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Poloyac, Samuel M., Kristen F. Block, Daniel R. Touchette, Nicholar E. Hagemeier, Rick Bertz, Stephanie F. Gardner, and Daniel A. Ollendorf. "Suit Up: Power Skills for Successful Research Careers." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5420.
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“Soft skills” are soft no longer; when it comes to leading research endeavors in academic or industry settings, the most successful researchers are those who can harness their ability to mentor, advocate, manage and adapt to enhance their scientific skills. This session for graduate program faculty, administrators and trainees will showcase the universal nature of “power skills” across job sectors and explore how colleges of pharmacy can incorporate these skills into their research training programs.
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Edmundson, Andrea Louise 1955. "Executive skills in selected agricultural professions." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276618.
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The purpose of this study was to identify the executive skills employed by County Extension Directors (CEDs), Trade Association Directors (TADs) and Team Leaders/Chiefs-of-party (TL/COPs), to determine which frequently used executive skills were common to all three positions and to identify the major source of executive skill acquisition. Analysis of the executive skills employed by CEDs and TL/COPs (the TADs were excluded from this analysis for statistical reasons) revealed 34 frequently used executive skills common to both groups. These were in the areas of problem-solving, group dynamics, decision-making, coordinating, communication and organization. Most respondents acquired their executive skills on the job, but 85% held Bachelor's degrees and over half of those were in agricultural disciplines. Study results indicated an opportunity for Colleges of Agriculture to develop executive skill curricula in addition to technical curricula at the undergraduate level. Internships and experiential classroom activities were recommended to facilitate executive skill development.
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Railey, Jr George Austin. "Characteristics & perceived skills of California community college chief financial officers : a profile of characteristics & perceived skills and responsibilities." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/743.
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Sheriff, Ray E. "Introducing Research Methods and Skills in a Workshop Environment." Higher Education Academy Engineering Subject Centre, 2007. http://hdl.handle.net/10454/3557.
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Yes`Research Seminar Series¿ is a 10-credit, Level M module offered to MSc/MEng students undertaking programmes in the areas of Electrical and Electronic Engineering at the University of Bradford. The module¿s aims are twofold: i) to disseminate stateoftheart information that could form the basis for future research programmes¿ and ii) to introduce the stages involved in the preparation and presentation of a research paper.
Higher Education Academy
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Woodward, Nakia J., Rick L. Wallace, Kelly Loyd, Elizabeth A. Wallace, and Rachel R. Walden. "Librarians as Connectors: Applying Information Skills to Facilitate Research Partnerships." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8708.
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Sliedrecht, Susan Beverley. "Life skills for adolescence : evaluative research on the Quest programme." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/22495.
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The Quest Life Skills for Adolescence is a two-year programme, for Standard 6 and 7 pupils. The goal of the programme is to assist adolescents to effectively manage the life tasks associated with the adolescent years. The programme is school based consisting of eight modules, each module dealing with a different subject. The method of instruction, as with most life skills programmes, is participatory learning as opposed to didactic teaching. This pilot-study was based at the Sentinel High School in Hout Bay. The study evaluates whether module one and two of the Quest Life Skills programme achieved their objectives. The second purpose was to devise an evaluation tool that could be used by other schools to evaluate modules one and two of the Quest programme. A multifaceted study design was adopted in the evaluation process. The instruments used were questionnaires, group discussions, Rosenberg's Self-Esteem Scale (1965) and a game. The results reveal that module one of the programme did enable pupils to gain a better understanding of adolescence. Pupils were, however, not totally conversant with the four aspects of change that would take place in adolescence namely physical, emotional, social and intellectual change. They seemed more familiar with the changes that would take place in the physical and emotional realms than in the intellectual and social realms. The findings confirmed that a safe supportive environment, conducive to learning, had been established. Module two of the programme dealt with self-confidence/self-esteem. The self-esteem of participant's, in the Quest programme, increased marginally, but the results yielded showed that a statistically significant improvement did not take place when compared with the comparative group. Participants reported that the programme was of great benefit to them. It was the first time for the majority of the participants that they had been exposed to life skills training. Based on the above findings, an evaluation package was compiled, for schools to use, to evaluate the effectiveness of the first two modules of the Quest programme.
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Aldous, Colleen Michelle. "University level genetics students' competencies in selected science process skills." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-02092006-120752.
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Dillon, Beth A. "The quiet crisis Goodwill Industries research project /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/BDillon2007.pdf.
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Pfeil, Michael. "Re-introducing skills teaching into nurse education : an action research project." Thesis, University of East Anglia, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246961.
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Goff, Alexandra. "Information skills development for the college bound student /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0014/MQ36126.pdf.
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Matakane, Euphimia Nobuzwe. "An exploration of strategies to enhance grade 8 learners' reading comprehension skills." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004330.
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This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
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Gomez, Jill. "Developing Helping Skills in an Online Environment." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353088163.
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Allison, Jason Michael. "Project Based Learning to Promote 21St Century Skills: An Action Research Study." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192564.
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This action research study explored how instructional staff members at a rural high school in Central Virginia can improve their PBL instructional practices to promote students to acquire the 21st century skills of communication, collaboration, creativity, and critical thinking. Based on the results of this action research study, the top three strengths of PBL were students learning from mistakes, students taking responsibility for their learning, and that projects come in all shapes and sizes. The study revealed that there is not a tight fit or alignment between PBL and the Four Cs of communication, creativity, and critical thinking, and collaboration; however instructional staff members still perceived PBL as promoting the Four Cs in various ways. The study revealed that instructional staff members envision their school as students learning from their mistakes in a non-punitive way, being responsible for their learning, and creating their own educational paths to success. The study revealed that instructional staff members would like professional development on grading PBL lessons, as well as infusing PBL into the curriculum.
