Relevant bibliographies by topics / Novice classes

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Novice classes'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Novice classes"

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Pea, Roy D. "Language-Independent Conceptual “Bugs” in Novice Programming." Journal of Educational Computing Research 2, no. 1 (February 1986): 25–36. http://dx.doi.org/10.2190/689t-1r2a-x4w4-29j2.

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This article argues for the existence of persistent conceptual “bugs” in how novices program and understand programs. These bugs are not specific to a given programming language, but appear to be language-independent. Furthermore, such bugs occur for novices from primary school to college age. Three different classes of bugs—parallelism, intentionality, and egocentrism—are identified, and exemplified through student errors. It is suggested that these classes of conceptual bugs are rooted in a “superbug,” the default strategy that there is a hidden mind somewhere in the programming language that has intelligent interpretive powers.
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Kurniawan, Tri Astoto, Lam-Son Lê, and Bayu Priyambadha. "Challenges in Developing Sequence Diagrams (UML)." Journal of Information Technology and Computer Science 5, no. 2 (July 29, 2020): 221. http://dx.doi.org/10.25126/jitecs.202052216.

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During the object-oriented software design phase, the designers have to describe the dynamic aspect of the system under development through the most common interaction diagram variant in UML 2.0, i.e. sequence diagrams. Some novice designers, including undergraduate and postgraduate students, suffer from making inappropriate models due to insufficiently detailed guidance required to develop such sequence diagrams. This paper classifies some potential mistakes which are likely performed by such novice designers, and discusses the corresponding corrections. We summarized such mistakes based on our long experiences in teaching software modeling classes as well as software analysis and design classes. There were classified twenty-one potential mistakes with respect to the syntactical and semantical correctness of the developed models. It is concluded that novice designers have to be aware and take into account the identified mistakes in such a way they can produce correct sequence diagrams.
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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (December 23, 2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.

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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.
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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (December 23, 2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.

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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.
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Tunaz, Mehmet. "Varying reasons of young learners’ problem behaviours according to novice ELT teachers." Journal of Human Sciences 14, no. 2 (May 15, 2017): 1703. http://dx.doi.org/10.14687/jhs.v14i2.4459.

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This research is conducted to examine novice ELT teachers’ perspective on the possible motives behind young learners’ problem behaviours in English classes. The gender of ELT teachers have been also considered in order to investigate whether there is a difference between the perception of male and female teachers on the leading causes of problem behaviours in classroom. The adapted version of the questionnaire developed by Miller, Ferguson & Byrne (2000) were conducted with 15 male and 15 female novice teachers in their first year in teaching profession. The result of the study indicated that both male and female novice teachers have similar ideas about the causes of misbehaviour except for one point: (1) teachers’ rewards and punishments. Female teachers stated that teachers’ rewards and punishment might be the main motive for problem behaviours whereas male teachers disregard this factor as a crucial cause of misbehaviour. As for the other three factors, all the teachers agreed that (2) “adult behaviour” and (3) “curriculum demands on children” might increase the frequency of misbehaviour among young learners in English classes. (4) “Personality of the learner”, however, was found to be the most important reason behind problem behaviours. As the results revealed, most of the factors were explained similarly by both male and female teachers except for teachers’ rewards and punishments, a finding which shows that gender has little (if any) effect on novice teachers’ attribution for learner misbehaviour in EFL classes.
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Met, Myriam. "Integrating Language and Content in Novice and Intermediate Level Language Classes." Hispania 89, no. 3 (September 1, 2006): 588. http://dx.doi.org/10.2307/20063364.

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Mady, Callie. "Novice teachers’ perspectives on the use of languages in French as a second language classes that include English language learners: A longitudinal view." Brock Education Journal 28, no. 2 (June 17, 2019): 82–95. http://dx.doi.org/10.26522/brocked.v28i2.490.

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In the Canadian context, although most considerations of the home-target language use divide are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants has provided impetus to extend the discussion to include the use of languages beyond Canada’s official languages. With the use of questionnaires with novice teachers pre and post Bachelor of Education programs and interviews for three years hence, this study sought to explore novice teachers’ perspectives on the use of languages in the FSL classes that include English language learners (ELL). Novice teachers remained consistent in identifying the need to maximize French use, minimize English use, and include languages from students’ language repertoires as useful means to support the FSL acquisition of ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming.
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Azizi, Mahmoud, Martina Pavlikova, and Alfiya Masalimova. "Exploring Literature Reading Classes in Terms of Types of Feedback Provided by EFL Teachers: Does Teaching Experience Play a Determining Role?" Education & Self Development 15, no. 3 (September 30, 2020): 19–36. http://dx.doi.org/10.26907/esd15.3.02.

