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Fletcher, Margaret Anne, and n/a. "Undergraduate Assignment Writing: An Experiential Account." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040625.165808.
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The purpose of this study was to examine assignment writing as a phenomenon of academic writing. This was done through exploring the experiential accounts of members of a university writing community. Their accounts described the community's perceptions and experiences of literacy practices needed to write assignments, of how students developed these practices, and, of what constituted success in the writing. A multi-method, embedded, case-study approach was used. Quantitative data were derived from first-year, second-year, and fourth-year respondents' perceptions and experiences related to assignment writing. A cross-sectional comparison of groups showed consistent year-level effects. Fourth-year students were more confident as writers than first-year and second-year students, and had less difficulty with declarative and procedural aspects of writing assignments. These findings were replicated in a repeated-measures study using a sub-group of first-year and fourth-year students. However, when students contextualised their responses by nominating a subject and referring to their completion of its written assignment, first-year students reported less difficulty with the declarative aspects while fourth-year students were more positive in the procedural aspects. Year-level effects were found for what they reported as helpful in acquiring declarative and procedural knowledge of writing. First-year students reported a wider range of sources as helpful than fourth-year students did, with two exceptions. More of the latter had found information gained in consultations helpful in understanding an assignment question. Additionally more had found friends helpful. Second-year students generally were more positive than first-year and fourth-year students about the usefulness of information in helping them understand an assignment question and in writing it in an academic genre. Knowing how to write predicted success more strongly and consistently than any other factor. Qualitative data informed findings from the quantitative analyses by providing experiential accounts about students' perceptions of themselves as assignment writers, their experiences when writing assignments, and how these experiences developed literacy practices that contributed to success. Additionally, qualitative data were collected from lecturers who convened first-year subjects and those who convened fourth-year subjects. The qualitative data indicated students' strong reference to experiences of writing and of seeking help. Both had shaped their self-perceptions as writers and these had changed over time. First-year students believed that knowing what lecturers wanted in writing assignments was an important factor in success. They described their efforts to access this information and to give lecturers what they thought was wanted. Fourth-year students recognised the same factor, but were more self-reliant in approaching an assignment task. The change to greater internal control appeared to be an outcome of encountering inconsistent and confusing information from external sources over their four years of writing assignments. For their part, lecturers of first-year students said that successful students knew what to write and how to write it. However, lecturers of fourth-year students believed knowing what to write should be subsumed by knowing how to write, and concentrated on the procedural aspect. They believed a coherent assignment resulted when students conceptualised subject matter in ways that enabled them to write academically. Findings in this study extend recent reconceptualisations of literacy as 'literacies' and socio-cultural, socio-cognitive theories about literacy as social practice. They demonstrate limitations of an apprenticeship model for acculturation and suggest a more agentic role for novice members in accounting for learning outcomes as students develop as assignment writers. The experiential accounts reported by members of the academic writing community described their shared and idiosyncratic perceptions of literacy practices and relations of these practices with success in assignment writing. Their descriptions enhance our understanding of the complexity and consequences of these experiences. They also account for why calls for the community to be more visible and explicit in sharing communal expectations of what is privileged and valued in academic assignment writing generally may not be a solution. Based on findings here, this is not a solution. Expectations need to be co-constructed within the community, among students, and lecturers within the context of the writing task. An outcome of understandings reported here is the development of a model from which factors, conditions and critical events that situate learning within a rhetorical conundrum may be described and predicted. This model offers a framework for members of a writing community to explicate individual experiences and expectations in ways that help everyone make sense of those critical events that contribute to a rhetorical conundrum and shape encultured knowledge.
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Benders, Tori. "Service Learning Assignments: The Interesect Between Assignment Framing, Student Motivation, and Perceived Relevance." Thesis, North Dakota State University, 2018. https://hdl.handle.net/10365/28855.
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Although learning has traditionally happened within the four walls of a classroom, as service learning courses become more prevalent, instructors are challenging their students to take learning outside of the classroom and into the community. Service learning has the potential to transform students and their learning, it is not widely known how to ensure students are motivated to complete these assignments and see them as relevant to their futures. This study used social determination theory and a 2X2 experimental design to survey 271 students about their motivation to complete a service learning project presented to them in an assignment sheet and perceived relevance of the assignment and overall attitude toward service learning. Findings indicate that overall students have positive attitudes toward service learning, are moderately motivated to complete service learning assignments, and see them as relevant. How the assignment sheet is framed largely does not have implications for these feelings.
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Klapp, Lekholm Alli. "Grades and grade assignment : effects of student and school characteristics /." Göteborg : Acta Universitatis Gothoburgensis, 2008. http://hdl.handle.net/2077/18673.
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Schoerner, Jacob, and Miguel Müller. "Automated Assignment of Lab Assistants to Student Presentations at KTH Lab Sessions." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-229694.
