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Dissertations / Theses on the topic 'Foreign experience in the field of education'

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Published: 5 June 2025

Last updated: 16 July 2025

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1

Burant, Theresa Jean 1958. "Early field experience: Four perspectives." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288890.

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Early field experiences (EFEs) are common in teacher education; yet, there is conflicting evidence regarding their value as educative experiences. As the need for preparing prospective teachers for diversity becomes more urgent, research that attends to the context, content, and experiences of preservice teachers in EFEs in diverse schools is necessary. In this study, qualitative case study methodology was used to understand the experiences of preservice teachers, and the meanings they constructed of these experiences, in a reconceptualized EFE in teacher education. The EFE consisted of a team

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2

Kim, Irene J. "Early Field Experience in Choral Methods." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293547.

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The purpose of this study was to identify the value of early field experience (EFE) in choral methods courses, examine participants' likelihood to include EFE practice in choral methods courses, and determine the rationale for incorporating EFE. The study also explored the participants' preferences for activities related to early field experience, investigated possible relationships between EFE activities and participants' teaching experience or primary responsibility and perceived student outcomes of such participation. A survey instrument was distributed to choral music educators identified

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3

Gavrilko, Tatiana Alexandrovna, and Andrey Sergeevich Kushnir. "Endomement funds in higher education institutions: foreign and domestic experience." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/53769.

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1. Economic Strategy of Ukraine 2030. Ukrainian Institute for the Future. URL: https://strategy.uifuture.org/ (accessed 01 October 2021). 2. Development Fund of the Institute of International Relations. URL: http://iirfund.org/about/history/ (accessed 04 October 2021). 3. Endowment. University of Banking. URL: https://ubs.edu.ua/spilnota-ubs/fundraising/endaument/ (accessed 05 October 2021).<br>The essence of endowment funds, their place in the practice of functioning of foreign and domestic higher education institutions was considered. Problems of endowment developmen

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4

Nakata, Yoshiyuki. "Motivation and experience in foreign language learning /." Oxford ; Bern Berlin Bruxelles Frankfurt am Main New York Wien : Lang, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015442386&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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5

Riekki, M. (Maritta). "Navigating change:nexus-analytic explorations in the field of foreign language education." Doctoral thesis, Oulun yliopisto, 2016. http://urn.fi/urn:isbn:9789526214108.

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Abstract The purpose of this study is to navigate the complexity of change in the field of foreign language education. The study follows ethnographic guidelines. Thus, it aims at analysing various learning and teaching situations and, additionally, at offering possibilities for new reflections and practices. The empirical cases of the study have been analysed with nexus analysis. The multiple data include, for example, answers to online surveys, videos, various presentations, papers and learning journals by students as well as ethnographic observation. The study will map the main development o

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6

Evans, Elizabeth Julie. "Managing the foreign language classroom: reflections from the preservice field and beyond." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2867.

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Each day, foreign language teachers are faced with issues that render the control of the K-12 classroom challenging, at best, and virtually impossible at worst. Even preservice foreign language teachers, those going through a teacher education program towards K-12 licensure, understand that no content can be taught or learned if there is mayhem in the classroom environment. Effective classroom management practices are often what consume these teachers' time and energy, even before the first page of the textbook is turned.

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7

Robertson, Jeanette Suzanne. "Addressing professional suitability in social work education : the experience and approach of field education coordinators." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23031.

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The purpose of this research is to better understand the experience and approach of field education coordinators/directors in addressing student professional suitability in social work education so their insights can inform ongoing conversations within professional education programs on how to exercise ‘gatekeeping’ responsibilities. The study begins with a critical reflection of my five year experience as a coordinator, which leads into a comprehensive review of the literature, followed by an analysis and discussion of information collected from a focus group with eight coordinators from acr

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8

Townsend, Peter 1952. "The development of intercultural capability : a comparative analysis of the student international education experience." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5442.