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Reading comprehension is thought to be a very challenging skill for L2 (second language) learners, and definitely the role that feedback has in enhancing reading achievement is undeniable. To shed more light on the issue, this study aimed to investigate the types of feedback utilized by EFL teachers in L2 reading comprehension classes at the intermediate level. The study took a step forward and explored the role of years of teaching experience in the provision of feedback. The study also examined the frequency of different types of errors that EFL learners committed in reading comprehension classes. To this end, an observational and descriptive study was conducted. Six EFL teachers along with their L2 learners at the intermediate level participated in the study. Three of these teachers were novices and the other three were experienced. The data were drawn from transcripts of audio recording of the selected teachers’ reading comprehension classes. Following the analysis, the corrective feedback types and the errors were coded using the coding categories identified in Lyster and Ranta’s (1997) model. Two other corrective feedback types were added - translation and multiple feedback. The frequency count and percentage were used to analyze the data. The results indicated that recasts were the most frequently used feedback type in both groups of teachers. Moreover, both experienced and novice teachers preferred to use varied corrective feedback types at different distributions which may suggest that there is a significant difference between novice and experienced teachers’ use of corrective feedback types. Regarding the error types, the analysis of the data showed that among four types of errors, the phonological errors were the most commonly errors committed by EFL learners in reading comprehension classes. The implications are discussed in the study.
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LIU, ALAN, and ARTHUR M. D. SHR. "A KNOWLEDGE-BASED METHOD FOR DERIVING CLASSES AND OBJECTS." International Journal on Artificial Intelligence Tools 08, no. 02 (June 1999): 239–51. http://dx.doi.org/10.1142/s0218213099000166.

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Identifying classes and objects in an object-oriented (OO) software development method requires a great amount of domain-specific knowledge and OO developing experiences to achieve the work. Experienced developers always have heuristic solutions to different problems. However, novice developers have difficulties developing their desired OO software systems. We propose a method that uses a knowledge-based system with the identification knowledge to support developers to obtain classes and objects that are suitable for one special domain problem. With the help of the identification knowledge, the developers can model the system easily and complete the rest of development work quickly.
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Bray, Steven R., Nancy C. Gyurcsik, Kathleen A. Martin Ginis, and S. Nicole Culos-Reed. "The Proxy Efficacy Exercise Questionnaire: Development of an Instrument to Assess Female Exercisers’ Proxy Efficacy Beliefs in Structured Group Exercise Classes." Journal of Sport and Exercise Psychology 26, no. 3 (September 2004): 442–56. http://dx.doi.org/10.1123/jsep.26.3.442.

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The purpose of this study was to develop a measure of proxy efficacy for use in group exercise contexts (e.g., aerobics classes) where participants engage in exercise under the direction of a group exercise leader (e.g., aerobics instructor). Three phases of research are reported. Phase 1 involved group exercisers as active agents in the generating of questionnaire items. In Phase 2, novice exercisers assisted in an item-trimming process and the questionnaire was further refined into a 17-item two-dimensional scale based on preliminary psychometric testing. In the third phase, proxy efficacy beliefs of novice female exercisers (N = 70, average age = 21.09 years, SD = 5.11) were experimentally manipulated through exposure to different exercise group leadership and choreography styles. Results provide preliminary support for the Proxy Efficacy Exercise Questionnaire (PEEQ) as a measure that can provide valid and reliable scores representing women’s proxy efficacy beliefs in group exercise settings. Implications for future research in terms of furthering the construct validation process and potential contributions to understanding exercise adherence among novice exercisers are discussed.
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Dissertations / Theses on the topic "Novice classes"

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Daigle, Jennifer B. "An Investigation of Novice Middle and High School Band Directors’ Knowledge of Techniques and Pedagogy Specific to the Horn." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1151003398.

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Moate, Randall. "NOVICE PROFESSIONAL COUNSELORS PERCEPTIONS OF WHAT WAS MOST HELPFUL TO THEM ABOUT THEIR TEACHERS IN DIDACTIC CLASSES DURING THEIR MASTER’S PROGRAM." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416217274.

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Cadière, Peggy. "Étude des circonstances permettant à des enseignants novices du premier degré de se former à la gestion de classe." Thesis, Toulouse 2, 2019. http://www.theses.fr/2019TOU20038.

