostic Insights to assist medical students In their training. An expert system Is a computer-based set of procedures and algorithms that can solve problems In a given domain. Two research questions were proposed. The first was "Given a problem space defined by a matrix of diseases and symptoms, can a computer-based model be derived that will consistently perform accurate and efficient diagnoses of cases within that problem area?" The second question was "If the techniques derived from the model are taught to a medical student, is there a subsequent improvement of diagnostic skill?" An expert system was developed which met the objectives of the study. It was able to diagnose cases in the two problem areas studied with an accuracy of 94-95%. Furthermore, it was able to perform those diagnoses in a very efficient manner, often using no more than the theoretical minimum number of steps. The expert system employed three phases: rapid search by discrimination, confirmation by pattern matching against prototypes, and elimination of some candidates (impossible states) by making use of negative information. The discrimination phase alone achieved accuracies of 73-78%. By comparison, medical students achieved mean accuracies of 54-55% in the same problem areas. This suggests that novices could improve their diagnostic accuracy by approximately 20% by following the simple rules used in the first phase of the expert system. Curricular implications are discussed. When 49 first-year medical students at the Texas College of Osteopathic Medicine were exposed to some of the insights of the expert system by means of a videotaped 10- minute lecture, their diagnostic approach was modified and the accuracy of their diagnoses did improve. However, the degree of Improvement was not statistically significant. Recommendations for further research are made.
3
Boyer, Eva. "Expert video modeling with video feedback to enhance gymnastics skills." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002467.
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Hyslop, Alan. "Modelling of expert nurses' pressure sore risk assessment skills as an expert system for in-service training." Thesis, University of Glasgow, 1988. http://theses.gla.ac.uk/2932/.
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In the nursing literature to date there have been no reported applications of `cognitive simulation' nor of intelligent Computer Assisted Learning. In Chapter 1 of this thesis a critical review of existing nurse education by computer is used to establish a framework within which to explore the possibility of simulation of thinking processes of nurses on computer. One conclusion from this review which is offered concerns the importance of firstly undertaking reliable study of nursing cognition. The crucial issue is that an understanding must be gained of how expert nurses mentally represent their patients in order that a valid model might be constructed on computer. The construction of a valid computer based cognitive model proves to be an undertaking which occupies the remainder of this thesis. The approach has been to gradually raise the specificity of analysis of the knowledge base of expert and proficient nurses while seeking concurrently to evaluate validity of the findings. Reported in Chapter 2, therefore, are the several experimental stages of a knowledge acquisition project which begins the process of constructing this knowledge base. Discussed firstly is the choice of the skill domain to be studied - pressure sore risk assessment. Subsequently, the method of eliciting from nurses top-level and micro-level descriptors of patients is set out. This account of knowledge acquisition ends with scrutiny of the performance of nurse subjects who performed a comprehensive simulated patient assessment task in order that two groups might be established - one Expert and one Proficient with respect to the nursing task. In Chapter 3, an extensive analysis of the data provided by the simulated assessment experiment is undertaken. This analysis, as the most central phase of the project, proceeds by degrees. Hence, the aim is to `explain' progressively more of the measured cognitive behaviour of the Expert nurses while incorporating the most powerful explanations into a developing cognitive model. More specifically, explanations are sought of the role of `higher' cognition, of whether attribute importance is a feature of cognition, of the point at which a decision can be made, and of the process of deciding between competing patient judgements. Interesting findings included several reliable differences which were found to exist between the cognition of subjects deemed to be proficient and those taken as expert. In the final part of this thesis, Chapter 4, a more formal evaluation of the computer based cognitive model which was constructed and predictions made by it was undertaken. The first phase involved analysis in terms of process and product of decision making of the cognitive model in comparison to two alternative models; one derived from Discriminant Function Analysis and the other from Automated Rule Induction. The cognitive model was found to most closely approximate to the process of decision making of the human subjects and also to perform most accurately with a test set of unseen patients. The second phase reports some experimental support for the prediction made by the model that nurses represent their patients around action-related `care concepts' rather than in terms of diagnostic categories based on superficial features. The thesis concludes by offering some general conclusions and recommendations for further research.
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Capitão, Jorge Alexandre Fernandes. "Relatório Integrador de atividade Profissional - Food Safety." Master's thesis, ISA/UL, 2015. http://hdl.handle.net/10400.5/10943.
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Mestrado em Engenharia Alimentar - Especialidade em Segurança Alimentar - Instituto Superior de Agronomia<br>After the degree of 5 year`s duration I obtained in Agro‐Industrial Engineering, in the Instituto
Superior de Agronomia, this professional activity integrator report, aim`s obtaining the Master’s
degree in food engineering, specializing in hygiene and food safety.
In 2004 I finished a post‐graduation in financial management in Escola Superior de Tecnologia e
Gestão de Portalegre and since 1997 till the time in which this report is written, that I took several
short courses to improve my knowledge in agrifood, agriculture and management.
I started my professional activity in 1994 in a company named Monforqueijo in which I stayed until
2010. In this company I had several jobs through the time I spend there, I worked as a technician;
manager and Chief Financial Officer and Chief Executive officer.
During those years I was also a consultant to Selfrio of group SONAE, I also worked; for the
Portuguese Farmers Association as an expert in food safety and quality; for the Committee of
Professional Agricultural Organisations (COPA) in Brussels and as an assemblyman in the city hall of
Monforte (Portalegre region).
In 2011, I started working in a dairy factory named Bilores and in 2012 I changed jobs to group
Fertiprado in which I stayed for a year and half, in June 2014, I started working as deputy director in
the Ministry for Agriculture and the Sea.
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Doerksen, Paul Frederic. "A study of the aural-diagnostic and prescriptive skills of preservice and expert instrumental music teachers /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487850665557913.
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Keller, Daniel L. "The identification and validation of teaching skills critical to generic elementary classroom teaching as determined by expert consensus among educator subgroups /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu14878480784499.
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Willis, Timothy John. "Affective Dispositions and Cognitive Skills in Critical Thinking: Implications for Measurement, Training, and Team Performance." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0001335.
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Keller, Bradley Scott. "A profile of game style, physical, technical and tactical skills, and the pathways that underpin expertise in Australian youth soccer players." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2145.
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The attainment of expertise has been the focus of research in many domains including music, chess and sport. This research has progressed with many theories detailing the best way to develop expertise and nurture talent in sport. Soccer is a multifaceted sport which requires a number of physical, technical and tactical skills to be successful, making it difficult to achieve expertise. Although Australia’s performance on the international stage is improving, there is a lack of evidence to inform the most effective development pathways to support the next wave of talented youth soccer players. Therefore, the aim of the thesis was to understand what is required to be an expert in Australian youth soccer, and which environmental factors can influence the development of expertise in youth soccer players.
To enhance our understanding of the development of expertise in Australian soccer, the current thesis was guided by the Expert Performance Approach (Ericsson & Smith, 1991) and included three individual studies which captured expert performance, identified underlying mechanisms and examined how expertise was developed. Sixty-two male soccer players (17.0 ± 0.61 y) who represented three cohorts in Australian youth soccer; national elite (Australian Institute of Sport), state elite (state institute) and sub-elite (state league) participated in this study.
Study One captured expert performance through an in-depth analysis of the match characteristics of the three levels of expertise. A total of 24 matches across the three levels of expertise in Australian youth soccer were analysed, with each match videoed and manually coded using SportsCode according to frequently used match characteristics from the literature. A hierarchical cluster analysis was used to see if teams with similar technical characteristics could be grouped together in order to make inferences about distinctive tactics and game styles. There were three game styles identified across the cohorts, with the state and national elite cohorts forming two distinct clusters, whilst the sub-elite teams clustered together based on technical output. More specifically, the two elite cohorts executed two different possession styles of play, while the sub-elite cohort played a direct style of game. Although it was clear that technical output and game styles differed across cohorts, it was not clear which underlying mechanisms allowed teams to play this way.
The aim of Study Two was to identify which skills could distinguish the three levels of Australian youth soccer players and contribute to an explanation of the different game styles identified in Study One. This was done using a multifaceted testing battery including physical, technical and tactical tests. The physical tests included intermittent endurance, sprinting, change of direction and vertical jumps, the technical tests included short and long passing, dribbling and shooting, while the tactical test was a perceptual-cognitive decision-making task which required players to choose the correct option in a video-based task. There were a number of physical, technical and tactical outcome measures that could distinguish between cohorts based on the Receiver Operating Characteristic curves. The most prominent tests included the Yo-Yo Intermittent Recovery Test Level 1, 30m sprint and 20m flying start, height, Loughborough Soccer Passing Test, long passing test, ball control, shooting test and perceptual-cognitive decision-making task. Furthermore, the multidimensional analysis could clearly differentiate players from each cohort based on a Cumulative Total Score for each player. It is evident that the underlying mechanisms for expert performance in Australian youth soccer included elements of physical, technical and tactical prowess which may contribute to the differences in game styles observed in Study One.