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The authors study the case of lab presentations at KTH. Currently, lab assistants follow the First In First Out principle when deciding what student presentation to visit first. The authors study whether the Shortest Job Next discipline can give a significant advantage in presentation throughput. They create a simulation of a lab session, and simulate sessions with both SJN and FIFO, and varying values of time per presentation, number of assistants and number of lab rooms in the session. It is shown that Shortest Job Next gives a consistently higher number of presentations, but also on average a longer maximum waiting time. The effect on number of handled presentations is the highest when the time per presentation is low and the number of rooms is high.<br>Författarna studerar labbpresentationer vid KTH. I nuläget baserar sig labbassistenter på First In First Out-principen när de bestämmer vilken ordning de ska besöka de olika studentgrupperna som har markerat sig som redo att presentera. Författarna undersöker huruvida Shortest Job Next-principen kan ge ett betydande övertag i antal presentationer per tidsenhet. De skapar en simulation av ett labbtillfälle och testar simulationen mot både FIFO och SJN, under ett antal olika värden på tid per presentation, antal tillgängliga övningsassistenter och antal rum i labbsessionen. Det visar sig att Shortest Job Next ger ett konsekvent högre antal presentationer per tidsenhet, men att den också medför en risk att vissa grupper får vänta väldigt länge på att presentera. Effekten på antal avklarade presentationer är som störst när tiden per presentation är låg och antalet rum är stort.
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Ortega, Hesles Maria Elena. "School Choice and Educational Opportunities: The Upper-Secondary Student-Assignment Process in Mexico City." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461054.
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Many education systems around the world use a centralized admission process to assign students to schools. By definition, some applicants to oversubscribed schools are not offered admission to their most-preferred school. Thus, one naturally asks whether it makes a difference to applicants’ educational opportunities and outcomes which schools they apply to, are offered admission to, and eventually enroll in. Each year in Mexico City, about 300,000 teenagers apply for a seat at one of the nearly 650 public upper-secondary schools. In this centralized, merit-based admission process, applicants are assigned to a school based on entrance examination score and their ranked list of school choices, subject to school capacity constraints.
In this dissertation, I include two papers assessing data from the upper-secondary application cohorts in Mexico City from 2005 to 2009. In the first paper, I find evidence of socio-economic stratification across schools. I also find dissimilarities in the application behavior of individuals according to their socio-economic background, even for those with high achievement levels. Based on qualitative and quantitative data from a small sample of applicants, I suggest that in addition to differences in economic resources, asymmetries in access to information might help to explain disparities in the application behavior of individuals from different socio-economic backgrounds.
In the second paper, I capitalize on the natural experiment created at each oversubscribed public upper-secondary school in Mexico City by the imposition of exogenous admission cut-off scores. Using a regression-discontinuity design, I estimate that, on average, upper-secondary applicants who score just above the admission threshold for a more competitive school (i.e. a school with higher cut-off score and higher average examination scores) have lower probability of graduating on time and within 5 years than do applicants who scored just below the admission threshold. Given the high take-up rates of the offers of admission, I find that the effects for enrollment in a more competitive school are only slightly larger than they are in their analogous reduced-form estimates. In addition, I show that effects differ across the distribution of admission cut-off scores and for applicants with selected socio-demographic characteristics who scored just above the admission threshold.<br>Quantitative Policy Analysis in Education
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Jones-Sanpei, Hinckley Ann Orthner Dennis K. "School choice, segregation, and academic outcomes educational trajectories under a controlled choice student assignment policy /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,626.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.<br>Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Public Policy." Discipline: Public Policy; Department/School: Public Policy.
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Vaughn, L. Michelle, Brian Cross, Larissa Bossaer, Emily K. Flores, Jason Moore, and Ivy A. Click. "Analysis of an Interprofessional Home Visit Assignment: Student Perceptions of Team-Based Care, Home Visits, and Medication-Related Problems." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6368.
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BACKGROUND AND OBJECTIVES: Interprofessional education (IPE) is recommended by many as a means by which to prepare clinicians for collaborative practice and a mechanism by which to improve the overall quality of health care. The objective of this study was to determine the impact of an interprofessional medicine-pharmacy student home visit experience on students’ self-assessments of skills and abilities related to team-based care and identification of medication-related problems. METHODS: Third-year medical and fourth-year pharmacy students completed an interprofessional home visit centered on identification of medication-related problems. Students were surveyed before and after the IPE assignment to assess changes in self-assessed skills and abilities. Survey items consisted of Likert-type statements on a 5-point scale (1=strongly disagree, 5=strongly agree) and free-text responses. Students also completed reflection papers regarding their experiences. RESULTS: Twenty-two medical and 20 pharmacy students conducted medication-focused interviews of 22 patients at home as interprofessional teams. Medical and pharmacy student self-assessments of skills and abilities related to team-based care and identification of medication-related problems improved after completion of the assignment. Both groups of students perceived an improvement in confidence regarding communication skills, both with patients and with other health professions students. Changes were reported on 12 survey items. Student feedback on the IPE experience was positive. CONCLUSIONS: Students’ self-perception of skills and abilities related to interprofessional team-based care and identification of medication-related problems are improved after IPE medication-focused home visit assignment. Student feedback supports the value of interprofessional patient care clinical experiences.
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Jeffrey, Thomas Read. "Instructional Design and Technology Student and Instructor Perceptions Regarding Collaborative Learning Groups." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26488.