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Si la réflexion scientifique sur la gestion de classe est importante, la recherche dans le domaine de la formation concernant cet objet est plus limitée. À partir d’une analyse de la littérature scientifique concernant la formation des enseignants dans ce domaine, cette étude montre l’existence d’un paradoxe entre une volonté de former à des pratiques génériques les enseignants novices pourtant toujours placés dans des contextes de travail singuliers.L’objet de ce travail était donc de réfléchir à des dispositifs de formation à la gestion de classe qui répondraient à cette préoccupation dans le cadre de la formation des enseignants novices du premier degré.Cette thèse a été menée dans le cadre d'une anthropologie culturaliste (Bertone, 2011 ; Chaliès, 2012), principalement inspirée de la philosophie analytique de Wittgenstein (2004) dont l’objet central est l’étude de la construction du sujet professionnel en formation.Les principaux résultats montrent que les circonstances de formation impatient l'apprentissage des EN dans le domaine de la gestion de classe : (i) les mésinterprétations relevées chez les EN dans les premiers temps du dispositif « résistent » à la répétition des situations de formation ; (ii) les activités d’analyse et de réalisation visant à gérer la classe sont nourries par des connaissances et expériences acquises antérieurement ; (iii) en situation de formation collective, les EN limitent leur engagement dans les tâches d’analyse dans le but de « prendre soin » ou « d’encourager leurs pairs ».Une discussion de ces résultats à partir de la littérature scientifique du domaine ouvre finalement sur des propositions
If scientific thinking about classroom management is important, research in the field of training on this subject is more limited. Based on an analysis of the scientific literature on teacher education in this field, this study shows the existence of a paradox between the willingness to train novice teachers, yet still placed in unique working contexts, to generic practices.The purpose of this study was therefore to consider classroom management training schemes that would address this concern in the training of first-level novice teachers (EN).This thesis was conducted in the context of a culturalist anthropology (Bertone 2011, Chaliès, 2012), mainly inspired by the analytical philosophy of Wittgenstein (2004) whose central object is the study of the construction of the professional subject in training. The main results show the impact of training circumstances in classroom management learning : (i) the misinterpretations of the EN in the early stages of the training "resist" the repetition of training situations; (ii) the activities of analysis and realization aimed at managing the class are influenced by knowledge and experience acquired previously; (iii) in a group training situation, EN limit their involvement in analysis tasks in order to "take care" or "encourage their peers".A discussion of these results from the scientific literature of the field finally opens up new proposals that could improve the professional training of novice teachers in the field of classroom management
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Jones, Lisa Michelle. "Social class and the emerging professional identities of novice teachers." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/social-class-and-the-emerging-professional-identities-of-novice-teachers(def63bae-247b-42a3-be7b-2467f396384f).html.

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The purpose of this study was to explore the influence that social class identity has on the emerging professional identities of novice teachers. The study argues that schooling in the UK is classed in terms of its history, outcomes and processes, and as a result, situates teaching as a form of ‘class work’. Given the strong arguments for situating teaching in this way, this thesis seeks to increase our understanding about the way class actually works in relation to teachers’ identities and the impact this has on their work as teachers. This study was qualitative and longitudinal in nature and used semi-structured interviews as the main method of data collection. A group of eleven novice teachers were followed over a two year period as they both learnt to become teachers on a postgraduate initial teacher education programme and then one year later after most had started teaching in secondary schools. The thesis begins by examining the complexities of the heightened, emotive and fiercely debated issue of class and draws strongly on understandings that locate class in contemporary Britain as being about culture as well as social structures. It recognises that whilst the emerging professional identities of teachers are heavily shaped by life experiences prior to becoming a teacher, new and varied teaching experiences have the capacity to impact on the way teachers see themselves and their understandings of their work in schools. Using data rich stories of six of the novice teachers to exemplify the wider sample, this thesis illustrates the ways in which classed identity shapes novice teachers’ early understandings of schooling and becoming a teacher. It demonstrates that class really does matter for novice teachers but that it plays out in complex and sometimes contradictory ways. In particular, the thesis draws on the notion of social class boundaries and the way in which teaching often involves the crossing of these. The crossing of class boundaries is identified as being a central feature of the novice teacher experience. It is argued that class boundary crossing creates tensions for novice teachers not least because their own class identities are called into question and troubled by this process. One feature of this process is that many novice teachers recognise teaching as ‘class work’ and additionally understand that the cultural capital they bring to this context may not be equally valued in all educational settings. This can result in a class identity acting in restrictive and constraining ways. Whilst some novice teachers are bound by their class identities, others are able to play strategically with their class minimising the disadvantages of a perceived lack of appropriate cultural capital. This study suggests that the ability to know how and when to strategise is itself classed, a coping mechanism employed by middle rather than working class novice teachers. The study concludes by examining the implications of these findings for novice teachers and their preparation for work in schools. It argues that the classed identities of teachers need to be explicitly examined in a supportive and reflexive manner within initial teacher education.
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Opinel, Muriel. "Incidence de la tâche des novices du secondaire sur la compétence à gérer une classe." Sherbrooke : Université de Sherbrooke, 2001.

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Opinel, Muriel. "Incidence de la tâche des novices du secondaire sur la compétence à gérer une classe." Mémoire, Université de Sherbrooke, 2001. http://savoirs.usherbrooke.ca/handle/11143/523.

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L'objectif de cette recherche portant sur 33 novices du secondaire était de vérifier si la tâche de ces derniers n'avait pas une incidence sur leur sentiment de compétence en gestion de classe. L'utilisation du Questionnaire en Gestion de Classe ainsi que d'une fiche sociobiographique présentant les composantes de la tâche a montré que la complexité de celle-ci n'avait pas d'incidence sur le sentiment de compétence en gestion de classe des novices, excepté pour leur planification. Cette recherche ne s'intéressait qu'à un des facteurs structurels pouvant influencer la gestion de classe. Or il s'agit d'une compétence complexe qui demande au novice des qualités personnelles, quelque [i.e. quel que] soit le contexte d'enseignement. De plus, les novices de notre étude se sont peut-être surrévalués [i.e. surévalués]. Néanmoins, le fait qu'on leur donne souvent à la dernière minute des tâches plus complexes peut affecter leur planification.
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Potts, Brittany L. W. "DENTAL AND SKELETAL OUTCOMES FOR CLASS II SURGICAL-ORTHODONTIC TREATMENT: A COMPARISON BETWEEN EXPERIENCED AND NOVICE CLINICIANS." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1236704017.