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Lockwood, P. "Teaching clinical reasoning skills to undergraduate medical students : an action research study." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3018657/.
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Introduction Clinical Reasoning is an important competency for medical students to learn. I am a Clinical Lecturer in Medicine and I run a course which has clinical reasoning as a key component. It was identified at curriculum meetings, that Clinical reasoning can be challenging to teach and that there was some evidence that it is an area of the curriculum that could be further developed and improved upon. Study Aim To address the concern about improving the teaching of clinical reasoning skills, my study aimed to; • Develop effective approaches for teaching clinical reasoning to medical students and evaluate them, • Identify educational principles that would help students learn clinical reasoning and share them with curriculum developers, The questions that I identified to support this aim were; • What enhances the students’ ability to learn clinical reasoning? • What makes it harder to learn clinical reasoning? New knowledge was developed by exploring how the theories around clinical reasoning and its teaching could be applied in a practical setting. Methodology An action research approach was used to identify the concerns and issues around teaching clinical reasoning, look for solutions, plan and implement changes and evaluate the changes. The last element of the study was the development of principles when developing a curriculum or teaching sessions for clinical reasoning. Results A new teaching session was designed and delivered to third year medical students. Several key factors important in designing a teaching session around clinical reasoning were identified. Scenarios used in clinical reasoning teaching should be written so that the information in the history is nonspecific and broad enough to allow for thinking across different body systems. They also should be well written to allow actors to play the simulated patient role realistically. The tutors involved need to have the skills to encourage the students to apply knowledge to the scenario through interaction. The tutors need to be able to engender a feeling of safety within the group being taught. There are some indications that the tutors need to have a high level of metacognition themselves. Students need to practice using the clinical reasoning processes and receive feedback on their thought processes. The teaching sessions need to allow time for the students to think and a stop start method was highly rated by the students as a method for doing this. Assessments and teaching materials around clinical reasoning need to avoid the use of “buzz words” or formulaic thinking. Further research into how novices use the clinical reasoning process is needed, as the study suggested that students use inductive reasoning and leave it late to start the reasoning process. They also try and use pattern recognition using “buzz words” very early on in their career.
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Menzies, Rachel. "Investigating sharing skills in children with autism spectrum conditions through participatory research." Thesis, University of Dundee, 2012. https://discovery.dundee.ac.uk/en/studentTheses/9e78b4bc-0fcc-404b-9420-d16cf5b487ef.
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For most children, appropriate social skills and behaviours can be learned through observation and imitation of adult behaviour in social environments (Bandura and Walters 1963; Rheingold, Hay et al. 1976). The importance of social and communication skills have long been emphasised as the basis of learning by all children (Piaget 1962; Scottish-Executive 2004). One of these skills, sharing, is a “prosocial skill associated with the development of positive social relationships” (DeQuinzio, Townsend et al. 2008). Affecting more than 500,000 people in the UK (National Autistic Society 2007), Autism Spectrum Conditions (ASC) are a collection of developmental disorders of varying severity, with behavioural manifestations changing with the severity of the disorder and age of a particular individual. ASC includes established difficulties in social interaction, social communication and a rigidity of behaviour and thought (Wing and Gould 1979; Pimley and Bowen 2006). Sharing skills are an area of difficulty in Autism Spectrum Conditions, currently addressed by teachers within the educational setting. However, thus far few projects have been designed to promote the generalisation of these social skills. In addition, work in this area is typically with higher-functioning individuals with Asperger Syndrome or educated in a mainstream schooling environment. Limited work has been conducted with lower functioning individuals with additional learning disabilities. There is also a lack of interventions that have been designed using a user-centred participatory research approach. In order to address this need, a computer system has been developed to support children with Autism Spectrum Conditions in the acquisition of sharing skills, and provide opportunities for the subsequent generalisation of these behaviours. The research involved devising ways to involve stakeholders in the design and development of the system. An evaluation of the final prototype was carried out in a special-educational location with a group of low-functioning children with Autism Spectrum Conditions. The results suggest that technology can be a useful vehicle to allow opportunities for children with Autism Spectrum Conditions to develop their sharing and social interaction skills. Use of the sharing tool shows some improvement in the participants as well as some transfer of knowledge and skills into different situations. This indicates that the involvement of practitioners and children, both with and without Autism Spectrum Conditions, in the design process has resulted in the development of a useful technology system with possible future applications in the education setting.
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Dinsmore, David Raymond. "A model for computational undergraduate research using molecular orbital theory and a low-cost unix workstation /." Lynchburg, Va. : Liberty University, 2004. http://digitalcommons.liberty.edu.
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Tamsberg, Merle S. "Gifted and talented program evaluation : the acquisition of research skills in grades 3-8 /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148733599290369.
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Anderson, Jessica K. "Effects of questioning strategies on students' inquiry skills during a physics research project." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/anderson/AndersonJ0812.pdf.
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In this investigation, teacher and student questioning strategies were implemented within physics research projects with the intention of improving students' inquiry skills. Students involved in the study included 14 twelfth-grade physics students. Treatments within the study included introducing teacher modeled questioning strategies focusing on application, explanation, and recall and asking students to explain their thinking by asking why at the end of yes or no questions. A series of self-questioning models on cognitive processes were also introduced. Finally, students implemented the learned strategies while conducting their individual/partner research projects. Participants' questioning and inquiry skills were assessed with a series of surveys, recorded interviews, teacher field notes, and peer/self-assessments of their inquiry skills while conducting the research projects. The study revealed an increase in both students' questioning and inquiry skills.