Study Three examined how expertise is developed in Australian youth soccer players. The participants completed the Development History of Athletes Questionnaire (DHAQ) (Hopwood, Baker, MacMahon, & Farrow, 2010). A decision tree induction analysis was used to determine which developmental factors contributed most to the predictor variable, the Cumulative Total Score. The amount of sport specific practice distinguished the two highest skilled groups from the lower skilled players. There were then two distinct pathways taken by the elite Australian youth soccer players. The first pathway included players who were later born in their family and had older siblings that participated in other sport, which contributed to their development in soccer. The second pathway included those players who were born early in their family (first or second), with this group specialising later in soccer (after the age of 13), compared to the second tier of athletes.
Overall it was clear that there were distinguishing game styles for various levels of Australian youth soccer players. The elite players had underlying physical, technical and tactical attributes that allowed them to execute a possession-based game style. This thesis has provided evidence that the national elite players had followed a different pathway and been exposed to different environmental influences compared to the sub-elite players, factors that had contributed to their current level of expertise and success. This work provides Football Federation Australia and associated personnel with a strong framework upon which to base their talent identification and development programs given this thesis was able to provide evidence of distinct game styles, physical, technical and tactical skills distinguishing playing levels and differing pathways exhibited by the athlete cohorts.
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Jarodzka, Halszka [Verfasser], and Peter [Akademischer Betreuer] Gerjets. "In the eye of an expert : Conveying perceptual skills in biological and medical domains via eye movement modeling examples / Halszka Jarodzka ; Betreuer: Peter Gerjets." Tübingen : Universitätsbibliothek Tübingen, 2011. http://d-nb.info/1162626992/34.
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Chiodo, Robert L. "Effects of Intelligent Computer-Aided Instruction Using Hypermedia, Database, and Expert Systems on the Skills Development and Performance of Entry-Level, Adult, WordPerfect Students." NSUWorks, 1995. http://nsuworks.nova.edu/gscis_etd/451.
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The problem reported in this study is but a small part of much larger education problem. The larger problem revolves around a general apathy for continued learning and its counterpart towering competence. Intelligent computer-aided instruction (lCAI) is one alternative method that has been suggested for effectively teaching the masses.
The purpose of this study was to develop and test the effects of a four-module instructional system model on the skills development and performance of entry-level, adult, WordPerfect students.
This study used a post-test only control and treatment group design, Cronbach's reliability alpha, factor analysis, Pearson’s correlation coefficient, and a t-test for independent samples in the experimental process. It was found after a six-week term that the class (n= 17) composed of heterogeneous, adult, entry-level, students receiving the ICAl treatment scored significantly higher on the experiment's evaluations than the traditional-taught class (n=17) which did not utilize the computerized model.
The author concluded that the computerized ICAl model was effective in improving the responsiveness and learning experience of the participating students. It was also concluded that students of entry-level WordPerfect training perceive ICAI as a valuable instructional tool.
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Meiring, Linda. "A distribution model for the assessment of database systems knowledge and skills among second-year university students." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2009. http://hdl.handle.net/11462/44.
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West, Sumaya. "From novice to expert: assessment of the levels of expertise of South African Chartered Accountants and Auditors in an academic and professional programme using the Dreyfus's Five-Stage Model of Skills Acquisition." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/24510.
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Knowledge in professional and business related courses are grounded in real-world business contexts, which influence the theoretical aspects of an academic programme. Most students in South Africa lack prior business and auditing knowledge, which makes it difficult for them to transfer the theoretical business knowledge, skills and attributes acquired in an educational setting, to the workplace setting. The challenge for auditing educators is to facilitate the acquisition and transfer of theoretical auditing knowledge in preparation of and application for the workplace. Research studies suggest that there is a key dilemma within continuing professional education and development, which mainly relates to the tension between the academic knowledge, skills and attributes and the knowledge, skills and attributes required in professional auditing practice. The purpose of this qualitative study was to assess and compare the development of professional competencies and related expertise of different individuals at different stages in their professional auditing careers. The Dreyfus's five-stage model of skill acquisition (Dreyfus's model) offers a useful theoretical framework for understanding how individuals acquire knowledge and skills through formal instruction and experience. The five stages of the Dreyfus model are identified as novice, advanced beginner, competent, proficient and expert. In this study, the adapted Dreyfus's model was used to assess the knowledge and skills needed of auditors at various stages in an academic and professional training programme in South Africa. Using ten semi-structured interviews, this study highlights the differences in the levels of expertise between experienced auditors and auditors at the novice stage of proficiency. Participants in this study included audit graduates, audit trainees and audit managers. The study found that there were distinct stages in skills development, generally in line with those suggested by the Dreyfus's model, and that there were major shifts in individuals' practice with the development of professional expertise. Central to the movement from one stage to the next is the way in which meaningful connections are made between what is already known (theory) and its application (practice). In developing a framework for understanding what auditing knowledge, skills and experiences are required at various stages, this study informs further development plans for educational workplace settings that are specifically designed for individuals to progress from one developmental stage to another.
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Nagdee, Saffiya. "The relationship between a selection battery and the academic performance of students on an MBA programme." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/27260.
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The study is a quantitative analysis into the selection process of the Masters in Business Administration (MBA) programme at the Tshwane University Technology (TUT). The selection battery used at TUT to select the MBA applicants is comprised of the Situation Specific Evaluation Expert (SpEEx), the English Literacy Skills Assessment (ELSA), and the 15 Factor Questionnaire (15FQ+). This test battery aims to obtain information on an applicant with regards to his/her cognitive potential (verbal and non-verbal ability), language proficiency, and personality. Therefore, the aim of the study was to investigate the relationship between the selection battery and the academic performance of those students selected into the MBA programme at TUT by examining the differences between the scores of the psychometric selection batteries and the academic performance of those students selected. Upon analyses and interpretation of the data it was determined that there were no statistically significant differences between the scores of the different components of the selection batteries used and the academic performance of those selected.<br>Dissertation (MEd)--University of Pretoria, 2011.<br>Educational Psychology<br>unrestricted
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Murphy, Colm Padraig. "The role of contextual information in expert anticipation." Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/16118.
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While it is well established that expert performers can pick up and utilise postural cues to anticipate more effectively than less-skilled counterparts, the role of contextual information in expert anticipation has received relatively little research attention. The aims of this thesis were to highlight the importance of contextual information in anticipation, identify specific sources of contextual information that impact anticipation, and examine how this information is used. In five studies, skilled and less-skilled tennis players were presented with videos or animations of the same open play rallies. The animations omitted postural information, constraining participants to anticipate based on contextual information alone. First, participants anticipated more accurately than chance in both display conditions. Skilled participants were more accurate than less-skilled participants, with the difference being greater in the video condition. Second, gaze data and retrospective verbal reports were collected when viewing the animations. Skilled participants displayed different gaze behaviour and more thoroughly evaluated the presented information than less-skilled participants. Third, animations were manipulated to depict or omit potential sources of contextual information. The preceding shot sequence was shown to be a useful source of contextual information, particularly for skilled participants. Additionally, player positioning could be used to anticipate highly accurately in absence of any other information. Finally, the option generation strategies underpinning expert anticipation were examined. Participants generated fewer options when postural cues were available compared with when constrained to the use of contextual information alone. Moreover, skilled participants generated more task-relevant and fewer task-irrelevant options than less-skilled participants. Collectively, these findings increase understanding of the role of contextual information in expert anticipation and further highlight the complex nature of perceptual-cognitive expertise.
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Hamlin, Michael D. "Knowledge and skill components of expert and novice software users /." Thesis, Connect to this title online; UW restricted, 1991. http://hdl.handle.net/1773/7828.
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Davidson-Kelly, Kirsteen Mary. "Mental imagery rehearsal strategies for expert pianists." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/14215.
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For pianists working within the western art music tradition, the ability to perform a large and complex repertoire from memory is almost a prerequisite for a successful career. Memorising and maintaining this repertoire requires considerable practice and can lead to physical overuse syndromes. Additionally, automated motor memory developed via physical practice is not always sufficient for secure recall, often leading to performance anxiety. It is important therefore for professionals to identify optimal practice strategies, and mental rehearsal has been widely advocated as a potential means of enhancing memorisation and performance fluency while at the same time avoiding physical overuse. The results of three studies that examined mental imagery rehearsal by expert pianists, adopting a mixed methods approach, are presented in this thesis. The first was a participant observation study of a course at which eleven advanced pianists learned to use a memorisation technique incorporating deliberate imagery; the study aimed to describe the teaching and learning of specific imagery techniques and to examine the potential advantages and drawbacks of this approach. The second study was an online questionnaire survey of thirty six piano students at UK conservatoires designed to investigate the teaching and implementation of mental rehearsal techniques at advanced training levels; the survey found that despite a widespread awareness of imagery rehearsal as a potentially effective strategy, training in specific techniques was not consistently available, and recommended mental practice strategies were adopted much less consistently than strategies involving physical practice. Finally, an fMRI study of fourteen expert pianists aimed to determine the neural correlates of imagery rehearsal and simulated piano playing. Differences observed in brain activation between tasks suggested increased involvement of working memory processes during mental imagery. The thesis concludes that mental imagery rehearsal techniques are acquired skills that can be taught and improved over time and which have specific advantages over motor learning, but that more pedagogical training is needed in order for these techniques to become fully effective and widely adopted.