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Amathieu, Jérôme. "Étude des circonstances de formation permettant à des enseignants novices d'éprouver de la satisfaction lors de situations de travail en classe : une étude de cas en éducation physique et sportive." Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20075/document.

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Alors que de nombreuses directives institutionnelles invitent à considérer la formation des enseignants novices (EN) comme un moyen d’accroitre leur satisfaction professionnelle et in fine leur santé, peu de travaux scientifiques ont réellement étudié le caractère effectif de ce type de considération. Cette étude a donc pour objet premier d’analyser, dans le cadre de situations de formation de type tutorat mixte impliquant tuteurs de terrain et formateurs universitaires, les circonstances de formation permettant d’aboutir à la satisfaction professionnelles des enseignants novices en situation de travail en classe. Cette étude s’inscrit dans un programme de recherche sur la formation professionnelle dont les soubassements épistémologiques sont issus d’une anthropologie culturaliste principalement inspirée de la philosophie analytique de Wittgenstein (2004). Elle a été menée dans le cadre d’un dispositif innovant de formation en alternance articulant de façon itérative des séquences de formation menées sous la forme d’entretiens de conseil pédagogique et des séquences de travail en classe. Les résultats de cette étude permettent de situer trois principales circonstances de formation ayant permis d’aboutir à l’apprentissage de règles par les EN, voire à leur développement professionnel et, par-là même, à leur satisfaction : (i) l’intérêt pour les formateurs de « dé-satisfaire » les EN avant de s’engager dans une activité d’enseignement de nouvelles règles, (ii) la nécessité pour les EN d’avoir une « exemplarisation » des règles enseignées qui s’ancre dans leurs circonstances d’enseignement et, (iii) la nécessité pour les formateurs d’engager un véritable travail d’accompagnement des EN lors de leurs premiers suivis des règles préalablement enseignées. Sur la base d’une discussion de ces résultats des pistes, en matière de recherches complémentaires à mener et de dispositifs innovants à mettre en œuvre, sont finalement proposées
Many institutional guidelines point out that teacher education programs can be a means to enhance the job satisfaction, and thereby the health, of preservice teachers (PTs). However, few studies have actually examined this proposition. This study therefore sought to determine the training circumstances that contribute to PTs’ satisfaction with their classroom work in the context of teacher education with teams composed of cooperating teachers and university supervisors. This study is part of a research program based on epistemological principles derived from cultural anthropology, which has been much inspired by the analytical philosophy of Wittgenstein (2004). The study was conducted within the framework of an innovative teacher education program that alternates sequences of PTs’ classroom work with sequences of supervisory meetings. The results indicate three main training circumstances that facilitated the PTs’ learning of the work rules, which in turn contributed to their professional development and thereby to their satisfaction: (i) the teacher educator team needs to “de-satisfy” the PTs before engaging in the activity of teaching new work rules, (ii) the PTs need an “exemplification” of the new work rules that is rooted in their actual teaching circumstances, and (iii) the teacher education team needs to engage in a veritable work of supporting the PTs as they begin to follow the work rules that they have learned. The discussion of the results focuses on proposals for new directions in complementary research and innovative training methods
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Kadlecová, Petra. "Analýza využití nových technologií pro vizuální komunikaci a jejich společenský dopad." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-162505.

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The work focuses on the analysis of new technologies, which are used in visual communication. This is especially the description, characterization and their use. Another section focuses on social trends that permeate contemporary Western society, and their relationship with new technologies in the field of visual communication. It deals therefore also examines the social changes and changes in the perception of individual development and dissemination of new technologies causes. Describes the important role of visual communication in today's world and the changes in society due to widespread use of modern technology. The aim is to make the analysis and therefore a comprehensive overview of new technologies and their use in the field of visual communication. Finally, the work seeks to estimate the next direction of new technologies in the field of visual communication and create a prediction of further development in the future.
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Lu, Yi-Fen, and 呂怡芬. "Take off the Mask: narrate the change of the novice teacher who shuttle to dance classes and ordinary classes." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/82453276668630343096.

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碩士
國立中央大學
學習與教學研究所
98
To be a teacher has been the dream of my life, it’s the dream that I am living now and it’s the dream that I have had since I was just a little girl. During my university life I forged my mind and my will; I was very optimistic and energetic, I was complete and happy, but unfortunately when my dream of becoming a teacher came true I had to learn the hard way that life is not that simple, I was frustrated and I started to lose confidence on what I was doing and why I was doing it. It was a hard process that had many ups and downs, but it was a process that helped me become a more mature person who already knows what to be a teacher really means. In this Thesis, I would like to share the experience about a freshman changing during the first five years of her educational and professional life.
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Books on the topic "Novice classes"

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Dadyan, Eduard. Modern programming technologies. The C#language. Volume 1. For novice users. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1196552.