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Collaborative group learning is a popular method of instruction that is used in a variety of academic disciplines but little is known about how it is perceived as an instructional approach. The purpose of this study was to discover how college-level learners and instructors perceive collaborative group learning in regard to value and benefit, role of the instructor, and factors that contribute to positive and negative collaborative experiences. A non-experimental study provided information about participants in the form of descriptive data, correlational statistics, and qualitative analysis. Findings indicated that collaborative group learning was valued because it supported the achievement of learning goals, was an effective method of learning, and held professional benefit. However, value and benefit were reported to be affected by a variety of factors, such as work and reward inequities, the social context of collaboration, and the appropriateness of the activity to the learning situation and objectives. Findings related to the instructorâ s role showed that students acknowledged and accepted ownership of group processes; however, they also indicated that they would like the instructor to play an active role in the collaborative activity to support the learning process. This and other instructor role findings indicate the complexity of balancing instructor functions, as highlighted in results that showed some learners and instructors preferred a hands-off approach on the part of the instructor, while other learners and instructors felt that instructor involvement was a necessity. Suggestions provided by learners and instructors regarding instructor functions that supported effective collaboration included such activities as mentoring collaborative behavior, monitoring group and individual progress, and providing clear expectations and guidance. Findings from this study may be useful for informing the design, development, and implementation of collaborative group learning activities by providing insight into the factors that contribute to effective collaborative experiences, as well as perceptual differences and similarities between the learners and instructors.<br>Ph. D.
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Hernandez, Pérez Adrian. "But, that’s how they talk in movies so it’s only fair! : Three Teachers’ Perspectives on the Emergence of Slang in Student Assignments in Swedish Upper-Secondary Schools." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49466.
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Social media, movies and games all have something in common – they all have a tendency to foster slang. Adolescents of today consume these mediums virtually every day, and thus they easily adopt these slang terms faster than any other group. As they are influenced by the slang and informal style used in these mediums, this type of language use may become dominant and spill over on their academic English. The main objective of this study is to investigate the opinions of three Swedish upper-secondary EFL teachers through qualitative interviews. In the interviews, the teachers presented their opinions in relation to whether the usage of slang is evident in their students’ assignments as well as their opinions on the potential possibilities and challenges involved in working with slang in the classroom. The teachers noticed an emergence of informal language, and slang to a certain extent, in their students’ assignments. Profanities occurred as well, albeit more rarely and more so through speech. The teachers emphasized the importance of addressing slang by way of marking or discussion. They mostly saw the benefits of working with slang as a theme in the classroom due to it potentially being a fun learning experience and an opportunity to learn about cultural differences in the English-speaking world. However, the challenges were that it requires a certain amount interest from the teacher and it may take time that could be spent working on other goals.
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Wang, Connie Hou-Ning. "Agent-Based Overlapping Generations Modeling for Educational Policy Analysis." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4112.
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Educational systems are complex adaptive systems (CAS). The macroeffects of an educational policy emerge from and depend on individual students' reactions to the policy. However, educational policymakers traditionally rely on equation-based models, which are deficient in reflecting the work of microbehaviors. Using inappropriate tools to make policies may be a reason why there were many unintended educational consequences in history. A proper methodology to design and analyze policies for complex educational systems is agent-based modeling (ABM). Grounded in the theories of CAS and computational irreducibility, ABM is capable of connecting microbehaviors with macropatterns. The purpose of this study was to contribute to the application of ABM in educational policy analysis by constructing an agent-based overlapping generations model with hypothesized inputs to qualitatively represent the environment of the Taipei School District. Four research questions explored the effects of Taipei's 2016 student-assignment mechanism and its free tuition policy on educational opportunity and school quality under different assumptions of students' school-choice strategies. The simulated outputs were analyzed using descriptive statistics and paired samples t tests. The findings, which could hardly be revealed by traditional models, showed that the effects were complex and depended on students' strategies along with the number of choices students were allowed to make; the assignment outcomes for elite students were robust to the mechanism, and the free tuition policy worsened school quality. Although exploratory, these findings can serve as hypotheses and a guide for Taipei's policymakers to collect empirical data in evaluating their 2016 mechanism and tuition policy.
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Cyr, Mary Ann. "The Impact of Computer Based Assignments on Student Motivation to Complete Homework Assignments for Sixth Grade Students." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365159625.
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Hamendi, Mohammed. "Automatically Testing Student Assignments." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-202110.
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The freshmen programming courses at the University of Economics in Prague offer a unique approach to learning the art of programming and software engineering. The introductory courses follow the Architecture First methodology that gives students the opportunity to learn programming from the top down, without being constrained by the specifics and syntax of any one programming language. It teaches the thought processes needed to build programs, allowing the student to absorb the big ideas of computer programming. The average number of freshmen at the faculty of Informatics and Statistics is around seven hundred students. The task of correcting programming assignment and preparing appropriate feedback would be a mammoth undertaking for teaching staff in most university settings worldwide that offer similar computing degrees. It is therefore quite often the case that the faculty provisions some sort of automated testing technology that can handle the volume and provide both the teaching staff and the students with the tools needed to manage the assignments. These automated tools or systems have been, and continue to be, the subject of many research topics across the world and continue to evolve as new technologies and teaching methods evolve. This study first introduces the theoretical background of automated assessment and grading tools and systems and then provides an analysis of the fields current state. Taking that as input to the next phase, the study uses that information to then design and implement a custom-built system that would enable the automated testing of the structure and other aspects of student assignments. The main goal for the resulting system is to provide an intuitive and convenient way of declaring what needs to be tested for a given assignment and then providing the mechanism to run those tests automatically. The resulting system, DynoGrader, dynamically validates student assignments at runtime using Java runtime annotation processing mechanisms and Java Reflection API.