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Thomas, Peggy Cobia Debra C. "Building resilience skills in Hispanic middle school girls an outcomes based research study /." Auburn, Ala., 2005. http://hdl.handle.net/10415/1280.
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Lefroy, Janet. "Action research : towards excellence in teaching, assessment and feedback for clinical consultation skills." Thesis, Keele University, 2018. http://eprints.keele.ac.uk/5170/.
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Background: Consultation skills are the core competencies required at graduation of the doctor as a practitioner. Every medical school has its own system of teaching and assessing consultation skills. These are generally amalgams of previous curricula and not rigorously developed. We took the opportunity presented by a new undergraduate medical curriculum to systematically develop the consultation skills curriculum from classroom teaching to OSCE assessment and formative workplace-based assessment and feedback. Methods: The consultation skills curriculum and assessment system were developed by action research. Data were collected using mixed methods involving questionnaires, focus groups, participant interviews, student reflective summaries and routine monitoring of usage of an app which we developed for generating feedback summaries in the clinical workplace. Participants were teachers and students at Keele University school of medicine. In addition, clinical tutors from seven other UK medical schools participated in a Delphi study of undergraduate medical consultation skills competencies. Results: A case study of curriculum development by action research is presented in nine published papers. Conclusion: This work has contributed to medical education knowledge as follows: an instrument for assessment of consultation skills has been developed and validated; and a set of strategies for improvement of these consultation skills have been developed and validated. It has added to understanding about transfer of learning from the classroom to the workplace; the impact of assessment grades on medical students’ learning and self-perception; and the value of a system of formal workplace-based assessment. Additionally this work was one of the first applications of realist methods in medical education research, and it has developed guidance on feedback in the workplace for individual tutors and educational institutions.
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Polowczyk, John Phillip. "Market research in the United States Navy : a study of the skills and tools required to conduct market research /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1996. http://handle.dtic.mil/100.2/ADA324454.
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Thesis (M.S. in Management) Naval Postgraduate School, December 1996.Thesis advisor(s): Janice M. Menker, Sandra M. Desbrow. "December 1997." Includes bibliographical references (p. 115). Also available online.
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Zakher, Maged Sobhy Mokhtar. "The use of sacred texts as tools to enhance social research interviews." Thesis, University of Bedfordshire, 2018. http://hdl.handle.net/10547/622699.
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Background – Enhanced social research interviews seek to engage interviewees in extended conversation-like dialogues where they are empowered to produce output by discussing themes of relevance to them. Photos, videos, vignettes and other enhancing tools have been used before in social sciences research interviews to contextualise the interview interaction. Initial Assumption – Sacred texts (such as excerpts from the Bible and the Quran) enjoy some features that make them potential tools to enhance research interviews. This study set out to answer the Research Question: ‘What are the benefits and challenges of using sacred texts as tools to enhance social research interviews?’ Methodology – Selected Biblical and Quranic verses were used in three sets each, to start social discussions with fifteen Christian and thirteen Muslim participants, respectively, in semi-structured interviews. Findings – The findings of this empirical study show that using sacred texts was perceived favourably by the participants, enhanced the dynamics of the interviews and provided a platform to produce data that are rich, varied and nuanced. Conclusion – This research points out the usefulness of sacred texts – as enhancing tools – when used in social research interviews to produce natural conversations that, in turn, lead to rich, nuanced data. This suggests that sacred texts can be added to the qualitative research interview-enhancing toolbox especially with exploratory studies that are open for emerging themes during interview settings. Research areas where sacred texts can be used in interviews include: ethics, social relations, gender roles, psychology, moral choices, cultural studies and spirituality, among other social sciences disciplines. Researchers as well as participants will be expected to have a degree of familiarity with the sacred book or texts to make both interviewers and interviewees interested enough in discussing it in an open and respectful setting.
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Burt, Charles Wesley. "Identification of critical variables in developmental testing and an experimental examination of the number and roles of participants in testing sessions." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75951.
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A large sample (N = 206) of expert instructional designers was surveyed in order to determine how developmental testing is designed and conducted. The majority of respondents indicated that they did conduct formative testing of prototype instructional materials for purposes of revising them. Both one-to-one and small group testing were recommended with both the developer and the test subjects assuming active roles during the testing sessions. Both quantitative and qualitative (including attitudinal) data are gathered with an emphasis placed on the analysis of the posttest data. Based on a review of the literature and the results of the survey, an experiment was conducted in order to investigate the effects of different roles that the participants might play during testing sessions with different numbers of participants within sessions. Individuals assigned to small groups did not produce as many comments during instruction as the one-to-one procedure. A content analysis of the qualitative data revealed that test subjects generally comment by indicating comprehension/recall problems. As a source of feedback, the attitudinal survey provided a considerable amount of data especially with small groups which were reluctant to make critical comments during instruction.
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Mollohan, Katherine N. "Epistemologies and Scientific Reasoning Skills Among Undergraduate Science Students." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437149185.
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Gordon, Cheryl. "Assessment confidence in the transition to Business and Management studies in HE." Thesis, University of Central Lancashire, 2018. http://clok.uclan.ac.uk/25363/.