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Volume 1 of the textbook is addressed to novice users who want to learn the popular object-oriented programming language C#. The tutorial provides complete information about the C# language and platform .NET. Basic data types, variables, functions, and arrays are considered. Working with dates and enumerations is shown. The elements and constructs of the language are described: classes, interfaces, assemblies, manifests, namespaces, collections, generalizations, delegates, events, etc. It provides information about Windows processes and threads, as well as examples of organizing work in multithreaded mode. The questions of creating console applications, applications such as Windows Forms and applications for working with databases, as well as questions of deep and advanced development of the material are described. The Visual Studio. NET environment is considered as the development environment. All sample programs are given in C#. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students studying in the direction of training 09.03.03 "Applied Informatics", undergraduate and graduate students of all specialties, as well as graduate students and students of the IPC.
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Stock market primer: The classic guide to investment success for the novice and the expert. New York, NY: Warner Books, 1987.

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Ray, Gabler, and Appalachian Mountain Club, eds. Classic northeastern whitewater guide: The best whitewater runs in New England and New York--novice to expert. 3rd ed. Boston, Mass: Appalachian Mountain Club Books, 1998.

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Hillson, Ted. Tae kwon do classic forms: 21 hyung : novice white belt through advanced black belt / Ted Hillson ; illustrated by Elizabeth X. Kligge. Gettysburg, Pa: Double Dagger Press, 2003.

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Kwame Harrison, Anthony. Ethnography. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199371785.001.0001.

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Ethnography (Understanding Qualitative Research) provides a comprehensive guide to understanding, conceptualizing, and critically assessing ethnographic research and its resultant texts. Through a series of discussions and illustrations, utilizing both classic and contemporary examples, the book highlights distinct features of ethnography as both a research methodology and a writing tradition. It emphasizes the importance of training—including familiarity with culture as an anthropologically derived concept and critical awareness of the history of ethnography. To this end, it introduces the notion of ethnographic comportment, which serves as a standard for engaging and gauging ethnography. Indeed, ethnographic comportment issues from a familiarity with ethnography’s problematic past and inspires a disposition of accountability for one’s role in advancing ethnographic practices. Following an introductory chapter outlining the emergence and character of ethnography as a professionalized field, subsequent chapters conceptualize ethnographic research design, consider the practices of representing research methodologies, discuss the crafting of accurate and evocative ethnographic texts, and explain the different ways in which research and writing gets evaluated. While foregrounding interpretive and literary qualities that have gained prominence since the late twentieth century, the book properly situates ethnography at the nexus of the social sciences and the humanities. Ethnography (Understanding Qualitative Research) presents novice ethnographers with clear examples and illustrations of how to go about conducting, analyzing, and representing their research; its primary purpose, however, is to introduce readers to effective practices for understanding and evaluating the quality of ethnography.
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Clebone, Anna, Barbara Burian, Keith J. Ruskin, and Barbara Burian, eds. Pediatric Anesthesia Procedures. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780190685188.001.0001.

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Pediatric Anesthesiology Procedures is intended as a ready resource of common procedures in Pediatric Anesthesiology for both experts and novices. It will be useful to both those with extensive training and experience as well as beginners and those with distant experience or training. A wealth of knowledge in the human factors of procedure design and use has been applied throughout to ensure that desired information can be easily located, that steps are clearly identified and comprehensible, and that additional information of high relevance to procedure completion is co-located and salient. This book begins with the basics, but quickly progresses to advanced skill sets. It is divided into four parts. Part I focuses on the airway and breathing, and advances from the basics of airway management through specialty skills such as lung isolation. Part II covers vascular access, from the fundamentals of fluid management and programming several types of common pumps, to intraosseous placement. Part III examines neuraxial regional anesthesia techniques as well as sympathetic blocks performed by those with an additional fellowship in pain management. This volume concludes with Part IV on emergencies and critical conditions including cardiopulmonary resuscitation for neonates and older children, treatment of local anesthetic systemic toxicity. It also includes four chapters which detail the anesthetic management for classic neonatal surgical pathologies, such as tracheoesophageal fistula, myelomeningocele, gastroschisis/omphalocele, and congenital diaphragmatic hernia.
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Book chapters on the topic "Novice classes"

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He, Agnes Weiyun. "Chapter 8. Novices and Their Speech Roles in Chinese Heritage Language Classes." In Language Socialization in Bilingual and Multilingual Societies, edited by Robert Bayley and Sandra Schecter, 128–46. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596377-011.

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Adamson, John, and David Coulson. "Pathways towards Success for Novice Academic Writers in a CLIL Setting." In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms, 148–68. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6619-1.ch010.