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Ng, Kwok-keung Zachary. "Students' self selection of assignment and its effect on attitude and motivation." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13570389.
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Ng, Kwok-keung Zachary, and 吳國強. "Students' self selection of assignment and its effect on attitude and motivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956683.
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Eriksson, Maria. "Feedback and Error Corrections : on Swedish Students' Written English Assignments." Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-352.
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<p>It is important to think about how to correct an essay and what the students should learn from it. My aim in this paper, is to look into what different researchers have said about feedback on written assignments and carry out a study of the kind of feedback that is actually used in secondary school today – and of what students and teachers think about it.</p><p>The results show that underlining is the marking technique mostly used in the secondary school where I did my investigation. This technique was also mostly preferred amongst the students. Two teachers were interviewed and both said that they used underlining because experience has shown that this marking technique is the most effective one. Furthermore, the results from the essays differed when analyzing errors corrected with complete underlining, partial underlining, crossing out and giving the right answer. One marking technique got good results when dealing with one kind of error, and worse in others. My conclusion is that teachers need to vary their marking technique depending on the specific kind of error.</p><p>Also, the results from a questionnaire showed that most of the students would like to get feedback on every written assignment. Not many of them said that they were already getting it, although this was what both teachers claimed. To conclude, there are many different ways to deal with marking and feedback. The key-word seems to be variation. As long as teachers vary their ways of dealing with marking and giving feedback, they will eventually find one or two that are most effective. Involving the students in this decision can also be a good idea, if they are interested.</p>
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Hammang, Angela Jean. "The effect of seating assignments on student achievement in the biology classroom." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/hammang/HammangA0812.pdf.
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This study investigated the relationship between classroom seating arrangements, student motivation and achievement in the science classroom. Data were collected over 16 weeks. Students were placed in three different seating arrangements for three weeks each: self-chosen seats, randomly assigned seats, and teacher assigned seats. Each was repeated to make a total of six treatment periods. Students' attitudes and motivation to learn were measured by their attitude survey and interview responses. Multiple choice formative assessments were administered each day to measure each student's level of engagement and understanding of the daily learning objectives. Curriculum unit difficulty levels were calculated to ensure that no one treatment was significantly different than the next. The results showed that teacher chosen seating arrangements yielded better performances across the entire population. When investigating higher- and lower-performing students, the high performers accomplished significantly better results with the aid of teacher chosen seats, whereas the lower-performers showed no improvement with any seating method. The findings also revealed that, within my student interview group, there was significant improvement in all performance levels with the teacher chosen seats. These results indicate that well-developed communication between instructor and student helps to inform the teacher of necessary accommodations for each student. The results revealed that the most effective teaching days occurred during teacher chosen seating treatments where I was more able to control the classroom environment while experiencing the highest level of comfort.
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Paxton, Moragh Isobel Jane. "Intertextuality in student writing : the intersection of the academic curriculum and student voices in first year economics assignments." Doctoral thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/10822.
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Includes bibliographical references (leaves 232-243).<br>This is an interpretive qualitative study which uses linguisitic and intertextual analysis to examine student writing in a first year university economics course. The research has investigated the acquisition of the new academic discourse by drawing on Bakhtin's concept of intertextuality to consider new discourses, discourse models and literacy and learning practices that students draw on as they write their essays. Gee's theories of situated meanings and cultural models were used as tools for analysing the ways in which students draw on existing linguistic resources to access new discourses and to make sense of new concepts.
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Rýgl, Pavel, Anett Seeger, and Anja Strehmann. "Developing lessons on the basis of the assignments." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6580/.
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1. What was the aim of your lesson and how helpful was the assignment for planning it?
2. Which tasks did you choose from the assignment (without or with a little change )?
3. Did you work with the teacher Information? Why? What was helpful?
4. What can be improved in the assignment ?
5. Conclusion
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Bale, Travis Lafe. "Using Tournament-Based Assignments to Motivate Students in Introductory Computer Science Courses." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/23118.
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Instructors are hard pressed to create new and exciting projects to use in introductory Computer Science courses. These types of assignments not only have to teach students new concepts but also must cater to the various skill levels that are present in introductory courses. One solution that has been suggested is to used game-based assignment where students develop either a game of a AI strategy capable of playing a game. While these assignments have been shown to motivate students who are learning about programming, there are many drawbacks to using them. Most of these drawbacks come from the time commitment needed to create these assignments.<br /><br />To counter these drawbacks we have created the Genava Framework, a tool which helps instructors and students to create games and strategies which are playable by the framework. Further, all games and strategies compatible with the framework can be used in tournaments in which multiple strategies can compete to see which one is most effective. This allows a tournament to be added to any game-based assignment with minimal additional effort.<br /><br />To test the effectiveness of our framework, it was used to develop a tournament-based assignment for an introductory CS course. Students created strategies for the assignment which then competed in a tournament. The framework was able to handle a tournament involving 147 different strategies without error. Students also were surveyed to collect their opinions on tournament-based assignments and a majority indicated they were enjoyable and recommended their continued use.<br>Master of Science
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Blanco, Carlos Alberto. "Faculty use of technology resources: Frequency, purposes, and instructional assignments for students." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/187457.
