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Dissertations / Theses on the topic 'Psychological and pedagogical training'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Ivanova, Olena, and Kseniia Kugai. "Psychological peculiarities of pedagogical activity." Thesis, Таврійський державний агротехнологічний університет імені Дмитра Моторного, 2021. https://er.knutd.edu.ua/handle/123456789/18205.

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The purpose of the work is to study the psychological characteristics of pedagogical activity. Each of the teacher’s work spheres makes special requirements for his personal qualities, and therefore the success of pedagogical activity is largely due to the level of certain personal qualities development.

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2

Evans, M. E. "Training in laparoscopy : psychological perspectives." Thesis, Queen's University Belfast, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391111.

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3

Musgrave, Ryan L. "Developing Pedagogical Expertise in Athletic Training Faculty." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565206209921089.

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4

Wert, Janine Jackson. "Psychological Inoculation and Resiliency Training Program." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406653492.

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5

Edwards, David John. "Sport psychological skills training and psychological well-being in youth athletes." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-08112008-122715.

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6

Copeland, Tyrone Cephas. "Pedagogical possibilities for culturally diverse students." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284309.

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It is estimated that nearly 90% of the teaching force is comprised mostly of female middle-class European Americans; whereas the student population has become increasingly culturally and linguistically diverse. These teachers have been isolated from a significant part of the population they are likely to teach and have developed entrenched, ethnocentric identities with little, if any, knowledge about or experience with culturally or linguistically diverse children (Finney & Orr, 1995; Ladson-Billings, 1991). It is this concern which served as a catalyst for the present research study in pedago

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7

Keidel, Paul R. "Pedagogical principles for training pastors in West Africa." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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8

Sotiriou, Asimina. "A Pedagogical Investigation into Training Practices of Academic Librarians." Thesis, Manchester Metropolitan University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504537.

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9

Rossi, Marion O. "Life skills and actor training : pedagogical attitudes and approaches /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9957573.

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Thesis (Ph. D.)--University of Oregon, 1999.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 192-197). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9957573.

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10

Taft, William Orville. "Pedagogical implications of hermeneutical philosophy in education." Thesis, Goldsmiths College (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272272.

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11

Rocci, Randy L. "A cognitive and pedagogical evaluation framework for computer-based training." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FRocci.pdf.

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Thesis (M.S. in Information Technology Management)--Naval Postgraduate School, September 2003.<br>Thesis advisor(s): Thomas Housel, Tony Ciavarelli, Steven Pilnick. Includes bibliographical references (p. 123-126). Also available online.

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12

Mills, Jeanette Marie. "What are the issues involved in using e-portfolios as a pedagogical tool?" Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/312429.

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In Initial Teacher Training (ITT), one of the technologies rapidly being adopted to support the development of trainee teachers is the e-portfolio. Research into successful use of e-portfolios beyond their function as a repository has been scanty to date. The purpose of the current study was to extend the boundaries of understanding of e-portfolios beyond this function. This was undertaken through two in-depth case studies where e-portfolios were used as a pedagogical tool intended to support the development of reflective practice on a one year postgraduate ITT course, during two years of inve

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13

Kucheruk, Maryna. "Vocational training for future teachers." Thesis, Бердянський державний педагогічний університет, 2019. https://er.knutd.edu.ua/handle/123456789/14693.

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The purpose of the research is to reveal the significance of mastering new educational technologies. This enables not only to enrich the base of theoretical and methodological knowledge of students, but also to form a bundle of professional skills to design, develop the learning process, analyze its results in accordance with new information technology teaching.<br>Метою роботи є дослідження важливості освоєння нових освітніх технологій. Це дає змогу не лише збагатити базу теоретичних та методичних знань студентів, а й сформувати сукупність професійних навичок проектування, удосконалення навча

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Ohorodnyk, N. Y. "Psychological and Pedagogical Foundations for Future Seafarers’ English-Language Communicative Competency Development." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67276.