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Courses taught in English are emerging in Japanese universities. From an English-education perspective, this raises the question of how best to prepare new undergraduates at various proficiency levels to move onto such courses. The authors investigate a class based on Content and Language Integrated Learning (CLIL) principles, with a focus on academic listening and writing tasks. Research (Dalton-Puffer, 2007) suggests that a CLIL approach may not be effective in developing the skill of writing. However, the results show that scaffolding of writing literacy assisted students towards developing autonomous academic skills. Specifically, students were encouraged to access materials and advice across the campus, with no restriction on L1 use. Consequently, in addition to linguistic development, the authors observed that the class became increasingly useful as a resource for future content classes themselves. This helped to give the class extra validity and support all students' motivation level.
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Shahamiri, Seyed Reza. "The Challenges of Teaching and Learning Software Programming to Novice Students." In Encyclopedia of Information Science and Technology, Fourth Edition, 7392–98. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2255-3.ch643.

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As software applications play a vital role in our daily life, there is a need to have more skilled programmers to create such software products. There are various emerging disciplines like Internet of Things, driver-less cars, Data Science, Software Defined Networks, etc. that demand more programmers in the near future hence a more promising carrier for software developers is expected. Nevertheless, we have seen a low success rate in programming classes where some students lose interest to learn the required skills as they find programming a software a very challenging task; it has been reported that the fail rate of first programming papers in university computer science programmes can be up to 60 percent. This chapter looks at some of the issues in regards to teaching and learning software programming and the nature of programming that may negatively influence the students' attention. Remedies to tackle the issues are also provided emphasizing on blended delivery using the technologies to facilitate the learning.
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Shahamiri, Seyed Reza. "The Challenges of Teaching and Learning Software Programming to Novice Students." In Advances in Computer and Electrical Engineering, 1350–57. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7598-6.ch099.

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As software applications play a vital role in our daily lives, there is a need to have more skilled programmers to create such software products. There are various emerging disciplines like internet of things, driver-less cars, data science, software-defined networks, etc. that demand more programmers in the near future; hence, a more promising carrier for software developers is expected. Nevertheless, we have seen a low success rate in programming classes where some students lose interest in learning the required skills as they find programming a software a very challenging task; it has been reported that the fail rate of first programming papers in university computer science programs can be up to 60%. This chapter looks at some of the issues in regards to teaching and learning software programming and the nature of programming that may negatively influence the students' attention. Remedies to tackle the issues are also provided emphasizing on blended delivery using the technologies to facilitate the learning.
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Meyer, Katrina A. "Best Practices in the Assessment of Online Discussions." In Online Assessment and Measurement, 118–31. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-720-1.ch006.

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This chapter develops the rationale for several best practices in the assessment of online discussions. It provides instructors with an introduction to the differences between face-to-face and online discussions, how to evaluate online discussions, how to perform these assessments, and how to use assessment information to improve future online discussions. These best practices are intended to be an initial guide to the novice online instructor. The increasing use of online discussions in both traditional and distance classes will likely generate new forms of assessment, new rubrics, and new insights, and the instructor will need to stay informed of these developments.
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Sandy, Geoffrey, and Paul Darbyshire. "User Types and Filter Effectiveness." In Current Security Management & Ethical Issues of Information Technology, 133–47. IGI Global, 2003. http://dx.doi.org/10.4018/978-1-93177-743-8.ch007.

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As the amount of content on the Web grows almost exponentially, one of the new growth industries is that of filtering products. The effectiveness of Web-filtering software depends on a number of factors including the architecture of the software itself, and the sophistication of the users operating within its application domain. The main use of filtering software is to “block” access to controversial content such as pornography. This paper reports an investigation of the effectiveness of a filter called squidGuard in the real-world environment of an Australian University. The product is used to “block” pornographic material. This investigation simulates three classes of web users in trying to access pornography. While squidGuard did have limited success in blocking such material from novice users, the blocking rate dropped dramatically for the more experienced users using access lists. In all cases, however, access to supposedly filtered material was gained in seconds. Under such testing, the effectiveness of squidGuard as a specific-content filter for “pornographic” material can only be seen as superficial approach at best. The use of anonymous proxy servers was found to be an easy means to by-pass the filter.
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Razali, Zol Bahri. "Novel Method of Assessing Practical Intelligence Acquired in Mechatronics Laboratory Classes." In Advances in Computational Intelligence and Robotics, 895–928. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7387-8.ch028.

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Practical intelligence is often referred to as the ability of a person to solve practical challenges in a given domain. The lack of practical intelligence may be due to the way in which explicit knowledge is valued and subsequently assessed in engineering education, namely via examinations, tests, laboratory reports, and tutorial exercises. The lack of effective assessments on practical intelligence indicates implicit devaluation, which can significantly impair engineering students' ability to acquire practical intelligence. To solve this problem, the authors propose a new method of assessment for measuring practical intelligence acquired by engineering students after performing engineering laboratory classes. The novices-experts approach is used in designing the assessment instruments, based on the behaviors' of novices/experts observed and novices/experts representative work-related situations. The practical intelligence can be measured by calculating the difference between participants' and the experts' ratings; the closer the novices to experts, the higher the practical intelligence acquired.
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Massey, Susan L., Lisa Ortmann, and Katherine Brodeur. "Training Novice Literacy Coaches Through a Coaching Rounds Framework." In Effective Practices in Online Teacher Preparation for Literacy Educators, 150–70. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0206-8.ch008.