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9

Bowman, Connie Louise. "The effect of peer coaching on the preservice teacher education early field experience program /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487865929455593.

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10

LaMaster, Kathryn J. "Preservice Teachers as Mentors During an Early Field Experience Through Electronic Communication (E-Mail) /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487934589974324.

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11

Krause, Jennifer M., and Kason M. O'Neil. "Implementing Synchronous Video-based Field Experience Supervision: Steps for Success." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4026.

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12

Hearder, Lee-Ann. "Secondary teachers' conceptions of the out-of-class experience." Thesis, Queensland University of Technology, 1994.

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Teachers have used the out-of-class experience for many years and in many different ways and this may pose a question. How do teachers, who utilise the out-of-class experience as a teaching strategy view the experience? DO they have broad or narrow conceptions and do teachers of various curriculum areas and teaching philosophies conceive of the out-of-class experience in differing ways? Whilst research studies have demonstrated the various impacts and value of out-of-class expe1iences little research has been conducted to investigate teachers' conceptions of the nature and purpose of such act

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13

Eicher, Rachel. "A Study of Pre-Service Teacher Efficacy During a Phonics Field Experience." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1493814066018961.

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14

Fant, Gregory Robert 1960. "An investigation of the relationships between undergraduate music education students' early field experience and student teaching performance." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/290634.

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This correlational study examined the relationships between undergraduate music education students' early field experiences and student teaching performance. Subjects were 40 music student teachers from eleven universities. Student teaching performance was determined from video samples using two teacher effectiveness forms, the Rehearsal Effectiveness Scale and the Survey of Teaching Effectiveness. Two independent judges were used and interjudge reliability was found to be .73 on the Survey of Teaching Effectiveness and .69 on the Rehearsal Effectiveness Scale. Reliability between forms is .88

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15

Sadoff, Annabelle. "Understanding the Body-Mind Unification to Promote Foreign Language Learning as a Somatic Experience." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1351.

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This paper stems from my positive kinesthetic learning experience and aims to delve deeper into the process of learning a foreign language through understanding the body-mind connection and its benefits. Divided into five chapters, this paper targets foreign language teachers and is meant to change the ways of thinking of traditional educators. It invites both educators and learners to exploit the body-mind unification, hoping to turn foreign language learning into a somatic, first-person experience rather than the more common rote method of learning from a third-person perspective.

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16

Dreyer, Shelley L. "Perceptions of trade and technical educators concerning the educational experience and training needed to enter the teaching field." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998dreyers.pdf.

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17

Eldar, Eitan. "The effects of a self-management program on interns behavior during a field experience in physical education /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541708958.

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18

Ramesh, Sharmele. "SRI LANKAN STUDENTS’ LIFE EXPERIENCE IN NORWAY." Thesis, Trondheim : Norwegian University of Science and Technology. Department of Geography, 2008. http://ntnu.diva-portal.org/smash/get/diva2:134312/FULLTEXT01.

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19

Mermagen, Lucy Claire. "Accelerating charter principal development| the dynamic interaction of action-reflection cycles, customization, and developmental partnerships during field experience." Thesis, University of Colorado at Denver, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621839.

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<p> Leaders of charter schools need a unique combination of knowledge and skills to effectively guide their schools. Research shows that internships and residencies offered during pre-service preparation programs to provide aspiring school leaders with supervised practical leadership experience in real school contexts make a crucial contribution to developing these special capabilities. Experts agree however, that most preparation programs fail to deliver really effective field experiences. This is particularly true of traditional university programs taken by these leaders, which, unlike chart

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Sano, Keiko. "Foreign-born doctoral-level counselor supervisors' use and experience of supervision theories/models." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1578356496063461.

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21

Epps, Rebekah Barnes. "Cooperating Teacher Effectiveness as Perceived by Student Teachers and Cooperating Teachers in Ohio Agricultural Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280772093.

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22

Wang, Yan Toll Cathy Ann. "International students' educational experience in an American graduate school." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064527.