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The purpose of this study was to identify several key elements regarding the use of technology resources by a teacher education faculty within a College of Education located in the Southwest United States. This study employed both quantitative and qualitative research methods to: (1) report the current frequency of use of technology resources by the professors sampled in the study, (2) describe the major purposes for their use of technology as communicated via the survey data or through interviews with selected study participants, or both, (3) describe the types of technologies that are currently being employed by the professors studied, (4) describe the degree to which these professors require the use of technology by their students, and (5) explain the purposes behind these requirements as revealed by the selected professors through interview responses. The results of the survey data revealed that faculty use of technology for instructional purposes was minimal, the major purposes for which faculty in education courses use technology was to assist them in streamlining instruction and assignments, and that a limited number of education faculty required the use of technology resources by their education students. An analysis of interviews of the nine most frequent users of technology indicated that the use of technology appears to be a result of early positive experiences with technology. The purpose for use of technology for instructional purposes by frequent users is variable--such as developing an awareness of technology in their students and for modeling technology behaviors and classroom integration of technology. Recommendations from this study include the following. All faculty should be in the possession of a computer equipped with telecommunications capabilities for electronic mail and access to the Internet. Faculty should also have access to an extensive selection of technologies for use in education. Additional recommendations are: release time should be given to faculty for the purpose of attending technology demonstrations and conferences, colleges should hire only those new faculty members who are already somewhat proficient in the use of technology, and proficiency in the use of technology should be one component in the promotion and tenure process.
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Parsons, Cherie. "“I Feel Smarter When I Write”: The Academic Writing Experiences of Five College Women." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271723319.
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Greene, Dorothy S., Mary Mullins, Donna Cherry, and Paul Baggett. "Teaching Note— BSW Students’ Experiences With an MBSR Assignment and the Five Facets of Mindfulness." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7635.
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BSW students appear to be under increasing levels of stress. In response to concerns about students’ well-being, we developed a three-credit-hour self-care elective. This article explores students’ participation in the primary assignment of the course, a modified version of mindfulness-based stress reduction. We also present empirical findings of an exploratory study examining students’ mindfulness and their subjective experiences with the assignment. Results support the usefulness of mindfulness-based stress reduction assignments in supporting BSW students’ well-being. This kind of assignment may also contribute to the development of the first social work competency, “demonstrate ethical and professional behavior,” (Council on Social Work Education, 2015, p. 7) through an increase in self-reflective and self-regulation skills.
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Hillyer, Jennifer. "The Impact of Role Assignment on Basic Science Knowledge and Confidence in Undergraduate Nursing Students." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent158517692131987.
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Jungic, Veselin, Deborah Kent, and Petra Menz. "Creating and Utilizing Online Assignments in a Calculus Class." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80301.
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The aims of this paper are to present some of the findings about the creation and utilization of online assignments and choice of support software for several calculus classes at Simon Fraser University (SFU) by considering the needs and perspectives of the instructors, students, and administrators. The term online assignment is used for a set of problems that are posted, submitted, graded, and recorded
electronically through a course learning management system (LMS) of choice. The purpose of this note is to contribute to the discussion about a common question detected among research papers on the
theme of online assignments; how can technology be used in teaching so that students benefit the most? Questions are provided to guide an instructor in choosing online assignment problems, and a list of necessary skills is supplied for an instructor to be able to deal effectively with this pedagogical tool.
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Austin, Dianne Lenore. "Using a teacher created website to provide 24/7 access to student assignments: An abstract." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2792.
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The purpose of this project was to create a website that would assist students in the process of submitting the correct assignments with a minimal amount of frustration for all parties concerned: teachers, administrators, parents, and students.
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Riter, Tamra Sparks. "Presence of Burnout in Undergraduate Athletic Training Students." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1471.pdf.
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Kidd, Karina M. "An investigation of the effectiveness of academic accommodations on the assignment completion rate of middle school students with learning disabilities /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404349101&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 116-120). Also available for download via the World Wide Web; free to University of Oregon users.
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Spacco, Jaime W. "Marmoset a programming project assignment framework to improve the feedback cycle for students, faculty and researchers /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/4095.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.<br>Thesis research directed by: Computer Science. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Altuntaş, Kezban, Pinar Akçay, Suzanne Kools, and Richard Schnabel. "Assignments, curriculum framework and background information as the base of developing lessons." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6587/.
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1. What are the general strengths of the assignments?
2. Structure of the assignment
3. Resources of the assignment
4. Fostering self-expression
5. How could you improve the assignment?
6. Lack of specific examples
7. Not relating the issue to the students
8. Language Problems
9. Infeasibility to adaptation
10. In what ways was the additional information useful ? How could this be improved?
11. Was the framework useful for you and in what way?
12. In what ways did the assignments reflect the steps identified in the framework?
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Cadet, de Fontenay Laurent. "Intercultural differences in suggestibility amongst university students." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/3453.