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Denis, Dan. "The neural basis of expert anticipation in a real-world skill." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/17927/.
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In many sports such as tennis, football, and basketball, the ability to anticipate the actions of an opponent is a key component of expert performance. Behavioural research has shown that expert athletes are able to identify and comprehend anticipatory cues present in the kinematics of an opposing player and use them to anticipate the end goal of an action. The aim of the work reported here was to investigate the neural basis of this anticipation skill in athletes. Specifically, the thesis focuses on the role of the sensorimotor system in facilitating this ability, based on evidence showing that the sensorimotor system is involved in the understanding of other people’s actions. First, two behavioural experiments are presented showing the development of an anticipation test that is able to distinguish expert and novice participants based upon their response accuracy. Then the role of sensorimotor activity in facilitating anticipation skill is investigated using EEG. Event-related power changes in cortical sensorimotor oscillations in the mu (8-13Hz) and beta (15-25Hz) frequency bands are used as indices of sensorimotor activity, based on the findings of previous work. It was found that earlier and greater event-related desynchronisation (ERD) occurred in the expert group, compared to the novices, in both the mu and beta frequency bands. This suggests greater use of the sensorimotor system during action anticipation in athletes, whilst viewing domain specific actions. However, traditional channel-based analyses of this measure are flawed in that volume conduction effects mean mu and non-mu alpha activity can become mixed. This means it is unclear the extent to which mu activity specifically indexes the sensorimotor system, as opposed to other processes such as attentional demand. As a potential solution to this issue, the data was re-analysed using independent component analysis (ICA) to separate out the underlying brain processes ongoing during the anticipation task. Expertise-related differences in mu and beta ERD were then analysed on independent component (IC) activity. The ICA analysis largely replicated the channel analysis, with earlier and greater ERD in expert athletes in ICs relating the sensorimotor activity. No group differences were found in ICs relating to non-mu, alpha activity. This suggests group differences were specific to sensorimotor activity, providing evidence that sensorimotor activity is key in distinguishing expert from novice athletes on an action anticipation task. In Chapter 5, a novel analysis method was used. Mu and beta ERD in the two groups were contrasted between trials that were subsequently anticipated correctly versus trials that were subsequently anticipated incorrectly. In the experienced group only, it was found that there was greater beta ERD for correctly anticipated trials compared to incorrectly anticipated trials. There were no differences in mu ERD between correct and incorrect trials. Furthermore, overall mu and beta ERD significantly negatively correlated with anticipation accuracy in the experienced group, suggesting a higher accuracy is associated with greater sensorimotor ERD during prior observation. Finally, in Chapter 6 the results are summarised and their implications within the wider literature considered, as well as a discussion of limitations and future directions.
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Michie, Jean Hayes. "Structure of interactive decision skill in novices and experts." Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248524.
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Morris-Binelli, Khaya. "Individual differences in anticipation of expert field hockey goalkeepers: Improving perceptual-motor skill." Thesis, Morris-Binelli, Khaya (2020) Individual differences in anticipation of expert field hockey goalkeepers: Improving perceptual-motor skill. PhD thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/60325/.
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This PhD thesis implemented a mixed-methods approach to investigate individual differences in performance, learning, and transfer of expert athletes’ capabilities to anticipate. In study 1, international field hockey goalkeepers and coaches were interviewed to understand their beliefs regarding anticipation of the drag-flick in penalty corners. Participants reported that pre-match video analysis, perception and action, as well as psychological factors are vital to anticipate the drag-flick. Study 2 employed a single-subject design and video-based temporal occlusion paradigm to investigate individual differences in expert and emerging-expert male field hockey goalkeepers’ integrated pick-up of contextual and opponent kinematic information for anticipation. Results indicated some expert and emerging-expert goalkeepers were able to integrate these sources of visual information to anticipate. Thereafter, a sub-sample of goalkeepers participated in a video temporal occlusion anticipation training program with pre, post, retention video tests, as well as a pre-post transfer field test. Some goalkeepers received the intervention and some did not. All intervention goalkeepers, but not the controls, improved on aspects of the video temporal occlusion and field penalty corner tests. Match statistics for two goalkeepers who received the training were also tracked using a multiple-baseline design. Results indicated no improvement in the control baseline phases, but an indication of improvement post-intervention. Study 3 employed a single-subject design to investigate individual differences in expert and emerging-expert female field hockey goalkeepers integrated pick-up of contextual and kinematic information to anticipate across female and male opponents. Results indicated some goalkeepers were able to transfer the capability to anticipate the drag-flick across different opponents. Overall, these findings advanced theoretical knowledge of visual anticipation through an individualized approach in a population of truly expert participants.
Furthermore, the findings provide practical implications for skill acquisition specialists, sport psychologists, and coaches to evaluate and improve the visual anticipation of their athletes.
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Catano, Paul L. "Turning an Expert Reference Librarians' Skill Into computer Software: A Practical Application of Artificial Intelligence Techniques." NSUWorks, 1987. http://nsuworks.nova.edu/gscis_etd/447.
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Literature and research in the areas of£ question negotiation and reference direction were gleaned for sets of generally accepted rules about a professional reference librarian’s skills. The sets of rules allowed the development of a rule-based system to address an important function in libraries - providing reference assistance to patrons.
An expert system is a program that takes the place of human experts by codifying the knowledge and rules they use to reach their conclusions. A computer equipped with an expert's knowledge has the ability, like a good assistant, to do things for the library in the way the reference librarian would do them. This looms as a potential revolution in the productivity of the library because it would free personnel to accomplish other tasks.
The goal of this project was to develop and implement a knowledge-based system to automate the reference process in libraries. The system was based upon library experts who worked with standard reference tools on typical reference questions encountered in libraries. The system was localized to be specific to the reference collection of St. Thomas Aquinas High School in Fort Lauderdale, FL. The expert system was evaluated as a success by producing advice that was equivalent to or an improvement upon that given by its human counterparts on a given set of questions.
The results of the evaluation indicated that the expert system would produce results that are not only more reliable, but also more efficient than those of a reference librarian. While the librarian often directed patrons to the first source of information that occurred to him/her, the computer, on the other hand, quickly evaluated and selected the best sources available. An expert system developed as described would not only reduce the time necessary to answer questions, but also increase the number of sources it cites as appropriate to the reference problem area.
Relevant research and a complete knowledge-based program are included.
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Adams, Danielle. "Exploring the attentional processes of expert performers and the impact of priming on motor skill execution." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/5082.
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It is widely acknowledged that under situations of heightened pressure, many expert athletes suffer from performance decrements. This phenomenon has been termed ‘choking under pressure’ and has been the subject of extensive research in sport psychology. Despite this attention, gaps in the literature remain leaving opportunities for further advancements in knowledge about the phenomenon, particularly in relation to its underlying processes and the development of appropriate interventions that can be adopted in order to alleviate, or even prevent choking. The present programme of research, in general terms, aimed to develop and test the efficacy of an intervention tool, based on priming, to alleviate choking under pressure. It was acknowledged that such a tool should be matched to the mechanisms that underlie the choking process and although an abundance of research has provided valuable information about these mechanisms, it was identified that there still remains a lack of consensus regarding the most appropriate explanatory theory. Therefore the initial study in this thesis aimed to provide further insight into the processes that govern choking by examining accounts from elite international swimmers of their experiences of performing under high levels of pressure. The results provided further support for the postulation that choking under pressure occurs as a result of a combination of conscious processing hypothesis (Masters, 1992) and processing efficiency theory (Eysenck & Calvo, 1992) and that an optimum level of skill-focused attention is beneficial to performance. The following studies utilised this information as well as that of the existent theories of choking, to develop and examine an effective priming based intervention tool (a scrambled sentence task). Specifically, Studies 2, 3 and 4 examined the amount of residual working memory available after activation of the prime, the optimisation of the priming task and the efficacy of the tool in promoting performance under high pressure respectively. Results revealed support for the efficacy of the tool in reducing online skill-focused attention and promoting performance under both low- and high-pressure conditions. Finally, the general themes that emerged throughout the whole programme of study are discussed, as well as the limitations and recommendations for future research. Implications for coaches, athletes and practitioners are also presented.
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Berry, Jason. "Expert perceptual and decision-making skill: identification, development and acquisition in a team invasion spoet / Jason Berry." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18394.pdf.