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The general tendency of the present to regard the foreign language as a socially and personally important factor steps up the possibilities for the specialist’s self-realization and ensures his career success. It should be noted that a good command of the English language, as future seafarers’ working language and a universal means for their mutual understanding during professional and everyday communication on board a vessel takes a key role. Seafarers’ maritime English communicative competence is undoubtedly one of the fundamental indicators of their general professional competency a

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15

Klockare, Ellinor. "A Psychological Skills Training Program for Dancers : Evaluation of the Dancers’ Use of Psychological Skills Training Techniques and Possible Effects of the Program." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-3288.

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Aim: The aim of this study was to implement a psychological skills training program for dancers and evaluate the dancers’ use of psychological skills training techniques, and possible effects of the course. Specifically, the present study examined: 1) to what extent the dancers were using psychological skills training techniques; 2) whether a short course in psychological skills training for dancers made any difference to their use of psychological skills training techniques; 3) whether differences existed between groups of dancers regarding year at the dance academy, previous education in psy

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Ng, Shung-yan, and 吳崇欣. "Motivation and psychological benefits of marathon training: a longitudinal study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50700698.

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Much research has looked into how aerobic exericse is important to physical and psychological well-being. However, research is less sure of the how exercise produces psychological benefits. To explore this, running is a form of exercise that deserves particular attention given its possible usefulness to public policy discussions. Running is one of the most accessible and inexpensive forms of exercise, and its popularity is demonstrated by the trend of more and more people participating in local annual marathons. This study performed a longitudinal test to better define the conditions under wh

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Sipe, Marie Elizabeth. "Weight training in older adults : an intervention for psychological empowerment /." Electronic thesis, 2004. http://etd.wfu.edu/theses/available/etd-05132004-142300/.

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18

Borland, Denise. "The singer's psyche : a psychological approach to vocal performance training." Thesis, Edinburgh Napier University, 2011. http://researchrepository.napier.ac.uk/Output/4529.

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Vargas, Alexandro Garcia. "Psychological Effects of Training in Martial Arts After Interpersonal Trauma." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6695.

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Individuals who experience a traumatic event may have an adverse emotional reaction that negatively impacts their quality of life. The purpose of this qualitative phenomenological study was to explore the influence of training in the martial arts as an intervention in the treatment of interpersonal trauma. The biopsychosocial model provided the framework for the study. The research questions addressed the effects of training in the martial arts and the biological, psychological, and social functioning of individuals who had sustained a form of interpersonal trauma. Data were collected from sem

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Fang, Der-Long. "A study of pedagogical processes and interaction in the primary classroom." Thesis, Cardiff University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359456.

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21

Bergler, Hans Ulrich. "Work Related Effects of an Awareness Training Programme: An investigation into training transfer and applicable criterion measures." Thesis, University of Canterbury. Psychology, 2013. http://hdl.handle.net/10092/7547.

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This study investigated predictors for training transfer and their relationship with work related effectiveness measures of the group based awareness training The More To Life Weekend. The purposes of the study were to: (1) establish and test predictors for effective training transfer, (2) identify and test constructs for work-related effectiveness, and (3) provide direction for the design of an evaluation study. This study was conducted with past participants of the training, in a cross-sectional design using self-report surveys, and data was analysed using regression analyses. Instruments fo

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Iskandar, Yulita Hanum P. "Pedagogical feedback in the motor skill domain for computer-based sport training." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/171675/.

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With the rapid development of Computer-based Sport Training (CBST), feedback plays an important role in both coaching and learning. A good CBST system includes not only good training strategies but also effective feedback design. Feedback in the motor skill domain via CBST may be synthetically designed to allow athletes to practice in a more effective way, and enhance their skill acquisition. Little research has been undertaken on the integration of pedagogic theory and instructional design with the design of feedback in CBST. To bridge this gap, this thesis‟s purpose was to explore the design

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Hutchinson, Donielle BreAnna. "A Dual Examination of Learning Through Pedagogical Training and Alzheimer's Disease Pathology." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7569.