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This thesis presents an exploratory study into the concept of assessment confidence development, building upon previous studies in self-efficacy and academic confidence. In particular, this study concentrates on students transitioning from FE to their first year of HE studies in Business and Management and the associated assessment regime. The resultant substantive understandings of experience of this transition have been constructed with the assistance of 11 first year students, during 2 interviews across a year. The first of these interviews was undertaken in induction week and was followed by a second interview at the end of the first academic year of HE study. An inductive approach has been taken to the production of data which has been analysed using thematic analysis and I-poem analysis in order to theorise around the influencing factors and aspects of assessment design linked to the development of assessment confidence. The subsequent findings have emerged through authentic representation of the student voice, confirmed during member checking exercises. The main findings of this study suggest that students may be more widely influenced by their contextual experiences of FE assessment than have previously been recognised. In addition, student experiences of assessment regimes at this level are typified by familiarity, routine, repetition and modelling. In the transition to HE assessments, the students in this study experienced self-doubt, uncertainty and ambiguity leading to perceptions of risk and lack of control. Assessment design aspects of clarity, relevance and authenticity in addition to student choice and freedom are presented as key to understanding how HE educators can mitigate risk and loss of control during this transitional period. This thesis contributes to the wider understanding of how students interact with assessment during transitional phases and in particular into unfamiliar subject areas with distinctly different assessment regimes. This substantive theorising presented builds upon the more domain specific notions of self-efficacy already associated with student 'confidence' in order to better design the assessment experience for students making that transition.
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Fitzgerald, David. "Evaluation of the process of learning : an educational programme engaging first year college students in critically reflecting upon how they learn." Thesis, Open University, 2000. http://oro.open.ac.uk/56467/.
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This thesis evaluates the effectiveness of having students reflect upon their experiences of learning and use of critical thinking in their first year of study at University. Specifically, it responds to the debate on whether teaching a general course on critical thinking skills constitutes a 'syntax or semantic' for the students. McPeck (1990) initiated this debate, claiming that teaching general courses on critical thinking skills do not improve students' processes of reasoning. He believes that such courses are not meaningful to students and their learning, stating that the thinking skills the students require, must instead be derived directly from the subjects that they are studying. Educators such as Paul (1991; Siegel 1990) disagree with McPeck and argue that these courses improve students' reasoning processes at University level. In responding to this debate, I designed an introductory critical thinking skills course entitled the Process of Learning. This course was implemented with first year students enrolled on a design and media management course at a University in the United Kingdom. This case study was evaluated using an action research methodology. The findings of this research are discussed within the framework of student learning theory and the learning environment. The data includes student and staff interviews conducted over 18 months, triangulated findings from the course sessions and analysis of related assignments. This research found that students can benefit from first year introductory critical thinking courses in several ways. Students become sensitised or aware of the critical thinking skills that they use in first year. The subsequent application of these skills can lead to improvement in learning quality outcomes in subsequent studies. Students with a higher level of competency discuss these thinking skills more coherently and recognise their personal responsibility in learning. Students achieve insights into their own personal perception of learning and begin to assess objectively the implications of what they have learnt from this. Wide ranging feedback from students discussing critical thinking skills and learning activities can provide a medium for staff committed to improving both pedagogy and the curriculum. Better understanding of critical thinking skills can improve the students' confidence in learning. Further insights are presented in this research that help us to further understand the nature of `confidence' in learning. Students identified a number of difficulties with the Process of Learning. This would appear initially to support McPeck's belief that such courses arc not helpful to students in the first year of study. However, four key findings are presented in this thesis which explain why these difficulties arose. Consequently, this research supports educators who advocate the teaching of general critical thinking skills courses in higher education, due to the benefits for students and staff. It concludes that the 'syntax versus semantic' dichotomy is an oversimplification of the debate and explains why this is so. Finally, suggestions are made for future research directed at integrating critical thinking skills courses across the degree level at University.
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Popp, Rosanne. "Teacher assessment of elementary school students' conflict resolution skills, an action research case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ58496.pdf.
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Taylor, Valerie Ann. "A research study of the characteristics of participants attending and completing parenting skills classes." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1497.
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This study hypothesized that age of the parent, age of their children, and type of abuse would have some effect upon the parents' attendance and completion of the parenting skills classes. The groups studied were the Fall 1985 and Spring 1985 classes sponsored by Fulton County Department of Family and Children Services. Secondary analysis of existing data was used as a research method. The following descriptive statistics were used to analyze data: frequencies, tables, and percentages.
The results indicated that there was no statistically significant difference in age of persons referred and age of children of persons referred in relation to attendance. In the Fall class, there was a distinct relationship drawn between attendance and types of abuse.
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Gordon, M. "Developing healthcare non-technical skills training through educational innovation and synthesis of educational research." Thesis, University of Salford, 2014. http://usir.salford.ac.uk/30826/.
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This thesis presents a programme of nine key published works, as well as twelve published supporting works focusing on two areas. Firstly, an investigation of how non-technical skills education in healthcare can be used to enhance outcomes for patients. Secondly, an exploration of how evidence synthesis be used as a tool to direct educational innovation and, in this context, enhance patient safety. Non-technical skills are the interpersonal, communication, team working and decision making skills that support safe patient care. Existing theory was applied to build new conceptual frameworks to understand how non-technical skill learning occurs. Educational innovations were developed, allowing outcomes for patients to be enhanced and the theory to be refined. Ultimately, this has led to the proposal of the SECTORS model, combining three key elements: The generic knowledge and skills in core areas that contribute to and support learning in non-technical skills (Systems and technology use, Error awareness, Communication, Team working), a situated cognition approach to formal and experiential learning that develops these skills (Observation and simulation) and developments in analytical skills that can integrate these and support decision making (Risk assessment and situational awareness). SECTORS can support curricula design, educational innovation and design of assessments. SECTORS will support future scholarly research, allowing the field to move from theory generation to theory testing and refinement. Additionally, synthesis of educational evidence to support the development of this new knowledge has been employed. Building on existing guidance and in response to calls for more theoretical generation in primary educational research, a complete method for health education evidence synthesis has been developed and applied. This method allows clarification of educational questions through generation of conceptual frameworks and new theory within a systematic framework that employs qualitative synthesis techniques such as thematic generation and meta-ethnography, representing a significant contribution to the field.