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Thesis (Ed. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed February 14, 2006. Dissertation Committee: Cathy A. Toll (chair), Beatrice B. Smith, Thomas P. Crumpler. Includes bibliographical references (leaves 137-146) and abstract. Also available in print.

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Arndt, Katie. "Self-study of a Supervisor Making Connections in an Integrated Instructional Third Space in Elementary Mathematics and Field Experience." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6459.

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Too often teachers see mathematics as a culturally neutral subject. Teacher educators need to be aware of their own practice and how it impacts the facilitation of preservice teacher learning, in particular in relation to elementary mathematics and culturally responsive teaching. This qualitative self-study focused on understanding a teacher educator’s enactment of an espoused platform in an integrated instructional third space of an elementary field experience and an elementary mathematics methods course in relation to culturally responsive teaching and mathematics. The research questions gui

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Lee, Hea-Jin. "The nature of the changes in reflective thinking in Preservice Mathematics Teachers engaged in Student Teaching Field Experience in Korea /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192960168882.

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Allwihan, Ragad Mohammad. "Investigating methods of capturing and sharing learning experience during field trip to support students activity." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30568/.

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Field trips provide memorable experiences that help students to understand different aspects of natural sciences. They are considered as essential and effective teaching methods to use in environmental sciences such as geography, biology, and architecture (Rieger and Gay, 1997). Traditional methods for capturing experiences during field trips include documentation in the form of student note-taking and photographs. Whilst these are easy to use in the field, effort is required to convert this information into a format that can be easily shared with others and used to write up reports after the

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Cavan, Joanna Stoughton. "A cross-cultural narrative inquiry into language, culture, and identity development of three high school female immigrant stduents and their mainstream schooling experience in Atlanta, Georgia." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/spring2006/joanna%5Fc%5Fdawson/cavan%5Fjoanna%5Fs%5F200601%5Fedd.pdf.

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Thesis (Ed. D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 243-273).

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27

Smith, Helen Barbara, and helen smith4@health sa gov au. "Learning professional ethical practice: The speech pathology experience." Flinders University. Medicine-Department of Speech Pathology and Audiology, 2007. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20091110.081021.

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ABSTRACT An ethics curriculum is an integral part of most health profession courses. This thesis will explore using a qualitative approach to investigate the learning and application of professional ethical practice by Flinders University speech pathology students. This work will identify factors that may influence students readiness to learn about ethics. The knowledge, skills and attitudes that underpin professional ethical practice which speech pathology students were able to demonstrate at the conclusion of their entry level course will be illustrated. Also described will be the facto

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28

Tabart, Michael J., and n/a. "Role expectations for college supervisors in a field experience programme : a study of the perceptions of the participants at a catholic college of education." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.120104.

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The main purpose of this study was to examine the roles that college supervisors perform in the Field Experience programme with particular reference to the Field Experience programme in a Catholic College of Education. Through clarification of the roles it was expected that the effectiveness of college supervisors would be improved resulting in a more efficient and productive Field Experience programme at the institution concerned. The overall aims of the study were: (1) to clarify the roles of college supervisors (2) to improve the quality of the Field Experience programme (3) to give the pro

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Meier, Catherine Meier. "Online Facilitation of Early Childhood Education Preservice Teacher Field Experiences." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3461.

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Researchers have determined that field experience is crucial in education preparation programs, yet little information is available about field experience within online early childhood education (ECE) programs. Educators who work in online ECE programs need to understand how to facilitate field experience effectively. The purpose of this qualitative interview study was to understand the processes, procedures, and experiences of instructors who facilitate preservice teachers' field experience in online ECE programs. A constructivist framework was used to examine facilitation practices. Nine ins

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Wang, Hsin-Yi. "A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc5795/.