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Goldstein, Lizabeth Alexandra. "Cognitive Therapy for Depression Provided by Novice and Expert Therapists: Comparison of Skill Acquisition and Patient Outcomes." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1432225327.
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Gubler, Nicholas Burr. "Outcomes for Professionals and Companies Through Student-Professional Reverse Mentoring Sessions." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7774.
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This qualitative inquiry explores the outcomes that professionals, and their companies, experience when they participate in a student-professional reverse mentorship. Professional development is used across all trades and professions as a way to increase employee skills and improve product/service quality. Reverse mentoring, where a novice teaches the more experienced individual, is a relatively new approach in professional development. When the reverse mentoring scenario is between students and professionals, instead of professionals and their colleagues, we know that students benefit from the reverse mentoring process but little is known about what outcomes the professionals experience. This research reports that professionals experience similar benefits through student-professional reverse mentoring as they experience through colleague reverse mentoring.
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Shintaku, Koji. "Essays on International Trade and the Division of Labor within Firms." Kyoto University, 2015. http://hdl.handle.net/2433/200426.
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Schulte-Römer, Nona, Etta Dannemann, and Josiane Meier. "Light Pollution – A Global Discussion." Helmholtz Centre for Environmental Research GmbH – UFZ, 2018. https://slub.qucosa.de/id/qucosa%3A35641.
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In recent years, artificial light at night is increasingly recognized as a multifaceted problem that is expanding on a global scale. Astronomers were the first to criticize the loss of the dark, star-filled night. In recent years, biologists, physicians, and scientists from many other disciplines have joined the protest against light pollution.
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Reed, Kathaleen. "Skill sets required for environmental engineering and where they are learned." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2407.
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The purpose of this study was to investigate the knowledge, skills, abilities and traits environmental engineers need. Two questions were asked: what skills are considered important, and where are they learned? Dreyfus and Dreyfus' novice-to-expert model, which describes a progressive, five-step process of skill development that occurs over time on the job and through practical application, was used to frame this study. This study extended prior research by including data on professional skills and seeking the input of working professionals: in this case, the technical staff at the California Department of Toxic Substances Control. Quantitative methodology and descriptive statistics were used for data collection and analysis. Results showed that experienced professionals agree that professional or soft skills are essential are essential in the workplace Many technical skills are learned over time, through practice and meaningful application on the job that builds on principles learned through formal training. Professional skills are developed through a combination of formal training and experiential learning from work, or through life experiences. The implications for higher education are twofold. Environmental engineering programs would benefit by integrating professional skills development with existing curricula, and by giving students opportunities to develop experiential knowledge in the workplace. Results indicated that environmental engineering professionals with higher levels of education and more experience believed that science and mathematics were most appropriately learned in school, while engineering, skills in technology and other technical areas were best developed through a combination of formal education with experiential learning. The more experienced people also believed that life experiences, rather than work or school, were the best way to develop professional skills. These findings confirm the Dreyfus & Dreyfus model, which indicates that individuals move from novice to expert based on experience. Environmental engineers would benefit through continuing education and in-service training. Collaborative initiatives between higher education and practitioners in environmental engineering may prove mutually effective and beneficial to students, workers, educational institutions and employers.
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Carlbo, Elisabeth. "Erhållen kompetens i utveckling : Gymnasieelevers uppfattningar av kompetens för arbete i pedagogisk verksamhet efter Barn – och fritidsprogrammet." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5629.
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Anyster, Wendy. "A qualitative investigation into the formation of self-efficacy beliefs of skilled professional employees in a South African fruit export organisation." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/5846.
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Inchamnan, Wilawan. "A framework for analysing creative activity within puzzle-game play experiences." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/82214/1/Wilawan_Inchamnan_Thesis.pdf.
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This thesis is an analyzing creative processes that can be fostered through computer gaming. Outcomes from the research build on our knowledge of how computer games foster creative thinking. The research proposes guidelines that build upon our understanding of the relationship between the creative processes that players undertake during a game and the components of the game that allow these processes to occur. These guidelines may be used in the game design process to better facilitate creative gameplay activity. A significant research contribution is the ability to create games that facilitate creative thinking through engaging interactions with technology.
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Childers, Marie B. Childers. "Individual Differences in Using Context to Resolve Phonological Ambiguity." Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1528056981332172.
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Maeda, Julienne K. "Effects of expert coaching on teacher behaviors of preservice adapted physical educators and the collateral effects on student engagement and motor skill acquisition of preschoolers with and without disabilities in an inclusive context /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488191667181724.
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Al, Hinai Issa Abdullah Said. "'They cannot write as well as we expect; why'? : a multi-case study of stakeholders' perceptions of factors that hinder graduates of colleges of technology mastering technical writing skills requested in the Omani market." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34542.
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This project addresses a continuing problem in technical education: the perceived mismatch between the report writing skills of technical college graduates and the demands of report writing in the workplace. This problem is commonly identified in surveys of employers, who express dissatisfaction with the writing skills of their new hires, and has most often been examined with surveys of alumni from these colleges, who express dissatisfaction with the writing preparation they received (Al- Mahrooqi & Denman, 2016). The study is specifically designed to find out why graduates of Colleges of Technology (CoT) have difficulty in performing technical report writing tasks as well as expected by workplace managers and how academic text features are different from or similar to professional text features. This project took a new approach to investigating the problem. This multi-case study employed the combined use of semi-structured interviews and document analysis methods. This involved a total of 19 interviews with (1) report writing tutors and courses designers and students in three (COT) and (2) employees and their employers in local telecommunication and banking firms. The project then focused on the empirical analysis of structural and linguistic features in a corpus of 168 reports written by numerous students of CoT and by practitioners from the firms. This combination brought multiple perspectives to the interpretation of the issue being investigated in relation to the different participants, but also contextualised the analysis of the texts within the social and cultural situations from which the participants came. Findings suggested that CoT graduates' experience with writing for workplace purposes in the contexts of the study is influenced by both institutional and contextual factors. These factors interact to hinder the graduates’ mastery of context-appropriate writing. The key institutional factors are a) task requirements, and b) awareness of texts’ audience. The key contextual factor is the absence of coordination between the two investigated contexts, namely CoT and corporates. Within each of these broad categories, there are also subcategories that further demonstrate the complexity of graduates’ writing and the multitude of elements that shape graduates’ writing in both university and future workplace. The thesis concludes by presenting practical and theoretical implications for corporate officials, teachers, and course designers. The study recommends that internal and external communication is needed between CoT and corporates as through the establishment of such effective channels of communication between these camps we will be able to bridge the current perceived gap and better equip graduates for the challenges of workplace writing. It is hoped that in addressing the research aims these findings may be beneficial to understanding the contextual factors that assist or hamper the progress of the undergraduates' technical writing. It is also anticipated that such a comprehension may guide course designers, writing tutors, and discipline lecturers to detect the preparations required to best sustain students' negotiation of technical writing to better prepare students to adapt to the demands of academic and work contexts.
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Gunvik-Grönbladh, Ingegerd. "Att bli bemött och att bemöta : En studie om meritering i tillsättning av lektorat vid Uppsala universitet." Doctoral thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-234705.
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The general purpose of this thesis is to contribute to further understanding of the academic appointment process explored and defined as participation in a collegial educational process. The appointment process for academic positions has historically been regulated by state authorities ever since the first university was established in Sweden and has continuously been questioned for necessity, procedure etc. The object of study is the appointment process focusing the consideration of teaching skill in appointing academic teachers. A theoretical construction is used as a method in order to grasp what the experts and applicants consider. The thesis draws theoretical inspiration from the French sociologist Pierre Bourdieu especially his work on social practice and his explanations within praxeological knowledge. In this thesis cultural capital, habitus and doxa are used as concepts for constructing a social practice. Inspired by Bourdieu’s concepts, the appointment process is made visible grounded on documentation: judgments of qualifications written by external experts and the applicants’ documentation in their applications. The empirical material on merits is analyzed according to Bourdieu’s indicators on symbolic capacities. The disposition of habitus (as an inner organizing principle) is limited to cultural capital and background demographic data. The indicators on scientific skill are also transmitted into symbolic capacities on teaching skill. Three appointments as assistant professors are analyzed, framed by information on advertisement, description of documentation, time lapse and final decision in appointment committees. The main conclusions are that the experts select whom to appoint using their practical sense unaware of the driving forces, explained as social practice. The experts act in line with the purpose of the assignment and they follow all the rules and instructions. Teaching skill is focused by the applicants and experts as practical mastery in the subject field (pedagogical authority). Selection is explained by the concept of habitus. Another conclusion is the tendency to “nuanced” co-optation similar to when appointments were made by self selection and teaching ability was important in early 19th century. A final conclusion is that in positioning of arguments in shared beliefs (doxa) in questioning the appointment process, researchers in the early years of this century represent heterodox opinions.