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Wells, Stephanie Alice. "Vocabulary development in a grade 7 class using dictionary skills: an action research project." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003708.
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As I was involved as a voluntary, part-time teacher in a local, semi-rural school in the Eastern Cape, South Africa, I became increasingly aware of the learners' lack of English literacy. I therefore decided to do a practical research on vocabulary development, focusing on dictionary skills. In this thesis I describe how I implemented a vocabulary development programme as an Action Research project. My research group was a grade 7 class of English First Additional Language learners who had minimal exposure to English at school and in their communities. The class was a mixture of Afrikaans and isiXhosa home language speakers and the medium of instruction was Afrikaans. The school served a low-income community and was poorly resourced. As dictionary skills is a requirement of the national curriculum, I used 10 time-tabled lessons over a 5 week period to introduce the learners to dictionaries. My data sources were a journal detailing my reflections on each lesson; a video-recording of the lessons; small group interviews after each lesson which were audio-recorded; tasksheets on the work covered in class and questionnaires asking the learners for written responses to the lessons. The class teacher who filmed the lessons was also asked for feedback during and after the programme. My goals were to assess my teaching approach in these circumstances and to what extent the outcomes were positive for the learners. As I had come from a background of English Home Language teaching in good, well-resourced schools I found I had to question many of my assumptions. Although I was an experienced, qualified and confident teacher, I was continually having to reassess my teaching methods which were being challenged by very different classroom conditions. The outcomes of the research show why I was not able to achieve what I had thought I could in the time given.
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Karlsson, Anna. "How can blogging in foreign language education improve pupils´ writing skills? A research synthesis." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35974.
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The purpose of this research synthesis is to investigate how using blogs and Facebookin foreign language teaching can improve pupils´ writing skills in the target language.According to the theoretic framework around which the results of this researchsynthesis are organized, linguistic, pragmatic, intercultural and strategic competence arepart of writing skills. The results show that out of the 8 studies included in the researchsynthesis five showed an improvement in linguistic competence, three out of those fiveshowed an improvement in pragmatic competence as well, and another three studiesalso showed an improvement in pragmatic competence. None of the studies showed animprovement in intercultural or strategic competence.
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Tamsberg, Merle S. "Gifted and talented program evaluation : the aquisition of research skills in grades 3-8." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1273502714.
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Dikuwa, Alexander. "Enhancing the critical reading skills of student teachers in Namibia : An action research project." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1007162.
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This thesis reports on a responsive action research case study undertaken to teach student teachers to read critically. I undertook this research to gain a basic knowledge about critical reading as well as to form a knowledge base that would enable me to teach it effectively. First, I gave students a diagnostic assessment activity, analyzed the result and established the students’ ability to read a text critically. After I had established the students’ strengths, weaknesses, and the requirements to move students from their existing critical reading competency to an improved one, I reviewed the literature to provide me with a theory of teaching critical reading. The lessons were then planned and taught. The lessons; focus group interviews; researcher’s diary; students’ reflections and non-participant observer comments formed the data of the study. The data were analyzed using the framework of “what went well”, “what did not go well” and “what needs to be improved if the lessons were to be repeated”. The main purpose was to address the goals of the research, which were to find effective ways of teaching critical reading, appropriate critical reading materials, and to identify any pedagogic shortcomings. The 30 students who took part in this research were third-year students studying English Second language and Mother tongue pedagogies to become specialists in the teaching of both at Junior Secondary level (grades 8 – 10). The study was guided by constructivist theory, which underpins learner-centred education, which continues to inform and shape the development of curricula in Namibia.
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Allam, Yosef S. "Enhancing Spatial Visualization Skills in First-Year Engineering Students." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259703062.
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Atkins, Cynthia. "An Investigation of the Impact of Requirements Engineering Skills on Project Success." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1515.
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A survey of project managers and requirements engineers was conducted to determine what skills, qualifications, and experiences were associated with project success. Survey results indicated that projects using Joint Application Development (JAD) sessions, use cases, and prototypes to engineer requirements were most successful. Other indicators of project success, according to participants, included an adequate allotment of time for requirements engineering—at least 15% of a project's time—and the use of project managers and requirements engineers with professional work experience. In particular, data indicated that Project Managers with at least five years of experience in Information Technology resulted in more successful projects.
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Weibel, David. "The Influence of Therapist Training and Interpersonal Skills On Client Emotional Experiencing." Ohio University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1082388244.
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White, Esther. "Scholarly communication guidance as a core service of an academic library to doctoral students: A case study of Kwame Nkrumah University of Science and Technology." University of the Western Cape, 2019. http://hdl.handle.net/11394/6650.
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Philosophiae Doctor - PhDThis study investigated scholarly communication guidance as a core service by the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana, academic library to doctoral students, research and scholarly communication needs and skills of doctoral students and effective dissemination of research findings by doctoral students for national development. The study also explored the adoption of a research portal as part of the academic library website for scholarly communication guidance to doctoral students. A case study research design with KNUST as research site, with a mixed method approach was used. Semi-structured interviews, questionnaires, documentary analysis and a bibliometric survey of an institutional repository were employed as data gathering tools. A scholarly communication guidance model based on Costa’s proposed adaption of Garvey and Griffin’s models of scholarly communication, Wilson’s information behaviour model and Bjôrk’s scholarly communication lifecycle model was developed to frame the study.