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Active learning strategies are important for facilitating deep learning that may be carried throughout life, but which is still finding its way into the college setting. Educators are not often trained in effective learning practices, which reduces the cognitive and proficiency gains of their students. By providing such guidance in the formative years of a teacher’s training, we hypothesize that the learning environment will be greatly enriched and enhanced. On the opposite end of the spectrum of life and cognition, the plague of dementia also warrants examination. Alzheimer’s disease (AD), an

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24

Maxedon, Sandra Jo. "Early childhood teachers' content and pedagogical knowledge of geometry." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280485.

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This study investigated early childhood teachers' knowledge of the following four components of the professional knowledge base: goals of geometry, child development and geometry, geometry curriculum and curriculum content, and geometric concepts. Eight experienced early childhood teachers in grades kindergarten through two participated in interviews on each of the four knowledge components. Their responses to interview questions and geometric concept activities were electronically recorded and transcribed for analysis of patterns, trends, or themes which emerged for the group. The teachers kn

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25

Branson, Amanda. "Improving access to psychological therapies (IAPT) : linking training and patient outcome." Thesis, University of Reading, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590138.

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The National Improving Access to Psychological Therapies (IAPT) programme aims to train 6000 Psychological Wellbeing Practitioners (PWPs) and High intensity therapists (HIs) to deliver evidence based Low and High intensity psychological treatments to patients suffering with depression and anxiety disorders. The studies reported within this thesis were conducted to ascertain whether training led to improved therapist competence, and to better understand relationships between training and patient outcomes. A secondary objective was to explore the influence of therapist characteristics on trainin

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26

Hemmings, Brian John. "Psychological and immunological effects of training and massage in amateur boxing." Thesis, University of Chichester, 1998. http://eprints.chi.ac.uk/797/.

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A series of field based investigations were undertaken to establish the mood state and salivary immunoglobulin-A (S-IgA) response to different training loads in amateur boxing. Mood states were initially monitored via the Profile of Mood States (McNair, Lorr & Droppleman, 1971) and thereafter through the development of a boxing specific, shortened version. S-IgA was analysed through enzyme-linked irnmunosorbent assays. Results ofthe early investigations showed mood disturbances in fatigue, vigor, tension and anger with intensified training. Immunological data showed S-IgA to significantly decr

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Kidney, Gillian. "Acceptance and commitment therapy training and psychological flexibility for helping professionals." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33107.

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This thesis is an exploration of two interconnected areas: Acceptance and Commitment Therapy (ACT) training for helping professionals (HPs) and psychological flexibility in helping professionals. The ACT model holds that HPs need to be psychologically flexible (or, herein, flexible) in order to be effective ACT practitioners, and thus a primary goal of ACT training is to enhance participant flexibility. The first chapter is a systematic review of studies that have evaluated the effectiveness of ACT training. It focused on ACT training practices and outcomes related to knowledge, skills, and ps

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28

Brooks, Jennifer Margaret Beckett. "Personality style, psychological adaptation and expectations of psychologists in clinical training." Thesis, Open University, 1999. http://oro.open.ac.uk/57920/.

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Objectives: The current study aimed to profile the personality styles, expectations and psychological adaptation of Clinical Psychology Trainees. It also aimed to look at the relationship between these variables. Design: A cross-sectional postal questionnaire study, employing between group and correlational analyses. Methods: A sample of 364 psychologists in clinical training (57% response rate) from 15 UK clinical psychology training courses participated in the study. They completed questionnaires of personality, psychological adaptation, social support and an expectations measure specificall

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Lunt, Ingrid. "The role of psychological theory in the training of educational psychologists." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10018438/.

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This thesis looks at the place of psychological theory in the training of educational psychologists, and at the relationship between theory and practice during the training period. Training of educational psychologists in England and Wales consists of a first degree in psychology, followed by teacher qualification and experience, which is followed by a one year Master's degree. Professional psychologists are recognised in the UK through Chartered Psychologist Status of the British Psychological Society, which generally assumes a scientist practitioner model of training and practice. The litera

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Zimmermann, Erika. "The interplay of pedagogical and science related issues in physics teachers' classroom activities." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388392.

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Serra, Vizern Montse. "Education in ethical values: a pedagogical proposal for the training of ICT professionals." Doctoral thesis, Universitat Autònoma de Barcelona, 2012. http://hdl.handle.net/10803/362637.