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Thesis (MA (Psychology))--University of Stellenbosch, 2005.<br>The current study investigates intercultural differences in suggestibility between Black, Coloured and White students at a South African university using the Creative Imagination Scale (CIS), (Wilson & Barber, 1978). The CIS and a short biographical questionnaire measuring embeddedness in traditional culture were administered to three samples (N=20 each) from students belonging to the above cultural groups. Statistical tests were applied to determine the effects of ethnicity, cultural embeddedness and gender on CIS scores. The results indicate that these three dimensions do not significantly impact on CIS scores. Implications of the results obtained are discussed and ensuing recommendations for future related research are made.
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Ness, Bryan. "An evaluation of the effects of teaching students in a resource classroom a self-regulated assignment attack strategy /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10236.
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Petrites, Taralynn Wells. "A Quantitative Correlational Study of the Interaction between Assignment Response Times and Online Students' Final Grades and Satisfaction." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10258861.
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<p> This quantitative correlational study included an investigation of potential factors effecting high attrition rates in postsecondary online courses. Online learner-instructor interaction was examined by assessing instructor response times (RTs), student satisfaction, and final course grades at an online two-year postsecondary institution. A sample (N=54) of online students in Spanish classes participated in the study by responding to 14 items in an online questionnaire. The findings from the study revealed no statistically significant difference between the RT and student final course grades. However, the linear regression test to investigate the correlation between RT and student satisfaction was statistically significant. The results indicated that while assignment RTs delivered by online instructors were essential to students’ satisfaction, the RTs did not vitally influence students’ final grades. Implications and recommendations for higher education institution administrators to reduce high online attrition are included. Suggested future research involves qualitative correlational study to observe the relationship between RTs, final grades, and satisfaction such as interviews for more in-depth understanding on types of strategies to develop to reduce online attrition.</p>
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Ness, Bryan 1976. "An evaluation of the effects of teaching students in a resource classroom a self-regulated assignment attack strategy." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10236.
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xiii, 117 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Students who struggle academically frequently lack or are unable to apply cognitive-motivational processes imperative for self-regulated learning. It is increasingly evident that deficits in self-regulation are a shared characteristic across students who qualify for special education. For example, impaired executive functions, or the cognitive processes responsible for managing and directing goal-directed activity, is a prevalent symptom domain across students with diverse special education identifications. Higher-order cognitive deficits become increasingly relevant as students progress to the secondary level as this transition necessitates the use of more complex organizational schemes to manage increased academic workload. Assignment management is a particularly challenging task for these students as poor organizational skills and lack of strategic approach translate to excessive time spent on assignments, lost materials, and negative attitude toward academic work.
There is a growing body of research suggesting interventions targeting self-regulation have potential to improve performance on complex academic tasks such as assignment completion. Broadly speaking, these interventions are referred to as "self-management" strategies and are intended to help students actively reflect on their own cognitive and learning processes while engaged in academic tasks.
The purpose of this study was to evaluate the impact of self-management strategy instruction on student "Assignment Attack" and related academic, behavioral, and cognitive variables. This study extended a line of inquiry examining implementation and efficacy of interventions targeting organized, independent student completion of assignments in resource contexts for adolescents who qualify for special education. Utilizing a multiple baseline, across participants research design, this study revealed positive effects of a Self-Regulated Assignment Attack Strategy (SAAS) on assignment attack and teacher-reported student behavior during assignment completion. The results indicated the effect was domain specific with minimal generalized improvement to the other academic, behavioral, or cognitive outcome measures.
A discussion of the results is provided focused on the implications of improved assignment attack, generalization, and measurement challenges. Suggestions for further research in this area are provided.<br>Committee in charge: McKay Sohlberg, Chairperson, Special Education and Clinical Sciences;
Robert Horner, Member, Special Education and Clinical Sciences;
Richard Albin, Member, Special Education and Clinical Sciences;
Bonnie Todis, Member, Not from U of 0;
Thomas Dishion, Outside Member, Psychology
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Ho, Sin-ting, and 何倩婷. "Effects of personalization and action choices on students' intrinsic motivation towards completing assignments and learning performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196503.
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The study examines whether different kinds of choices provided in assignment for students can promote students’ intrinsic motivation towards completing assignment and their learning performance in mathematics. A total of 55 primary 5 students were recruited in 2 schools for an after-school programme. The participants were randomly assigned to three treatment conditions: 1) personalization choice, 2) action choice, and 3) no-choice control condition. Results from planned contrast tests showed that provision of action choice improved students’ perception of choice (autonomy) in doing assignment. However, the positive effect of personalization choice and action choice on students’ perceived competence, intrinsic motivation and learning benefits cannot be concluded from the current findings. The limitations and practical implications of the study are discussed.<br>published_or_final_version<br>Educational Psychology<br>Master<br>Master of Social Sciences
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Blackburn, Alison Carol. "Writing in Other People's Worlds: Two Students Repurposing Extracurricular Fan Fiction Writing to Fulfill Curricular Assignments." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6394.
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Through interviews and writing sample analysis of two secondary students who are fan fiction writers, this article examines the tensions between curricular writing and extracurricular fan fiction writing. This study finds students have rich extracurricular writing lives, and they repurpose familiar practices from fan fiction writing for the classroom. This study further discusses the role of genre in effective repurposing. This study argues students who develop genre awareness repurpose their extracurricular writing more effectively to fulfill curricular assignments.