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Song, Kibong. "Development of an Information Base Tool for IDT Research." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/52590.
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Identifying and articulating a research topic and related problems are important processes for novice researchers. However, some novice researchers have trouble in these processes due to their low domain knowledge, low structural knowledge, insufficient metacognition, or insufficient information access skills. This study addressed these problems by developing an information base tool using strategies and tools investigated by previous studies. The tool includes conceptual modeling, guided search, experimental variables and relationships examination, note-taking, suggestion, file import, and review features. The tool was populated with relevant information to permit testing and formative evaluation by novice researchers. Expert reviewers evaluated the effects of each feature of the tool on scaffolding individuals who have low domain knowledge or low structural knowledge and supplementing individuals who have insufficient metacognition or insufficient information access skills. The reviewers commonly agreed that specific components of the tool would be effective in scaffolding individuals who have low domain knowledge or low structural knowledge, or supplementing individuals who have insufficient information access skills.Ph. D.
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Gibbs, Benjamin Guild. "Gender and Cognitive Skills throughout Childhood." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249496662.
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Cusitar, Ena Leanne. "Knowledge and skills in feminist research, the experience of conducting research on work-related violence against women working as street prostitutes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ32089.pdf.
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Du, Bruyn Karien. "Framework for an advanced research information literacy (ARIL) programme for postgraduate researchers in engineering." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/59362.
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The need for an advanced research information literacy (ARIL) framework was motivated by challenges faced by several stakeholders at academic institutions to support postgraduate researchers in an academic context (e.g. supervisors, academic departments, academic libraries). This applies to the full postgraduate research trajectory stretching from master’s level to well-established researchers. Research must meet with institutional requirements, international standards and the expectations of industry and praxis. Information literacy skills are essential for successful conduct and reporting of research, as well as the dissemination of research results.
What constitutes basic information literacy skills is well captured (although frequently revised) in standards of information literacy applied to various contexts, including the academic and workplace context. However, what constitutes ARIL remains a subject of research. This study therefore explored the concept from the subject literature before suggesting an ARIL framework that guided a case study with researchers on several levels of postgraduate research at a South African academic institution. Based on empirical findings, the conceptually inspired (based on a definition) ARIL framework was then reconsidered to recommend an ARIL framework for practical implementation that can also guide further research. Engineering researchers were selected for the empirical component as a group of researchers who need to meet the requirements of academic scholarship as well as industry.
The study was guided by the following research question:
How can an advanced research information literacy (ARIL) framework inform the development of programmes supporting the scholarly research process of engineers in a South African higher education environment?
Six sub-research questions addressed various components of the research question:
1. What are the characteristics of introductory and advanced research information literacy programmes as reported in subject literature?
2. What are the documented information needs, information behaviour and information-related experiences of engineering researchers in academic institutions, as well as from industry?
3. What are the current self-reported ARIL skills of South African postgraduate engineering researchers?
4. How do information literacy skills, knowledge, and practices of engineers differ between master’s, doctoral, post-doctoral, established and expert researcher levels?
5. How can an ARIL framework assist to determine which skills need to be developed at various levels of the engineering research process?
6. Which guidelines and interventions are required to support the implementation of a comprehensive research information literacy framework for engineers?
A mixed methods approach to a single case study was applied. Seven engineering departments from a South African institution with a leading faculty in engineering participated in the study. Data collection occurred between September and December 2015. A semi-structured, self-administered web-based questionnaire collected mostly quantitative data from 68 participants. Individual and focus group interviews collected mostly qualitative data. Twelve individual interviews were conducted, as well as three focus group interviews with 19 participants. A short, structured questionnaire collected demographic data from the interview and focus group participants. All participants gave written/electronically recorded informed consent for participation, as well as for the recording of interviews. Invitations were distributed to all master’s and doctoral students as well as staff in the department, through the department’s offices. Descriptive statistical analysis was applied to the quantitative data and thematic analysis to the qualitative data.
Data collection was guided by typical phases in the full research lifecycle, including conceptualising a research topic, obtaining research funding, discovery of information, management and organisation of information, data collection/generation and analysis, data curation, creation of information formats, management of intellectual property rights, dissemination of findings and measurement of impact in a field of study. The thesis reports on findings for each. Three key themes are conspicuous:
• Commitment to a culture of quality in postgraduate engineering research
• Progression from dependent to independent and expert researchers
• Preparation and positioning for impact in a specific field of study.
The findings and recommendations from this study describe practices that could inform both theoretical and practical issues relevant to ARIL support for engineering researchers on all levels from master’s study to expert research.
Keywords:
Advanced research information literacy; Case study; Engineers; Engineering research; Information literacy skills; Postgraduate research; Research capacity building.Thesis (DPhil)--University of Pretoria, 2017.
Information Science
DPhil
Unrestricted
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Yang, Kuo-Sheng, and 楊國勝. "The Research of Charcoal Painting Skills." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/76wnx8.
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碩士國立勤益科技大學
資訊工程系
106
Charcoal Painting is an ancient Chinese folk art , also known as ‘’Tanhua’’.Tanjinhua is actually derived from ink art , and the difference between these two is that ink art is more like ‘’water-based ‘’painting technique , in simple terms , water is the main element of ink art , On the other hand , Tanhua use ‘’dry ‘’ skill to accomplish the whole work . Tanhua were the rage of the 1950~1960s after post-war Taiwan, it has been paying more attention by artists not only because it's a trend but also a good way to make a living with it.During the same period, Taiwanese opera, Puppetry, Dough figure..Ex were also a popular folk art development with economic growth of Taiwan. Sadly, most of these traditional arts were not only hasn’t been passed down or inherited by younger generations, but these skills and memories are actually losing, bit by bit, or even worse, DISAPPEAR! What makes the such important Chinese folk art ‘’tanjinhua’’ gradually lost? How many people are still developing and continuing this tradition painting skill? What kind of basic knowledge, skills and painting tools dose a professional Tanjinhua artist need? What kind of perspective does these artists feel in the past and the future? I choose one of the folk paintings - Tanjinhua from Taiwan’s traditional folk culture field to interpret the feelings of these folk artists and to share all the knowledge of mine as a tanjinhua artist myself and the professional knowledge through the learning process.