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Teacher preparation programs are responsible for training literacy specialists/literacy coaches to be effective teacher leaders. To do this, graduate student candidates need scaffolded experiences in working with adult learners as novice coaches. As part of an online capstone coaching course, researchers at two universities implemented a Coaching Rounds Framework to train novice coaches in using coaching language and coaching stances in authentic coaching experiences with class peers and teacher colleagues. Results indicate that by using a Gradual Release of Responsibility model in which candidates view exemplar coaching videos, rehearse coaching conversations with class peers, and analyze their authentic coaching conversations with teacher colleagues, candidates effectively support teachers in literacy instruction and engage in reflective practices.
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Keeler, Ward. "A Description of the Shweigyin Monastery." In The Traffic in Hierarchy. University of Hawai'i Press, 2017. http://dx.doi.org/10.21313/hawaii/9780824865948.003.0003.

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This chapter provides a detailed description of a highly respected and conservative Buddhist monastery in contemporary Mandalay, based on the author’s seven-month stay there in 2011 and 2012. It describes the various structures located within its walls and the activities of the monks and novices residing there. The most important of their activities consists of memorizing whole swathes of Pali texts in preparation for nationally administered exams. The conduct of classes, as well as the daily routines of monks and novices, including the evening recitation of praises of the Buddha, are all recounted in order to reveal the workings of the monastery as a social institution.
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Johnston, Christopher J. "Evaluation of a Hybrid Mathematics Methods Course for Novice Teachers." In Professional Development and Workplace Learning, 1228–47. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch067.

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This paper reports the evaluation of a hybrid mathematics methods course for novice teachers. During a fifteen-week semester, participants met face-to-face for approximately 60% of the semester and took advantage of an online format for the other 40% of the semester. Online activities included asynchronous discussion board postings, synchronous chats as an entire class, synchronous chats in small groups, evaluation of technology tools, and electronic surveys. The researcher used participants' feedback to evaluate the effectiveness of this hybrid format. In addition, the researcher reflected upon his own experiences as instructor to inform future course structure decisions. Within the context of the Rich Environments for Active Learning (REAL) framework, results suggest that cooperative support was a key component of the effectiveness of the experience. Further, participants emphasized one particular generative learning activity as an effective component of this course. Finally, this paper discusses implications for mathematics professional development facilitators.
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Conference papers on the topic "Novice classes"

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Yokemura, Taketoshi. "PROJECT MANAGEMENT EDUCATION FOR NOVICE TEACHERS TO PRODUCE RESULTS IN PROJECT-BASED LEARNING CLASSES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0456.

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"Concept–based Analysis of Java Programming Errors among Low, Average and High Achieving Novice Programmers." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4246.

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[This Proceedings paper was revised and published in the 2019 issue of the Journal of Information Technology Education: Innovations in Practice, Volume 18.] Aim/Purpose: The study examined types of errors made by novice programmers in different Java concepts with students of different ability levels in programming as well as the perceived causes of such errors. Background: To improve code writing and debugging skills, efforts have been made to taxonomize programming errors and their causes. However, most of the studies employed omnibus approaches, i.e. without consideration of different programing concepts and ability levels of the trainee programmers. Such concepts and ability specific errors identification and classifications are needed to advance appropriate intervention strategy. Methodology: A sequential exploratory mixed method design was adopted. The sample was an intact class of 124 Computer Science and Engineering undergraduate students grouped into three achievement levels based on first semester performance in a Java programming course. The submitted codes in the course of second semester exercises were analyzed for possible errors, categorized and grouped across achievement level. The resulting data were analyzed using descriptive statistics as well as Pearson product correlation coefficient. Qualitative analyses through interviews and focused group discussion (FGD) were also employed to identify reasons for the committed errors. Contribution:The study provides a useful concept-based and achievement level specific error log for the teaching of Java programming for beginners. Findings: The results identified 598 errors with Missing symbols (33%) and Invalid symbols (12%) constituting the highest and least committed errors respec-tively. Method and Classes concept houses the highest number of errors (36%) followed by Other Object Concepts (34%), Decision Making (29%), and Looping (10%). Similar error types were found across ability levels. A significant relationship was found between missing symbols and each of Invalid symbols and Inappropriate Naming. Errors made in Methods and Classes were also found to significantly predict that of Other Object concepts. Recommendations for Practitioners: To promote better classroom practice in the teaching of Java programming, findings for the study suggests instructions to students should be based on achievement level. In addition to this, learning Java programming should be done with an unintelligent editor. Recommendations for Researchers: Research could examine logic or semantic errors among novice programmers as the errors analyzed in this study focus mainly on syntactic ones. Impact on Society: The digital age is code-driven, thus error analysis in programming instruction will enhance programming ability, which will ultimately transform novice programmers into experts, particularly in developing countries where most of the software in use is imported. Future Research: Researchers could look beyond novice or beginner programmers as codes written by intermediate or even advanced programmers are still not often completely error free.
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Allison, Chris M., Brian S. Allison, Uwe Luettringhaus, and Judith K. Hohorst. "Application of RELSIM-RELAP/SCDAPSIM for University Training and Simulator Development." In 18th International Conference on Nuclear Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/icone18-30215.