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Carlsson, Thomas. "Homework for English from the Students’ Perspective." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34839.
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This study investigates students’ beliefs and thoughts on homework for English. Two focus group interviews were conducted at the senior level of a compulsory school in the south of Sweden. From the interviews, we see that the students see an increasing vocabulary as the main purpose for homework in the English classroom, and that homework as such is never discussed in class. All students feel stressed because of homework, but a solution to this would be to have extra time in school for doing their homework. Moreover, the home context is an important factor in a student’s engagement in homework. In addition, the results show that vocabulary learning is the most frequent homework task for English, and that this is also the most preferable task. Finally, it seems that homework tasks are not individualised in the English classroom. To conclude, it is suggested that homework should be discussed more widely, and that the different assignments for English are varied and based upon different learner strategies.
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Frant, Monika Stefanek. "What's for homework? : an investigation of the effectiveness of different types of homework assignments on student achievement in mathematics /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000487/02/1943FT.htm.
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Thesis (M.S.) -- Central Connecticut State University, 2008.<br>Thesis advisor: Philip Halloran. "... in partial fulfillment of the requirements for the degree of Master of Science in Secondary Mathematics Education." Includes bibliographical references. Also available via the World Wide Web.
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Hou, Fangjuan. "The Effect of Explicit Timing on Math Performance Using Interspersal Assignments with Students with Mild/Moderate Disabilities." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/681.
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Explicit timing and interspersal assignments have been validated as effective methods to facilitate students' math practice. However, no researchers have explored the combinative effect of these two methods. In Study 1, we extended the literature by comparing the effect of explicit timing with interspersal assignments, and interspersal assignments without timing. Generally, participants' rate of digits correct on easy and hard addition problems was higher during the explicit timing condition than during the untimed condition. However, the participants' rate of digits correct decreased after initial implementation of the explicit timing condition.
Motivation plays a crucial role in maintaining performance levels and helping students make continuous progress. Preferred reinforcers and setting academic targets have been widely utilized as active motivational components to increase the likelihood of a successful strategy in school settings. In Study 2, we employed a brief MSWO reinforcer assessment to identify individual student's low- and high-preference reinforcers and examined the effects of explicit timing on interspersed assignments combined with high preference or low preference reinforcers, and setting academic targets. In general, explicit timing combined with preferred reinforcers and academic targets produced a more sustainable effect on participants' rate of digits correct than explicit timing alone. In addition, high-preference reinforcers were more effective than low-preference reinforcers for three of five participants. For two participants, an increasing trend was observed when low preference reinforcers were contingent on meeting academic targets. These results are discussed relative to using preference assessments with students with mild/moderate disabilities.
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Myers, Kristin Ratzlaff. "The effect of whole class rewards on motivating students to turn in homework assignments in a timely manner." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Volschenk, Mariette. "All in a day's work : student nurses' perceptions of their clinical learning experiences in a corporate workplace context." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/3762.
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Thesis (MPhil (Centre for Health Science Education))--University of Stellenbosch, 2009.<br>Introduction: Exposure to the clinical learning environment forms an essential part
of nursing education. Individual student perceptions of this multi-dimensional context
can greatly influence their clinical learning experiences. Insight into these
perceptions may assist nurse educators in facilitating optimal learning outcomes.
Aim: The aim of this study was to promote an awareness of the possible impact of
various aspects of the clinical learning environment and nursing students’
perceptions thereof, on their learning experiences; and to generate guidelines for
facilitating optimal learning outcomes.
Methods: A qualitative, interpretive study, investigating nine individual second-year
nursing students, was undertaken in a private hospital in South Africa. Interview
transcripts were thematically analyzed.
Results: Four themes and eleven sub-themes emerged, highlighting the impact of
student nurses’ perceptions of the various aspects of the clinical learning environment on
their learning experiences.
Discussion: The impact of students’ perceptions of the clinical learning environment on
their learning experiences is discussed. Recommendations are provided for measures to
increase the focus on student-centered learning in the selected clinical context.
Conclusion: The challenge remains to best prepare students for the complexities and
dynamics of the workplace learning environment, while at the same time modifying this
environment to effectively meet students’ learning needs.
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Bucyana, Allan. "The influence of specialised HIV/AIDS sites on first time clients' initiative to seek VCT services : a case of Nkumba University students, Uganda." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6869.
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Thesis (MPhil (Industrial Psychology. Africa Centre for HIV/AIDS Management))--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: Although VCT has been recognized for its importance in HIV prevention and control, there are several matters of concern surrounding it that potentially limit its uptake. Clients' selective behavior in tandem with service provider and operating environment factors determine uptake of VCT service. This study sought to contribute knowledge on the influence that specialized HIV/AIDS sites have on first time clients' initiative to seek VCT services in comparison with the general health care sites. The study also analyzed factors that determine clients' preference of VCT access point.
The study was done within a student population of Nkumba University in Entebbe municipality, Uganda. A sample of students to fill the study questionnaire was selected using a simple random sampling method from a population frame established from a class identified haphazardly. Four focus group discussions were done: two of the groups participants were stratified as students' male and female groups and were selected using convenient sampling from the sampling frame. The other FGDs were done with two groups of nurse counselors – one from a general health care site while the other was from a specialized VCT site, selected purposively.