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Haustein, Rocco. "Die Exportabhängigkeit südwestsächsischer Industrie-KMU und internationale Mitarbeiterqualifikationen." Doctoral thesis, Universitätsbibliothek Chemnitz, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-137159.
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Die Region Südwestsachsen wird von kleinen und mittleren Industrieunternehmen (Industrie-KMU) geprägt. In der vorliegenden Arbeit wird gezeigt, dass der wirtschaftliche Erfolg dieser Unternehmen maßgeblich von deren Exportgeschäft abhängt. Eine solche große Bedeutung des Außenhandelsgeschäfts verlangt von den Beschäftigten der Unternehmen spezielle Qualifikationen ab. Diese Dissertationsschrift versucht, diese sog. „internationalen Qualifikationen“ durch die Untersuchung ausgewählter Unternehmen und industrienaher Dachorganisationen und Verbände sowohl zu charakterisieren als auch qualifikatorische Defizite in den Unternehmen aufzuzeigen und mögliche Lösungsstrategien anzuregen.
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Becker, Theresa. "Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5129.
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Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.<br>Ph.D.<br>Doctorate<br>Education and Human Performance<br>Education; Instructional Technology
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Ljungbo, Kjell. "Language as a Leading Light to Business Cultural Insight : A Study on Expatriates' Intercultural Communication in Central and Eastern Europe." Doctoral thesis, Stockholms universitet, Företagsekonomiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-39620.
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Language competence is decisively important in international business and could increase efficacy, efficiency, sales and profits. Language is an underresearched area in business studies though language constitutes management and the managers building structures, processes, cultures and personalities being the most vital working tool to get things done and make them understandable. Since 1970 Swedish companies lose market shares globally and in Europe. In an era requiring better foreign language skills there is a declining trend among young Swedish business people and students in other languages than English. The aim of this study is to investigate and analyse the role of language in intercultural business communication between Swedish expatriates and locals in Serbia, The Czech Republic, Ukraine, Romania and Bulgaria and indirectly also Russia and Poland. To understand the business culture in these countries the author has learned the local language in these seven countries taking 3687 private language lessons. This improves the researcher’s understanding of the culture and its people giving directness and depth in communication, independence and receptivity. This ethnographically inspired hermeneutic study holds semi-structured interviews with expatriates. Better language skills among expatriates – particularly in the local language - could make them more self-dependent and win contracts and it strengthens closeness to customers, relationship and trust, strategic view and ability and also operational effectiveness and efficiency enabling their companies to gain market shares. Using Weber’s ideal types the cultural significance structures emerge featuring the cultures in these countries showing that expatriates have to strengthen the ability of the locals in the areas of trust, responsibility and initiative, independent thinking, holistic view, win-win thinking and reduce fear while the expatriates’ own abilities in these areas are strengthened if they speak the local language. Language strategies permitting the expatriate to be more communicatively and linguistically self-dependent are having a common company language, using multilingualism or having the expatriate speak or learn to speak the local language where the advantages, disadvantages and characteristics of these and other aspects of the role of language are given in ideal types.
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Tossonian, Méghane. "Les règles phonologiques universelles : comment contribuent-elles aux stratégies de lecture chez les adultes normo-lecteurs et illettrés ?" Thesis, Université Clermont Auvergne (2017-2020), 2019. http://www.theses.fr/2019CLFAL025.
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L’activité de lecture est une étape essentielle dans le développement socio-cognitif des enfants. Cette étape peut être source de difficultés. Cependant, si la majorité des apprenants parviendront à surmonter ces difficultés, certains ressortiront du système scolaire sans avoir acquis les compétences et maîtrises de base (i.e., lecture, écriture, etc). En effet, actuellement en France, 7 à 10 % de la population est concernée par l’illettrisme. Déclarée grande cause nationale en 2013, l’illettrisme reste néanmoins actuellement un sujet tabou et qui n’a pas connu le même engouement de recherches que les autres troubles de la lecture. L’hypothèse avancée par le peu de données disponibles est que ces personnes souffriraient d’un déficit phonologique. Cependant, ce qui sous-tend ce déficit phonologique est loin d’être limpide. La plupart des études conduites en langue française se sont attachées à décrire le rôle d’éléments spécifiques à cette langue comme facteurs explicatifs des difficultés observées. Malheureusement, une telle approche semble insuffisante car elle n’a pas réussi à expliquer précisément leurs difficultés de lecture. Une approche alternative basée sur des principes linguistiques universels (en particulier la grammaire phonologique universelles ; GPU) semble être plus pertinente pour cerner la nature et l’origine de telles difficultés. En effet, la sensibilité à la GPU a déjà été mise en évidence dans de nombreuses langues, y compris le français (anglais, coréen, russe, etc.) et semble orienter les stratégies de segmentation et influencer les schémas phonologiques d’experts-lecteurs et de personnes présentant des déficits phonologiques (i.e., dyslexie, aphasie). Ainsi, mes travaux de thèse avaient pour but d’identifier le rôle et la contribution de la GPU sur les stratégies de segmentations syllabiques, chez des lecteurs experts possédant des connaissances phonologiques robustes et automatiques, ainsi que chez des personnes illettrées<br>Reading acquisition is an essential stage of children’s socio-cognitive development. However, some face difficulties in learning to read. Although most of them would overcome these reading difficulties, some fail to acquire normal reading skills in particular since they will quit the school system without having acquired basic knowledge and skills (i.e., reading, writing, etc.). To date, functional illiteracy is a social and public health issue. It concerns from 7-to-10% of the French population, but it remains a taboo topic and scientific research dedicated to this is still rare. A main hypothesis in the scientific literature argues that functional illiteracy ensues from a phonological deficit. However, the causes of this deficit remain unclear. Most of the studies about functional illiteracy conducted in French language aimed at studying the role of French language-specific features. Unfortunately, such approach seems to be insufficient since it failed to precisely account for their reading difficulties. Alternative approaches rooting in universal linguistic principles (in, particular the universal phonological grammar; UPG) seem to be relevant to pinpoint the nature and the origin of such difficulties. In fact, sensitivity to UPG has already been evidenced in many languages including French (e.g., English, Korean, Russian, etc.) and appears to drive the segmentation strategies and influence the phonological patterns of skilled readers but also in people presenting phonological deficits. Thus, my PhD work was directed to identify the role and the contribution of UPG on the syllable segmentation strategies, in skilled readers who have automatized the reading activity, and also in functional illiterate people
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Bourrier, Yannick. "Diagnostic et prise de décision pédagogique pour la construction de compétences non-techniques en situation critique." Electronic Thesis or Diss., Sorbonne université, 2019. http://www.theses.fr/2019SORUS002.
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Les compétences non-techniques (CNT) sont un panel de capacités métacognitives complémentant les compétences techniques, et garantissant la réalisation d’une activité technique sûre. Elles jouent un rôle particulièrement important dans la gestion de situations critiques, et ce dans de nombreux domaines, comme la conduite automobile, ou la médecine d’urgence. Les travaux de cette thèse ont eu pour but de contribuer à la construction d’un environnement virtuel pour l’apprentissage humain (EVAH) de ces compétences non-techniques, via l’expérience de situations critiques. Les travaux se sont focalisés sur deux aspects fondamentaux pour la mise en place d’un EVAH. Dans un premier temps, nous nous sommes focalisés sur la conception d’une architecture de diagnostic des compétences non-techniques de l’apprenant, un problème complexe, « mal-défini » au regard du faible degré de formalisation du domaine, de la nature en temps réel de cet apprentissage, et des relations, propres à chaque individu, entre criticité, compétences techniques et compétences non-techniques. Cette architecture associe connaissances du domaine, apprentissage machine et un réseau bayésien, afin de franchir l’important gap sémantique séparant l’activité perceptivo-gestuelle de l’apprenant produite au sein d’un environnement virtuel, de l’évaluation épistémique de ses compétences. Dans un second temps, nous avons consacré nos efforts à la conception d’un module pédagogique capable de raisonner sur la base du module de diagnostic pour proposer à chaque apprenant un voyage à travers la criticité qui lui soit adapté, personnalisé, et à même de renforcer ses CNT. Ce module associe connaissances issues du réseau bayésien, à un algorithme d’apprentissage par renforcement de type « bandit manchot », pour guider l’apprenant vers une maîtrise toujours plus grande de ses compétences non-techniques. Les expérimentations ont eu pour but de valider les choix de modélisation. Elles se sont basées sur des données réelles, obtenues au cours de sessions d’apprentissage réalisées sur un simulateur « grande échelle » de conduite automobile, pour mettre en évidence la robustesse et la capacité de couverture de l’architecture de diagnostic. Nous avons ensuite conçu un jeu de données synthétiques pour évaluer les capacités du module pédagogique à proposer des situations d’apprentissage adaptées aux singularités de chaque apprenant, et à mêmes de contribuer au renforcement de ses CNT<br>Non-technical skills (NTS) are a set of metacognitive abilities that complement technical skills and allow for a safe and efficient technical activity. They play an important role during the handling of critical situations, in many domains, including driving or acute medicine. This thesis work focused on the building of a virtual environment for learning (VEL), dedicated to the training of these non-technical skills, through the experience of critical situations. The main contributions target two fundamental aspects with regards to the construction of such a VEL. First, we focused our efforts on the conception of an architecture able to diagnose a learner’s NTS. This is an ill-defined problem, given the low degree of domain knowledge, the real time aspects of this learning process, and the unique relations between criticality, technical, and non-technical skills. This architecture combines domain knowledge, machine learning, and a Bayesian network, to cross the semantic gap between the learner’s perceptual-gestural activity inside the VEL, and the diagnostic of high level, cognitive, NTS. Second, we built a pedagogical module, able to make decisions based on the diagnostic module, in order to build a « journey through criticality » adapted to each of our learners’ characteristics, in order to strengthen said their NTS. This module associates the knowledge about the learner obtained by the Bayesian network, with a reinforcement-learning « multi-armed bandit » algorithm, to reinforce the learner’s NTS through time. Experiments were conducted in order to validate our modelling choices. These experiments were first conducted on real user data, obtained during training sessions performed on a « large scale » driving simulator, in order to evaluate the robustness of the Bayesian network as well as its ability to provide varied diagnostics given its inputs. We then built a synthetic dataset in order to test the pedagogical module, more specifically its capabilities to provide adapted learning situations to learners of different profiles, and to contribute to these learner’s acquisition of NTS through time
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Bourrier, Yannick. "Diagnostic et prise de décision pédagogique pour la construction de compétences non-techniques en situation critique." Thesis, Sorbonne université, 2019. http://www.theses.fr/2019SORUS002/document.