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Aquest treball de recerca investiga la formació en valors ètics dels professionals de les TIC amb l’objectiu de destacar un marc educatiu on portar a terme el procés d’aprenentatge dins de les escoles d’enginyeria. Aquest marc educatiu s’estudia a través de tres eixos principals: quin paper juga l’ètica dins del context de les TIC; quines implicacions morals té l’ètica professional; quins són els requeriments educatius essencials necessaris per tal que els professionals de les TIC puguin desenvolupar un perfil ètic adequat. Conseqüentment, les principals contribucions d’aquest treball són

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PRATTICO', FILIPPO GABRIELE. "eXtended Reality for Education and Training." Doctoral thesis, Politecnico di Torino, 2022. http://hdl.handle.net/11583/2972202.

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Turner-Bisset, Rosemary Anne. "Subject matter knowledge and teaching competence." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337754.

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Recent research literature on learning to teach has several important strands: the role of subject matter; the extent to which pedagogical knowledge and procedural routines are significant; concepts of learning and teaching; and the role of reflection in learning to teach. The present study adds both to the debate on the links between subject knowledge and pedagogy, and to the case law on learning to teach. A two-year longitudinal comparative case study was carried out on four postgraduate student-teachers. Data sets included: biographical data; details of course content and structure; diaries

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Jen, Mary. "Using training to increase accuracy of performance appraisals." Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/29569.

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Byrne, Heather Louise. "The psychological dimensions of employability : training effectiveness with the long-term unemployed." Thesis, University of Glasgow, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390735.

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36

Bates, Shannon. "Internship directors' perspectives on psychological assessment training| Current status and emerging trends." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10157570.

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<p>The psychological assessment literature has consistently reflected the importance of psychological assessment competency for professional psychologists across all training and practice settings. Past surveys of pre-doctoral internship directors have highlighted a troublesome misalignment between internship directors? assessment-related expectations of students and the actual competencies demonstrated by many beginning pre-doctoral psychology interns. The purpose of the present study was to survey psychology internship directors within the United States to examine their perspectives regardin

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Ali-Hamada, Taghreed. "A suggested programme for developing the pedagogical grammatical awareness of Egyptian English language trainee teachers." Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301036.

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Klenowski, Val. "An investigation of student self-evaluation as an authentic pedagogical practice : processes, possibilities and realities." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10019212/.

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This thesis investigates student self-evaluation in leamer-centred contexts to acquire a deeper understanding of the processes involved. The study describes, analyses and interprets student self-evaluation processes using qualitative, case study research design. Questions of how students go about self-evaluating their experiences of learning and teaching, and how teachers attempt or succeed in integrating experiences of this type of evaluation into their teaching practice, are the focus of this study. The conditions under which these processes are promoted are explored in a secondary school in

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Min, Alice A., David A. Sbarra, and Samuel M. Keim. "Sleep disturbances predict prospective declines in resident physicians’ psychological well-being." Co-Action, 2015. http://hdl.handle.net/10150/621337.

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UA Open Access Publishing Fund<br>Background: Medical residency can be a time of increased psychological stress and sleep disturbance. We examine the prospective associations between self-reported sleep quality and resident wellness across a single training year. Methods: Sixty-nine (N69) resident physicians completed the Brief Resident Wellness Profile (M17.66, standard deviation [SD] 3.45, range: 017) and the Pittsburgh Sleep Quality Index (M6.22, SD 2.86, range: 1225) at multiple occasions in a single training year. We examined the 1-month lagged effect of sleep disturbances on reside

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Fillpot, James Michael. "Computer-generated speech training versus natural speech training at various task difficulty levels." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/746.

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41

Monteleone, Brian R. "Cognitive-affective stress management training to reduce competitive anxiety in athletes." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203653.