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A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal government encourage the use of extended field experiences in preparing qualified special education teachers. The study examined the strengths and weaknesses of extended field experience in terms of the perceptions of the prospective teachers and teachers of students with EBD. Both individual interviews and a focus group were used to collect data. The results revealed that extended field experience benefits prospect

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31

Guaglianone, Curtis LeRoy. "An investigation of the field experience requirement for the Professional Administrative Services Credential in the state of California." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2696.

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The perceptions of college and university program directors and practicing administrators regarding the university field experience requirement for the Professional California Administrative Services Credential were investigated. The study included the perception of the needs, roles, responsibilities, and dilemmas of the professional administrative services program supervisors and the credential candidates. The results indicate that both groups perceive field experience at the professional level of the credential process to be beneficial. It was determined that collaboration between the univer

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Evanshen, Pamela, and Amy Malkus. "Using Technology for Reflective Learning in the College Classroom: Re-imaging the Field Experience in the 21st Century Classroom Setting." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4359.

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Malkus, Amy J., and Pamela Evanshen. "Using Technology for Reflective Learning in the College Classroom: Re-imagining the Field Experience in 21st Century Classroom Settings." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4308.

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34

Behrendt, Marc E. "It is an Experience, Not a Lesson: The Nature of High School Students' Experiences at a Biological Field Station." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1388769652.

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Harvey, Loretta Woolum. "Clinical Educators' Perceptions of an Extended Clinical Field Experience: A Mixed Methods Case Study." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou153276735684428.

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36

Deeds, Jacqueline Pauline. "Relationships between attitudes of pre-service agricultural teacher education majors and variables related to early field-based experience /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260135357919.

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37

Chen, Chun-Hsiu. "Constructivism and mediated learning in designing English-as-a foreign-language instruction." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2744.

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Social interaction is the foundation of knowledge construction in a constructivist classroom. This project proposes a mediated instruction that is based on the theory of constructivism and social interaction to help new adult immigrants successfully achieve English competence and adapt quickly to the culture of the United States.

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38

Thorley, Wendy. "Employing Bourdieus notion of habitus and capital to investigate student experience within the field of further education provision." Thesis, University of Newcastle Upon Tyne, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506553.

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39

Bennett, Susan V. "Preservice Teachers’ Developing Understandings About Culturally Responsive Teaching in a Field-Based Writing Methods Course." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3577.

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I investigated eight preservice teachers’ understandings about culturally responsive pedagogy as they participated in a writing methods course in which they tutored children from different ethnic, socioeconomic, cultural, and linguistic backgrounds in an afterschool program at a local community center. I also investigated how these preservice teachers demonstrated culturally responsive teaching within the writing curriculum. I recognized the need for research relevant to my own personal beliefs and how to strive for more equitable schools. I want to contribute further to the understandings and

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40

Myer, Bettye J. "Relationships among selected measures of auditory foreign language aptitude and achievement, musical aptitude and experience, prior academic achievement, sex, and handedness factors at the secondary school level." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1273002085.

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Park, Eunjae. "Adventures into the Unknown: The Lived Experience of East Asian International Students as Foreign-Accented Speakers in Australian Higher Education." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/407565.

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A large number of international students in higher education speak English as their second (L2) or even third language and their levels of proficiency vary. Much of the focus in higher education research and public attention to these students has been high-stakes language proficiency, implying that the responsibility for declining academic standards is assigned to these students. However, in the dominant language context, where L2 students need to live and study through an unfamiliar language, the problem is not simply how competent they are with the language. They encounter challenges related

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Granshaw, Frank D. "Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/280.

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Virtual reality (VR) is increasingly used to acquaint geoscience novices with some of the observation, data gathering, and problem solving done in actual field situations by geoscientists. VR environments in a variety of forms are used to prepare students for doing geologic fieldwork, as well as to provide proxies for such experience when venturing into the field is not possible. However, despite increased use of VR for these purposes, there is little research on how students learn using these environments, how using them impacts student field experience, or what constitutes effective design i

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Bates, Holland V. Lynne. "Learning to Teach, Teaching to Learn: The Lived Experience of International Teaching Assistants at a Midwestern University." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1218226885.