Full textAbstract:
Les compétences non-techniques (CNT) sont un panel de capacités métacognitives complémentant les compétences techniques, et garantissant la réalisation d’une activité technique sûre. Elles jouent un rôle particulièrement important dans la gestion de situations critiques, et ce dans de nombreux domaines, comme la conduite automobile, ou la médecine d’urgence. Les travaux de cette thèse ont eu pour but de contribuer à la construction d’un environnement virtuel pour l’apprentissage humain (EVAH) de ces compétences non-techniques, via l’expérience de situations critiques. Les travaux se sont focalisés sur deux aspects fondamentaux pour la mise en place d’un EVAH. Dans un premier temps, nous nous sommes focalisés sur la conception d’une architecture de diagnostic des compétences non-techniques de l’apprenant, un problème complexe, « mal-défini » au regard du faible degré de formalisation du domaine, de la nature en temps réel de cet apprentissage, et des relations, propres à chaque individu, entre criticité, compétences techniques et compétences non-techniques. Cette architecture associe connaissances du domaine, apprentissage machine et un réseau bayésien, afin de franchir l’important gap sémantique séparant l’activité perceptivo-gestuelle de l’apprenant produite au sein d’un environnement virtuel, de l’évaluation épistémique de ses compétences. Dans un second temps, nous avons consacré nos efforts à la conception d’un module pédagogique capable de raisonner sur la base du module de diagnostic pour proposer à chaque apprenant un voyage à travers la criticité qui lui soit adapté, personnalisé, et à même de renforcer ses CNT. Ce module associe connaissances issues du réseau bayésien, à un algorithme d’apprentissage par renforcement de type « bandit manchot », pour guider l’apprenant vers une maîtrise toujours plus grande de ses compétences non-techniques. Les expérimentations ont eu pour but de valider les choix de modélisation. Elles se sont basées sur des données réelles, obtenues au cours de sessions d’apprentissage réalisées sur un simulateur « grande échelle » de conduite automobile, pour mettre en évidence la robustesse et la capacité de couverture de l’architecture de diagnostic. Nous avons ensuite conçu un jeu de données synthétiques pour évaluer les capacités du module pédagogique à proposer des situations d’apprentissage adaptées aux singularités de chaque apprenant, et à mêmes de contribuer au renforcement de ses CNT<br>Non-technical skills (NTS) are a set of metacognitive abilities that complement technical skills and allow for a safe and efficient technical activity. They play an important role during the handling of critical situations, in many domains, including driving or acute medicine. This thesis work focused on the building of a virtual environment for learning (VEL), dedicated to the training of these non-technical skills, through the experience of critical situations. The main contributions target two fundamental aspects with regards to the construction of such a VEL. First, we focused our efforts on the conception of an architecture able to diagnose a learner’s NTS. This is an ill-defined problem, given the low degree of domain knowledge, the real time aspects of this learning process, and the unique relations between criticality, technical, and non-technical skills. This architecture combines domain knowledge, machine learning, and a Bayesian network, to cross the semantic gap between the learner’s perceptual-gestural activity inside the VEL, and the diagnostic of high level, cognitive, NTS. Second, we built a pedagogical module, able to make decisions based on the diagnostic module, in order to build a « journey through criticality » adapted to each of our learners’ characteristics, in order to strengthen said their NTS. This module associates the knowledge about the learner obtained by the Bayesian network, with a reinforcement-learning « multi-armed bandit » algorithm, to reinforce the learner’s NTS through time. Experiments were conducted in order to validate our modelling choices. These experiments were first conducted on real user data, obtained during training sessions performed on a « large scale » driving simulator, in order to evaluate the robustness of the Bayesian network as well as its ability to provide varied diagnostics given its inputs. We then built a synthetic dataset in order to test the pedagogical module, more specifically its capabilities to provide adapted learning situations to learners of different profiles, and to contribute to these learner’s acquisition of NTS through time
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Wang, Hong. "Conditional Convergence: A Study of Chinese International Students’ Experience and the New Zealand Knowledge Economy." Thesis, University of Canterbury. School of Language, Social and Political Sciences, 2014. http://hdl.handle.net/10092/9658.
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Since the mid-1990s, New Zealand has become a popular study destination for international students. In its neo-liberal knowledge economy policies including an export education policy, international education agenda, and skilled immigration policy, international students are conceptualised as ideal policy subjects: free, rational and self-interested knowledge consumers and globally available human resources. International postgraduates are expected to contribute to New Zealand’s knowledge economy with their knowledge and skills. However, both the statistics and empirical research suggest that these students’ experiences do not always coincide with the policy expectations owing to the involvement of multiple political and non-political factors and actors including international students themselves. Cultural differences in particular, generate extra challenges for these policies to recruit and serve international students and retain international graduates from non-Western cultural backgrounds including those from Mainland China. The gap between the policy intentions and these students’ experiences draws our attention to the roles of multiple regimes of government and individual students as active agencies in overseas study and raises the question of how the two aspects can converge to achieve a ‘good’ overseas study in a complicated culture-crossing policy environment.
This thesis takes a post-structuralist approach and uses an adapted Foucauldian conceptual framework that develops the concept of governmentality to explore the experiences of a group of postgraduate Chinese international students studying at two New Zealand universities. It combines documentary research, an online survey and 56 in-depth interviews for data collection with culturally informed discursive, Foucauldian descriptive statistical and Foucauldian narrative analyses of data. The findings show that the convergence between New Zealand’s knowledge economy policies and Chinese students’ experiences of ‘good’ overseas study is not straightforward. This thesis argues that Chinese international students are not made and governed by a singular political power like the New Zealand Government but by multiple regimes of practices through which these students are assembled. Chinese cultural mechanisms such as filial piety, reciprocity and loyalty, play a crucial role in constituting the field of international education and assembling regimes of subjectification. Moreover, these cultural mechanisms are not only embodied in governmental technologies themselves as technical means, but also activated through the coexistence of multiple rationalities, the hybridisation of regimes of subjectification and cross-cultural applications of these technologies.
This thesis helps explain both ways in which Chinese students get ‘made into’ subjects who are willing to constitute themselves as international students obliged to come to New Zealand and contribute to the knowledge economy and also the constellations of factors motivating them to move away from on-going, constant and regular engagement with New Zealand as a knowledge economy. With its findings, the thesis attempts not only to provide valuable policy recommendations but also to contribute to sociological understandings of the global governance of border-crossing population movements and comparative studies in the sociology of education.
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Abuorabi, Yousef. "Skills of forensic accountants as expert witnesses and admissibility of expert testimony." Thesis, 2019. http://hdl.handle.net/1959.7/uws:56773.
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The demand for accounting expert witness services has increased over the past decade, as has the diversity of areas that expert witnesses are required to cover. Consequently, many universities and colleges are currently considering adding forensic accounting courses to their curriculum (Wang et al. 2016, DiGabriele 2010). Identifying appropriate forensic accounting skills will aid both academia and professional bodies to integrate these skills into their accounting curriculum (Bhasin 2016). This will help accounting students of tertiary institutions and professional bodies gain appropriate forensic accounting skills and techniques (Seda & Kramer 2015).