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CHENG, TSAI WAN, and 蔡宛錚. "An Action Research On Enhancing Interaction Skills Of Anthropogeny Delayed Children By Social Skill Curriculum." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/xc698s.
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碩士國立臺中教育大學
教師專業碩士學位學程
103
The purpose of this study is to search out whether the implemented social skill curriculum can enhance the social skills of children with developmental delay, helping them achieve the goal of interpersonal interaction that can meet social expectation. The method used in this study is action research. The participant of this study is a four-year-old child with developmental delay in one kindergarten. Ten-week social skills curriculum were practiced on this case. Research data included teacher’s observing logs, student interviews, and teacher’s reflection. The data were analyzed in qualitative approach. The results of this study are as follows： 1. The social skill curriculum can help the children with developmental delay to follow the standard,to team up with somebody, to build good interpersonal interaction. 2. The social skill curriculum can change children with developmental delay to build good interpersonal interaction with normal children. 3. The social skill curriculum should design by preschool teacher ingeneral ，and then to implement group model at early childhood stage. Finally, substantial recommendations were made in accordance with the study results as a reference for early childhood teachers and future research. Key words: social skills, children with developmental delay, inclusive education, interpersonal interaction
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Cheng, Hsi-Hui, and 鄭禧慧. "A Research On Learning Integrated Science Process Skills Of." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/81050932835656282825.
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碩士國立高雄師範大學
科學教育研究所
84
The main objective of this research is to put CAL into a simulated usage of Multitester for studying the learning process of science integrated skills.A courseware,based upon the situated learning theory,for instruction hypermedia is designed to carry out this program. 10 subjects are randomly adopted from freshman physics students of National Kaohsiung normal university.Two of them are for pretest,the others for formal testing individually. The learning process were recorded down with computer and videotape through the whole period of testing. Three patterns of learning style and two kinds of misconception are derived under data processing and analyzing. Three patterns of learning style are: (1) whole comprehensive learning,(2) glanced comprehensive learning,(3) serial operational learning. Two kinds of misconception are: (1) Multitester operational skills,(2) Multitester electric cognitive concept. Three conclusions are found as follows: 1.The electric knowledge schema of learner will effect his learning style of integrated science process skills in Multitester. 2.The electric misconception are due to the reason that students couldn''t bring electric theory into practice for an electric circuit. 3.The courseware,developed in this study,surely assists students to achieve the objective of learning integrated science process skills of Mulitester.
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Unruh, Miriam, Cheryl McLean, Peter Tittenberger, and Dario Schor. "Creating a research log." 2006. http://hdl.handle.net/1993/217.
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When you are assigned a research paper, you will spend many hours searching the library and the Internet for materials relevant to your topic.
It is important to develop a system to organize and save the information you wish to use for your paper.
After completing this interactive tutorial you will be able to create a research log to organize and save the information from a web site.
This flash tutorial requires a screen resolution of 1024 x 768 or higher.
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Hsu, Jie-Yu, and 徐婕瑀. "The Research of the Shooting Athletes’ Psychological Skills in Taiwan." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/96917522117304859312.
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碩士國立體育大學
教練研究所
100
The Research of the Shooting Athletes’ Psychological Skills in Taiwan Abstract The purpose of the research is to understand how the psychological skills are used among the shooting athletes in Taiwan. Further discussions include differences on ages, skill levels, competition participation levels, genders, experiences, and shotgun and rifle and pistol players. The Chinese version of ACSI-28 was adopted. Athletes from junior to social members, who remain participating in practicing and competition, were recruited. There were 359 valid samples. Data were analyzed by descriptive statistics, t test and One-way ANOVA. The results indicate that: 1.The rating of psychological skills in Taiwanese shooting players is “Coachability,” “Peaking under pressure and coping with adversity,” “Confidence,” and the last is “Concentration.” 2. Athletes from 22~31 and 42~51 have better performances on “Peaking under pressure and coping with adversity,” “Motivation,” and “Confidence” than those from 12~21. “Coachability” and “Concentration” are insignificantly different; athletes in level A are better than those in level B and C on “Peaking under pressure＆Coping with adversity” and “Motivation,” and “Confidence.” Level A is only better than level C on “Coachability.” 3. Athletes who have participated in international competitions get better grades on “Peaking under pressure and coping with adversity,” “Motivation,” “Concentration,” and “Confidence” than those who have only join the national games. No significant differences are found on “Coachability.” No significant gender differences on the five tested factors. 4. Experienced athletes from 4~6 years and more than 13 years are better on “Peaking under pressure and coping with adversity” and “Confidence” than 1~3 experienced players.，as for “Motivation”, more experienced players are better than less experienced ones. Players who has more than 13 years experiences concentrate more than 1~3 year experiences ones. No significant differences on “Coachability.” Shotgun players are better on “Peaking under pressure and coping with adversity,” “Confidence” and “Motivation,” than rifle and pistol players. Keyword: shooting, psychological skills, motivation, confidence
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YU-CHIH-YING and 俞智贏. "Research on Men''s Gymnastics Starting Value and Bonus Skills." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/31115236311004574133.