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This study examined the effects of Cognitive-Affective Stress Management Training in reducing cognitive and somatic anxiety, while increasing self-confidence and athletic performance in a sample of male (n=10) and female (n=23) high school and college athletes. Only participants scoring moderate to high for trait anxiety on the Sport Competition Anxiety Test (Martens, 1977) were involved in the program. Cognitive-Affective Stress Management Training (CASMT) was a three week, six session program conducted during the preseason. Participants were randomly assigned to three groups (i.e., no trea

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Lauffer, Patricia Louise 1961. "THE EFFECT OF GENDER, GENDER ROLE, AND WEIGHT TRAINING ON SELF-CONCEPT AND BODY CATHEXIS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276469.

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The purpose of this study was to examine the self-concepts and body cathexis of both males and females engaged in an eleven week weight training course and to examine if differences in gender role would influence the relationship of strength to self-concept and body cathexis. Each group (weight trainers versus controls) was administered the Tennessee Self Concept Scale, Bem Sex-Role Inventory, Eysenck Personality Inventory, and the Body Cathexis Scale. Strength measures were obtained. Group by gender ANOVA and ANCOVA examined differences between and among the groups and genders. Gender role by

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Bolanis, Susan Loehrke. "Children's responses to live musical performance by an ensemble without, then with pedagogical training." [S.l. : s.n.], 1996. http://catalog.hathitrust.org/api/volumes/oclc/53916456.html.

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Marsden, L. "The determinants of self-esteem amongst young people within the Youth Training Scheme." Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382586.

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Li, Benjamin K. W. "Changes in thinking and pedagogical content knowledge in learning to teach English as a second language." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/4633/.

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Purpose This study examines how student teachers for whom English is a second language develop their professional knowledge in learning to teach ESL. The focus of the research is on their change in thinking and pedagogical content knowledge (PCK) during teacher education. PCK, as defined here, includes the following four domains: Knowledge of the subject content, knowledge of lesson planning, knowledge of instructional strategies and knowledge of the teaching context. The study also seeks to find out how student teachers' pre-training beliefs and conceptions affect their attitudes towards prof

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Corrie, Loraine Frances. "Pedagogical knowledge and classroom practice : teachers' management of a disruptive classroom behaviour, talking out of turn." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10020201/.

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This study investigates teachers' management of a disruptive classroom behaviour known as "talking out of turn", and proposes that management practices are integral to teachers' pedagogical knowledge. The study explores the notion that pedagogical knowledge is socially constructed by staff, with influence being exerted by those high in the power hierarchy of the school. Talking out of turn is a pervasive and disruptive pupil behaviour which violates the turn-taking rules operating in the classroom. Previously it had been concluded that it is caused by teachers' or pupils' skill deficit, howeve

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Galbally, Jaclyn Ford. "The relationship of literacy teaching efficacy beliefs and literacy pedagogical content knowledge during student teaching." Thesis, Temple University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3623158.

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<p> Student literacy rates across the country are unacceptably low. Teacher preparation has emerged as a priority in both research and practice in efforts to improve the nation's literacy rates. Teacher knowledge and beliefs influence the quality of instruction teachers are able to implement. This study was designed to help educators and mentors of novice teachers understand the relationship between literacy pedagogical content knowledge and literacy teacher efficacy beliefs and changes to this relationship during the course of student teaching. </p><p> Using a sample of 36 pre-service

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Karunaratne, Iresha Madhavi 1973. "Learning English in urban Sri Lanka : social, psychological and pedagogical factors related to second language acquisition." Monash University, School of Political and Social Inquiry, 2003. http://arrow.monash.edu.au/hdl/1959.1/5788.

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Bailey, Steven Charles. "An analysis of individual philosophical foundations and pedagogical teaching behaviors." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/800.

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Floyd, David Graham. "An examination of the links between the pedagogical culture of primary schools, school effectiveness and school improvement." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006625/.

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This study examines the proposition that values and beliefs about teaching and learning are of critical importance in determining pupil outcomes. Using a sample of teaching staff from 32 primary schools, I attempt to identify these beliefs and their links with school effectiveness and school improvement. School effectiveness is measured in terms of pupil progress on Suffolk Reading Tests taken at 6+ and 8+ from 1994-6. Data about pedagogical values and beliefs were collected using interviews, questionnaires and Ofsted reports. An outlier framework was used to analyse effectiveness and improvem

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