Accounting expert witnesses are called to testify in cases related to accounting or financial matters, such as fraud cases, that are beyond the knowledge or understanding of judges and jurors. Their expert testimony is provided as opinion evidence based on the expert’s training, study or experience. Accordingly, forensic accountants (FAs) should acquire skills that enable them to perform their duties as expert witnesses effectively (DiGabriele & Huber 2015; Heitger & Heitger 2008). Analysing the existing literature has revealed a lack of studies focusing on the skills that FAs require, specifically on litigation support services in the context of Australia (Bhasin 2016; van Akkeren & Tarr 2014). Therefore, the present study attempts to fill a knowledge gap and contribute to the development of this professional niche in Australia and the other countries.
This study aims to investigate the main skills that FAs should possess to act as expert witnesses in courts from the perception of three stakeholder groups: lawyers, professional accountants and accounting academics. Additionally, this study inspects the factors affecting the admissibility of expert testimony. Further, it inspects the variance in the perceptions of the above three groups regarding the skills required for expert witnesses. Moreover, the research project explores the essential requirements that are required for FAs to practice expert witnessing and litigation support services before the court in the Australian context—including level of education, area of specialisation, forensic accounting credentials, the career pathway of accounting expert witnesses and computer-based forensic techniques. Institutional theory and agency theory are adopted to underpin and explain the objectives of the study. From an institutional perspective, identifying the skills, ethics and other requirements that FAs should possess to act as expert witnesses will improve their work and assist the efforts to standardise forensic accounting as a profession in Australia. This will reduce the institutional pressures on forensic accounting and meet the expectations of those who use these services, thus legitimising and improving the industry. On the other hand, from an agency perspective, improving the skills of FAs will reduce the conflict between the principal (users of FAs services) and the agent (FAs), which thus reduces agency costs by aligning the objectives of principal and agent.
The study is a descriptive design utilising a mixed-methods approach with quantitative and qualitative elements. A literature review was conducted to identify the basic skills of accounting expert witnesses, which led to developing a literature-based list of forensic accounting skills (LFAS). The list contains six sets of skills in forensic accounting. A set of hypotheses was formulated and tested by using data collected from a questionnaire and interview survey. The questionnaire was distributed by email using the online survey distribution tool, Survey Monkey, and the interviews were conducted by phone. Data collected from these two techniques were analysed using statistical analysis software, including Excel, the statistical package for social science (SPSS), analysis of variance (ANOVA) and NVivo.
The findings from the questionnaire and interviews were used to test and validate the LFAS. The results indicated that the participants agreed on the importance of numerous skills that FAs should possess to practice expert witness services, such as communication skills, auditing skills, investigative flexibility, legal knowledge, ability to simplify information and professional independence. In contrast, the respondents disagreed on the importance of other skills, such as knowledge and understanding of criminology, management, family law knowledge, confidence, a creative mindset and public interest. In the interviews, participants also highlighted the importance of new skills that were not previously addressed by relevant studies or the questionnaires’ results, such as attention to detail, computer skills, critical thinking and valuation skills.
Study results also revealed the factors that can affect the admissibility of accounting expert witnesses from the participants’ perspectives. One important result is the objectivity of the expert. A second important result is the view that the experts must comply with the court rules and code of conduct for accounting expert witnesses. A third result was that the experts’evidence must be based on their study, training and experience and that the report evidence submitted to the Court must be relevant, reliable and within the scope of tasks assigned to the experts. Finally, results revealed the belief that the expert’s opinion should be supported by facts and that expert witnesses should demonstrate the methods and documents used to prove these facts.
The findings also identified the main requirements for FAs to act as expert witnesses from the perspective of major stakeholders, including that the master’s degree was considered the appropriate level of education for FAs; that law was selected as the preferred discipline for FAs, along with a degree in accounting; that CPA or CA was chosen as the best credentials for expert witnesses in accounting; that obtaining a degree in accounting with practical experience in a related field was the best path for commencing a career as a FA expert; and that special computer skills in forensic and investigation packages were deemed critical for FAs.
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Nandagopal, Kiruthiga Ericsson K. Anders. "An expert performance approach to examining individual differences in study strategies." Diss., 2006. http://etd.lib.fsu.edu/theses/available/etd-03162006-112627.
Full textAbstract:
Thesis (M.S.)--Florida State University, 2006.<br>Advisor: K. Anders Ericsson, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed June 7, 2006). Document formatted into pages; contains vii, 125 pages. Includes bibliographical references.
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Fazel-Zarandi, Maryam. "Representing and Reasoning about Skills and Competencies over Time." Thesis, 2013. http://hdl.handle.net/1807/43557.
Full textAbstract:
To stay competitive within the market, organizations need to accurately understand the skills and competencies of their human resources to better utilize them and more effectively respond to internal and external demands for expertise. This is particularly important for most services organizations which provide a variety of products and services to multiple and changing clients. The ability to accurately locate experts is also important to knowledge workers. From this perspective, finding individuals with appropriate knowledge and skills is important for accomplishing knowledge intensive tasks and solving complex problems.
This thesis focuses on the problem of representing and reasoning about skills and competencies over time for more effective human resources management and expert finding. Proper modeling of skills and competencies provides, among other things, a common language for assessments, a foundation for consistent interviewing, a linkage between performance management and learning, and a means for aligning business strategy and skills for driving organizational performance. It also improves knowledge management by making explicit what the organization knows and can perform.
In this thesis, we present a framework for profiling human resources over time. In particular, we use first-order logic to represent and reason about expertise, skills and competencies and capture information about sources of skill and competency information. The framework provides:
- a formal ontology for skill and competency management which specifies how individuals should be represented and evaluated against a skill,
- a technique for inferring and validating skills and competencies over time using different sources of information,
- a systematic way of evaluating human resources in order to provide a more efficient, structured, and consistent assessment process, and
- techniques for identifying unreliable sources of information and revising trust in these sources.
This work enhances the ability of organizations to better utilize their human assets and improves the task of expert finding required for accomplishing knowledge intensive tasks and solving complex problems.
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Hsiao, Yi-Shuan, and 蕭宜萱. "Using learner- or expert-generated concept map to assist science reading comprehension: Do skills of self-regulated learning matter?" Thesis, 2019. http://ndltd.ncl.edu.tw/handle/9659ru.
Full textAbstract:
碩士<br>國立交通大學<br>教育研究所<br>107<br>Concept mapping can externalize inner knowledge structure and, therefore, is a common aid in science learning. Doing concept mapping can be demanding, and yet the extent to which self-regulated learning (SRL) influences effectiveness of concept mapping is unexplored. This study explored influence of SRL skills on effectiveness of using learner- or expert-generated concept map to assist reading comprehension. This study is a mixed method study. Four classes were randomly assigned into one of the two conditions: using learner-generated or expert-generated concept map to assist reading comprehension. Participants of each class were categorized into high or low SRL groups based on their source of a SRL survey. All students received a 30-minute instruction about concept mapping, followed by a 45-minute task on reading an explanatory text about blood circulation. Three students of the high and of the low SRL groups from each class were invited to think-aloud during the task. Their strategies of SRL and of concept mapping, as well as process of reading comprehension were analyzed.
Quantitative results showed that learner- or expert-generated concept map has similar effects on conceptual understanding, graph-text integrations, and mental model construction. The effects did not varied for the high and the low SRL students. Data of more in-depth analyses suggested that expert-generated map better assisted high SRL students for achieving textbase understanding and situation model. On the other hand, learner-generated map was more suitable for textbase understanding of the low SRL students. Either concept mapping condition was not helpful for mental model construction for the low SRL group. For case studies, numbers of synthesized propositions and demonstrated SRL strategies were compared for the high and the low SRL groups and for both concept mapping conditions. Characteristics for using concept mapping to assist reading comprehension were summarized for cross-group comparisons. Our qualitative findings support the quantitative results.
This study provides evidence for the role that concept mapping plays in reading comprehension and for explaining how SRL skills influence effectiveness of learner- or expert-generated concept mapping on facilitating reading comprehension. This study has implications on designing concept mapping instructions and scaffolds for students with high and low SRL skills.
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Kannan, Selvi. "Perspectives on knowledge retention and loss from expert attrition : an organisational case study." Thesis, 2016. https://vuir.vu.edu.au/34846/.
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The dissertation’s major theoretical contribution involves constructing an experts’ perspective conceptualisation that is guided by Nonaka and Takeuchi’s (1995) SECI Model. A framework is developed for managing and retaining knowledge based on the identification of critical knowledge areas that have been lost.
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Fetisova, Yulia. "Applying the Expert-Novice Paradigm in Tennis Coaching: Improving Coaches’ Knowledge, Diagnostic Skills and Understanding of the Tennis Serve Technique." Thesis, 2021. https://vuir.vu.edu.au/42796/.