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Buller, Jean Nanney. "The development of reading instruction competence in preservice teacher candidates during three stages of field experience in a university -based teacher preparation program." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2462.

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The purpose of this study was to investigate and describe Multiple Subject credential preservice teachers' growth in competence toward reading instruction. Study participants were engaged in full-time student teaching in kindergarten through third grade classrooms. Each of the six participants was videotaped teaching three reading lessons, one each at the beginning, middle, and end of the field experience. Two reading specialists used the Checklist of Reading Instruction Behaviors to verify the use of and level of complexity of thirty-five (35) different reading instruction behaviors. The targ

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Scott, Camille R. "“Outside People”: Treatment, Language Acquisition, Identity, and the Foreign Student Experience in Japan." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1400619243.

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Alkhboli, Naema Ali Alarabi. "Qualified to teach : the induction experience of English language novice teachers in Libyan secondary schools." Thesis, Liverpool John Moores University, 2014. http://researchonline.ljmu.ac.uk/4549/.

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This study is an investigation of Libyan English language novice teachers' experiences during their first three years after qualifying. Its aim is to inform the development of an induction framework for supporting newcomers to the profession in secondary schools. In this mixed methods study I employed a two-pronged approach: quantitative methods for mapping the territory and to see the wider picture, and qualitative methods to gain an in-depth understanding of the teachers' experiences and thoughts during their first three years of teaching. Quantitative data were generated by a survey questio

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Brogden, Deborah I. "Factors that facilitate a meaningful cultural immersion experience and personal and professional growth." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221295.

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Cultural diversity is affecting every aspect of society today and nurses need to be able to provide culturally competent care to remain relevant, and useful, within the current climate. Cultural immersion experiences are one of the teaching strategies that have been incorporated in an attempt to prepare nurses to be culturally competent in practice. However, there are only a few research studies that have been conducted, within the discipline of nursing, to empirically document the process and outcomes of a cultural immersion experience. Thus, the purpose of this study was to examine factors t

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Felts, Mark T. "Perceived Impacts of a Study Abroad Experience on In-Service Teachers' Practices." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248464/.

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This phenomenological multiple case study provides the details, reasoning, and discussion of the role of study abroad experience and its perceived impact(s) on three in-service teachers. Two research questions were posed: What are the perceived impacts on in-service teachers' practice of a study abroad program experience and how does the in-service teacher's perception of impact change over time within a teacher's career? Results of this study suggest that the teaching practice of in-service teachers who study abroad would benefit, especially in the area of intercultural competence, if this ex

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Matthews, Blair. ""I wouldn't imagine having to go through all this, and still be the same person. No way" : structure and agency in the international student experience." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/26829.

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Research on the experience of international students often suffers from conflation, in that it uses culture (or nationality as a proxy for culture) as a categorising agent, thereby granting causal powers to cultural differences, and contributing to a deficit model of international students. In this research, I will argue that, while culture and structure both provide new sets of constraints and opportunities for international students, participants are active agents in shaping their own experiences, as they think, reflect and act in response to their situational context. Drawing on Archer’s co

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Lewko, Candace P., and University of Lethbridge Faculty of Education. "Migrating through Currere : a narrative inquiry into the experience of being a Canadian teacher." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Education, 2009, 2009. http://hdl.handle.net/10133/2466.

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The research questions of this thesis, “Migrating Through Currere: A Narrative Inquiry Into the Experience of Being a Canadian Teacher,” are three-fold: What is the experience of being a Canadian teacher? How do personal and trans/national migration histories influence this experience? How does being a teacher of English-as-a-Second/Additional- Language of adult immigrant and refugee students affect this experience? The aim of this thesis is to better understand how auto/biographical migration stories are connected to a pedagogical life and how this connection influences a teaching praxis. The

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