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RELAP/SCDAPSIM, designed to predict the behavior of reactor systems during normal and accident conditions, is being developed as part of the international SCDAP Development and Training Program (SDTP). RELSIM, an advanced interactive simulator Graphical User Interface, is a commercially available package being developed by Risk Management Associates (RMA). The combined package, RELSIM-RELAP/SCDAPSIM, is being used for training of university students and other novice reactor systems analysts to help them understand how complex thermal hydraulic and/or reactor systems perform under realistic and postulated conditions. RELAP/SCDAPSIM uses internationally developed and validated system thermal hydraulic, fuel behavior, and severe accident models in combination with a flexible building block approach to model thermal hydraulic and reactor systems. RELSIM also uses a building block approach and user defined graphics screens in combination with the ability to interactively control the RELAP/SCDAPSIM simulation. As a result, students and analysts can use the package to describe both simple and complex thermal hydraulic systems ranging from simple pipes and university-scale experimental facilities up through current and conceptual reactor systems. This paper gives a brief description of the RELSIM-RELAP/SCDAPSIM package and then provides a discussion of how the package is being used for student and analyst training, The discussion includes the development of training tutorials and videos for novice users, the development of representative sample problems and graphics displays, and the type of training provided to support the users. A case study is presented in the paper outlining the sample problems and displays for use in novice RELAP5 and RELAP/SCDAPSIM user training classes.
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Booth, Joran W., Tahira Reid, and Karthik Ramani. "Understanding Abstraction in Design: A Comparison of Three Functional Analysis Methods for Product Dissection." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13130.

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In design classes, functional analysis is a process that is typically used to assist students with identifying essential functions to aid in the development of their concepts. However, it has been observed that students sometimes struggle with this part of the design process. In this study, a group of 26 students were studied in a 3-level within-subject study (n = 78) to determine which of three common functional analysis approaches (i.e. top-down, energy-flow, and unstructured) was most effective. Participants were asked to dissect a hair dryer, power drill, and NERF pistol and generate function trees describing how these work. Measures of effectiveness include the number of functions generated, the number of errors, the number of levels of abstraction represented in the tree, and the number of unique subsystems and functions identified. No statistical difference between the approaches was found, and there was also no practical difference between the approaches. These results suggest that for novice engineers, there is no difference between methods used. This possibly indicates that for novice engineers, formal methods may not be any more effective than an unstructured approach.
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Liu, Qian. "jCAB: Making Java Class Design Easier for Novice Programmers." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658507.

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Wakabayashi, Tomoyoshi, Shinpei Ogata, and Saeko Matsuura. "Dependency analysis for learning class structure for novice Java programmer." In 2011 IEEE 2nd International Conference on Software Engineering and Service Science (ICSESS). IEEE, 2011. http://dx.doi.org/10.1109/icsess.2011.5982370.

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Eckerdal, Anna, and Michael Thuné. "Novice Java programmers' conceptions of "object" and "class", and variation theory." In the 10th annual SIGCSE conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1067445.1067473.

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"From Concrete to Abstract - About Teaching UML Class Diagrams to Novice Programmers." In International Conference on Software Engineering and Applications. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004594302780283.

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Paiva, Roberto, Sávio Oliveira, Wellington Martins, and Leandro Parente. "Análise de metacaracterísticas para classificação de uso e cobertura do solo utilizando Random Forest." In Workshop de Computação Aplicada à Gestão do Meio Ambiente e Recursos Naturais. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/wcama.2020.11021.

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Este trabalho analisa o impacto do uso de metacaracterísticas geradas pelo algoritmo TWDTW para mapeamento do uso e cobertura do solo utilizando Random Forest. Os testes foram realizados classificando nove classes, para um conjunto de amostras da região do Mato Grosso, no Brasil. Nossos resultados mostram que as metacaracterísticas são promissoras para a melhora de acurácia, aumentando a acurácia global dos modelos testados. As melhoras mais significativas ocorrem na acurácia do produtor das classes de maior dificuldade de classificação. A importância das metacaracterísticas na classificação foi significativamente maior do que as características extraídas dos Índices EVI e NDVI e Bandas NIR e MIR.
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Mukai, Koji, Marina Orio, Massimo Della Valle, Reba M. Bandyopadhyay, Stefanie Wachter, Dawn Gelino, and Christopher R. Gelino. "Novae as a Class of Transient X-ray Sources." In A POPULATION EXPLOSION: The Nature & Evolution of X-ray Binaries in Diverse Environments. AIP, 2008. http://dx.doi.org/10.1063/1.2945023.

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