Full textAbstract:
Tennis coaches’ technical knowledge plays a critical part in performance analysis as it impacts their recommendations to athletes. To date, the research on tennis coaches’ knowledge is limited, and no previous studies have attempted to examine expert tennis coaches’ knowledge and diagnostic ability of the tennis serve technique. This research aimed to examine the knowledge and diagnostic ability of expert and novice tennis coaches, and to identify the key distinguishing characteristics between expert and novice tennis coaches. As a result, the key distinguishing characteristics between expert and novice tennis coaches were identified, and there was a recognised need to develop an online training course to improve coaches’ knowledge and understanding of the tennis serve technique. An online coach education course was then developed, and the effectiveness of the course was evaluated.
This thesis comprised three studies employing a mixed-methods design. Data was collected and analysed by using both qualitative and quantitative methods to gain a deeper understanding of novice and expert tennis coaches’ knowledge, diagnostic skills and learning. The main data collection methods were in-depth interview and an online questionnaire that was constructed specifically for this investigation. Pre- and post-intervention design was used to investigate the efficacy of a training intervention on coaches’ knowledge and their diagnostic ability of the tennis serve technique. A video-based test was developed to measure the effectiveness of the online course.
As a result of the first two studies, models representing declarative and practical knowledge of expert and novice tennis coaches were developed. The key distinguishing characteristics between novice and expert coaches were that experts displayed a superior understating of the functionality of the tennis serve technique and an advanced diagnostic ability. Expert coaches were able to see the tennis serve as “a whole” in comparison with novices who focused more on separate technical elements. It was suggested that novice coaches need to develop the knowledge of tennis serve from two perspectives: technical and functional.
The findings of this thesis extend our current understanding of tennis coaches’ knowledge and diagnostic skills. The development and evaluation of an online training course provides a unique contribution to coach education in order to understand the cause-and-effect relationships between technical elements withing the flat serve should allow tennis coaches to prescribe more effective training interventions. By knowing how one element may affect another, coaches will be able to identify and rectify technical issues by addressing the cause of the problem instead of focusing on many separate elements. The design of this program can also be used with other technical elements in tennis and can be applied to other sports to improve coaches’ knowledge and diagnostic ability of sport technique.
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Behrová, Martina. "Porovnání úrovně herních činností jednotlivce s individuálním herním výkonem ligových hráčů BK Brandýs v basketbale kategorie U19." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-330119.
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Title of the bachelor's work: "Comparison individual game activities with individual game performance of the league players BC Brandýs of category U19 in basketball. Goals: In my thesis I focused on testing the level of individual game activities and afterwards Compare the results with individual game performance of the players Methods: For diagnosis were used the test of basketball skills and expert analysis of coach and assistant coach. This analysis evaluated the level of performance of individual basketball. Elements. The test of basketball skills and the expert analysis were carried out during the basketball season 2011/12. The results of the basketball skills test were evaluated according to the criterions established by tehe club for this age category (see Chapter 7.3.2). There were determined the evaluation criterions, respectively the rating scale in the rande 1 to 5, for evaluation of the level of basketball elements /see Chapter 7.3.1). The palyers were compared within thein team and based on the results of the evaluation there was assembler the rating of the players. This testing og the individual game activities was compared with the statistics of each player, technical reports respectively with the astatistics of the payers during the baskeball season 2011/12 and with thein individual...
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Saulnier-Beaupré, Karine. "Les pratiques d’enseignement de la littératie d’enseignants experts du premier cycle du primaire et la place accordée à la différenciation pédagogique." Thèse, 2012. http://hdl.handle.net/1866/9727.
Full textAbstract:
La présente recherche vise à décrire les pratiques d’enseignement de la littératie au premier cycle du primaire en contexte montréalais d’enseignants considérés experts. Plus précisément, les trois objectifs de recherche consistent à décrire les pratiques d’enseignement de la langue écrite au premier cycle du primaire en contexte montréalais privilégiées par certains enseignants considérés experts (N=6) (objectif 1); à décrire les différentes formes de différenciation pédagogique privilégiées pour l’enseignement de la lecture et de l’écriture en contexte montréalais de certains enseignants considérés experts afin de répondre aux besoins variés de tous leurs élèves (objectif 2) et à étudier les liens possibles entre les pratiques d’enseignement de la langue écrite d’enseignants considérés experts et la progression de leurs élèves (N=100) du premier cycle du primaire en contexte montréalais, au regard de leur connaissance des correspondances phonographiques et de la norme orthographique (objectif 3).
Afin de répondre aux objectifs, deux entretiens ont été menés auprès des enseignantes, de même que deux observations en classe, une à l’automne et une au printemps. Pour leur part, les élèves ont été soumis à deux tâches d’écriture à deux reprises durant l’année (une tâche de production de mots et une tâche de production de texte) permettant de mesurer leur progression en cours d’année relativement à leurs connaissances des correspondances phonographiques et de la norme orthographique.
Nos résultats nous ont permis de recueillir des pratiques très diversifiées et conduites avec une fréquence fort différente d’une enseignante à l’autre. La densité des contenus abordés en classe diffère également beaucoup entre les enseignantes. En lien avec le modèle du multi-agenda de Bucheton et Soulé (2009), les cinq composantes constituant la matrice de l’activité de l’enseignant se retrouvent dans toutes les classes, mais ces préoccupations n’occupent pas toutes la même place dans les pratiques des enseignantes de la recherche. Nos résultats indiquent aussi que toutes les enseignantes différencient leur enseignement, mais de façon variable. Il semble que ce soit la différenciation des processus, des contenus et des structures qui soit la plus aisée à mettre en place en classe. En lien avec notre adaptation du modèle de différenciation pédagogique de Caron (2008), il semble que ce soit la diversification et l’offre de choix qui sont mobilisées le plus fréquemment. Les mesures d’adaptation sont rarement mises en avant dans les pratiques de classe, tandis que les mesures d’individualisation n’ont pas été constatées.
En ce qui a trait aux résultats des élèves aux tâches en écriture, nos résultats indiquent que deux groupes se démarquent parmi les six. En effet, c’est dans ces deux classes que la plus forte progression est constatée. Les pratiques des enseignantes de ces deux classes sont très diversifiées et elles sont les seules à mettre en avant dans leurs pratiques tous les dispositifs dont il est question en entretiens. De plus, les contenus enseignés sont denses, ce qui est réputé pour caractériser les pratiques des enseignants efficaces (Hall, 2003). De même, ces deux enseignantes offrent un étayage de grande qualité à leurs élèves et maîtrisent parfaitement le pilotage des tâches.
La présente recherche peut servir à apporter un éclairage nouveau sur les pratiques de littératie des enseignants considérés experts afin de mieux comprendre leurs pratiques, de même que la place qu’ils accordent à la différenciation pédagogique.<br>The present research document aims to describe the practices of literacy of teachers considered as experts in an early elementary school context in Montreal. Specifically, the three research objectives of our work are as follows: describe the teaching practices applied to written language used by some teachers considered as experts (N = 6) in an early elementary school context in Montreal (objective 1); describe the various types of differentiated teaching selected by some teachers considered as experts in a Montreal-specific context to teach reading and writing skills according to the varying needs of their students (objective 2); and investigate possible links between the teaching practices applied to the acquisition of writing skills used by teachers considered as experts and the progress made by their students (N = 100) in the first cycle of elementary school in a Montreal, in terms of their knowledge of phonographic relationships and the spelling standard (objective 3).
In order to meet these goals, we conducted two interviews with teachers, and ran two classroom observations, one in the fall and the other in spring. For their part, students were subjected to two writing tasks twice during the year (one aimed at word generation and the other at text production) to measure their progress during the year as it relates to their knowledge of phonographic relationships and to the spelling standard.
Results showed that teaching practices as well as frequency vary greatly from one teacher to another. The richness of the material presented in class also differs greatly. In accordance with the multi-agenda model of Bucheton and Soulé (2009), the five components of the activity matrix of the teacher were found in all classes, but did not have the same importance for every one of the teachers engaged in our research. The results also indicate that all teachers differentiate their teaching, although at varying degrees. It seems that differentiation of processes, of contents and of structures is the easiest factor to implement in the classroom. In line with our adaptation of Caron’s model of differentiated instruction (2008), it seems that the elements that were most mobilized were diversification and the offering of choices. Adaptation measures were seldom emphasized in classroom practices, while no measures of individualization were observed.
In regard to student performance in writing tasks, our results indicate that two groups stand out among the six. Indeed, it is in these two classes that we observed the greatest increase. Practices used by the teachers in these two classes were very diverse and they were the only ones who used all of the methods discussed in interviews. Furthermore, the content of the course was rich, a characteristic of effective teaching practices (Hall 2003). Similarly, these two teachers offered their students a high quality scaffolding and mastered coaching tasks.
This research can be used to shed new light on the practices of literacy used by teachers that are considered as experts in order to better understand these practices, as well as the importance given to differentiated instruction.