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碩士國立臺灣師範大學
體育研究所
87
Research on Men''s Gymnastics Starting Value and Bonus Skills ABSTRACT The purpose of this research is to compare the 1997 World Cup with the 1997 Taiwan Area Games final round of competition, focusing on the starting values on all six events and the frequency of bonus skills for five of the events.This is to gain a better understanding of the present trends in bonus skills, and also to analyze the difference found between Taiwan area competitors and other competitors.Our hope in this is that our findings can be used to help our coaches here in Taiwan to understand the differences between the starting values of Taiwan area competitors and other competitors the world over.This can also be used in determining the direction training should take in terms of bonus skills. This research refers to the 1997 World Cup and the 1997 Taiwan Area Games Men''s Gymnastics final round of competition.The first eight places of each were compared for starting values and bonus skill frequency.When analyzing, an independent singular t test was used with videos of the competition.Following are the derived conclusions. I. The starting values for competitors in the 1997 World Cup Men''s Gymnastics final round of competition were all superior to the starting values for competitors in the 1997 Taiwan area Games Men''s Gymnastics final round of competition. II. On the floor, there was a greater difference in the frequency of bonus skills, D, E, and Super E level skills.With the exception of E level skills, World Cup competitors outdid Taiwan Area competitors. III. On the pommel horse, the difference was very apparent in bonus skills (D and E level skills).Taiwan Area competitors were consistently behind their World Cup counterparts. IV. On the rings, the difference was also very apparent in bonus skills (D and E level skills).Taiwan Area competitors were consistently outdone by their World Cup counterparts. V. On the parallel bars, the difference was also quite there in bonus skills (D, E, and super E level skills).World Cup competitors consistently outshone their Taiwan Area counterparts. VI. On the high bar as well, the difference was also very apparent in bonus skills (D E, and super E level skills).Taiwan Area competitors were still consistently behind their World Cup counterparts. Key words: Starting value, bonus skills, International Men''s Gymnastics Code of Points. Ⅱ
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Yang, Tian-Chi, and 楊天池. "The research of Taiwan`s army officer`s financialplanning skills." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/8sh3tx.
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碩士義守大學
資訊管理學系
105
All kinds of countries in this system of military servicemen, perhaps in the eyes of ordinary people in the outside world, furniture and sleep available investment information or resources is not much, but can be reached through this research general military staff not to pay attention to some investment ideas, and officers soldiers of the promotion of the basic investment literacy. General of investment financial of way, can is divided into two big class, a for conservative, for set save class lovers, belongs to low risk, and low was rate of investment way, II for active sent, more for overseas Fund, stock class belongs to high risk, high was rate of investment of way, addition for country officers soldiers on online Internet independent learning courses of way using reached in military during self financial target and the expectations, investment financial cannot only by luck, is to found method, and a tool, simple understand convenient management, Do not exceed the limits of their capacity to understand some of the complex financial products, if not greed, periodic, fixed is a really good way, and can diversify risk and create a long-term and stable investment profits. Finance and investment as well as shop owner, for example, every month an amount of money to purchase fixed, prices, buying less quantity, prices fall, buy more than the number of, Tun to the warehouse stock, better price when sold out, what will lose money. But stock market investors may not think so, the stock would be scared, see the book lost money wants to sell, stock, make money but do not sell sell stock win in this study. Finally, according to follow-up on the results of this study suggested that hopes to provide military brethren related investment as attitudes, thereby enhancing the financial planning officer soldier literacy, for reference and follow-up research.
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JIANG, FANG, and 江芳. "Research on Skills Cultivation and Career Planning of Bride Secretaries." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/mc43y6.
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碩士萬能科技大學
經營管理研究所在職專班
107
In Taiwan, Bride Secretaries, who beautify wedding ceremonies, have recently become more and more popular and necessary to glorify brides with charm and elegance on the wedding day. Because there is no requirement of educational background or limitation on age to become Bride Secretaries, many people who are interested in this career are attracted to enter this field. This study is to investigate the skilltraining and the career planning for Bride Secretaries by the method of in-depth interviews. First, based on the analysis of the academic literature from previous years which focused on the Skills Cultivation and career planning for Bride Secretaries, we drafted the interview outlines. Then, we conducted the in-depth interviews with six subjects, including three instructors on Bride Secretaries (also working as Bride Secretaries), two Bride Secretaries and one manager of the learning center for Bride Secretaries. Lastly, we drew a comprehensive conclusion from the analysis and investigation, showing that excellent Bride Secretaries need expertise, skills and appropriate personality to respond to the change of population structure and the declining of wedding market and survive through these crises. The previous literature and the conclusion drawn from the analysis of interviews consent that Bride Secretaries should arrange their careers in advance to prepare against aging in physical strength and vision. According to the research results, we provide some survival suggestions for the newcomers and veterans in the Bride Secretaries business, including spending time in training, finding a proper channel for learning (for newcomers), continuously practicing, and continuously improving skills by practical work. For those Bride Secretaries who want to make a transition, we suggest some measures, including teaming up with others, forming an alliance with other professionals, collaborating with relevant partners in thewedding business and making use of social media (facebook, blogs, etc.) to gain popularity and evaluation. We also have some suggestions about how to respond to the change of the wedding market and how to make a transition, including creating fan groups, building up confidence and trust and drawing attention.
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Uhlman, Mark. "Scenario-based evaluation of the skills of newly-certificated instrument pilots." 2010. http://digital.library.okstate.edu/etd/Uhlman_okstate_0664D_10806.pdf.
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