Specialized VCT sites had a higher frequency of first student clients than general health care sites. Results however indicated that though the perception of service providers' attitude and availability of trained councilors affected their choice, there was no significant difference between specialized and general VCT sites in terms of first time clients' preference. Reasons for preference of site differed. Specialized sites were preferred because they are perceived to offer better quality service owing to their concentration on VCT services, but shunned by others for lack disguise. Conversely, respondents revealed that there is disguise at general health j sites which enhances confidentiality and anonymity thereby curbing clients fears of being identified making it easier for first time clients to go to these sites for VCT.<br>AFRIKAANSE OPSOMMING: Alhoewel vrywillige raadgewing en toetsing (VRT) erken is vir sy belangrikheid met betrekking tot MIV voorkoming en beheer, is daar verskeie kwessies daaraan verbonde wat die gebruik daarvan kan beperk. Kliënte se selektiewe gedrag saam met diensverskaffers en omgewingsfaktore bepaal die gebruik van VRT dienste. Hierdie studie het gepoog om kennis by te dra oor die invloed wat gespesialiseerde MIV/Vigs toetsingsterreine het op eerstelinge se inisiatief om VRT dienste te soek in vergelyking met algemene gesondheidssorgterreine. Die studie het ook faktore geanaliseer wat kliënte se voorkeur van VRT terreine bepaal.
Die studie is binne 'n studente populasie van Nkumba Universiteit in Entebbe Munisipaliteit, Uganda, uitgevoer. 'n Steekproef van studente om die vraelyste in te vul is geselekteer deur die eenvoudige toevalmonster metode te gebruik van 'n populasie raam geskep van 'n klas was lukraak geidentifiseer is. Vier fokusgroepe het plaasgevind: twee waar deelnemers as manlike en vroulike studentegroepe gestratifiseerd was en geselekteer deur gerieflike steekproeneming van die steekproefraam. Die ander fokusgroepe was twee groepe van verpleegster beraders – een van 'n algemene gesondheidssorgterrein en die ander van 'n gespesialiseerde VRT terrein, doelbewus geselekteer.
Gespesialiseerde VRT terreine het 'n hoër frekwensie van eersteling student-kliente as algemene gesondheidssorgterreine. Uitslae het aangedui dat hoewel die persepsie van diensverskaffers se houdings en beskikbaarheid van opgeleide beraders hul keuse geaffekteer het, dat daar geen betekenisvolle verskil was tussen gespesialiseerde en algemene VRT terreine in terme van eerstelinge se voorkeur. Redes vir voorkeur van terrein het verskil. Gepesialiseerde terreine is verkies weens die persepise dat hulle 'n beter kwaliteit diens lewer weens hul konsentrasie op VRT dienste, maar deur ander vermy was weens gebrek aan vermomming. Omgekeerd het respondente aan die lig gebring dat daar wel vemomming by algemene gesondheidssorg terreine is wat
vertroulikheid en anonimiteit verhoog en kliënte se vrese verminder wat dit makliker maak vir eerstelinge om na hierdie terreine vir VRT te gaan.
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Botha, Lize. "Laat-adolessente se vreeshanteringsmeganismes en waargenome doeltreffendheid daarvan : 'n huidige en retrospektiewe profiel." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/3393.
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Thesis (MA (Psychology))--University of Stellenbosch, 2005.<br>The primary objective of the current study was to determine the fear-coping mechanisms of a group of late adolescents regarding normal fears and their perceived efficacy of these mechanisms during recall of their early childhood and their perception of their current functioning. The secondary aim of this study was to determine any gender differences in terms of this group of late adolescents' fear-coping mechanisms regarding their early-childhood fears, that were retrospectively recalled by them, and also to determine gender differences in terms of their fear-coping mechanisms in response to their current fears.
Within the South African context Loxton (2004) proposed the primary-secondary control model as a suitable model for describing the fear-coping mechanisms of young children (between the ages of 5 and 7 years). The primary-secondary control model is based on studies by Band and Weisz (1988) and Tremewan and Strongman (1991). This model was used as a framework for the current study in order to be able to do a comparative study of the current fear-coping mechanisms of late adolescents and their early-childhood fear-coping mechanisms reported retrospectively.
A group of late adolescents enrolled as first-year students at a tertiary institution in the Western Cape, South Africa, were approached to participate voluntarily. The questionnaires were completed by 255 students between the ages of 17 and 27 years, with a mean age of 19.4years (SD=1.49). Of the 255 participants 52 were male and 203 female.
The study was a combination of qualitative and quantitative research, which was mainly explorative in nature. The Free-Option-Method Questionnaire which forms part of a bigger research project, was the first questionnaire to be completed by the students. Based on the expression of fears, the focus was aimed at the coping of fears and the perceived efficacy thereof. In order to facilitate appropriate comparisons, the content of the responses as well as the number of responses were coded according to categories identified by Band and Weisz (1988), Loxton (2004) and Tremewan and Strongman (1991).
Participants reported that the most efficacious coping mechanisms were also those most frequently used. In terms of the sustainability of fear-coping mechanisms, it seems as though direct problem solving and problem-focused avoidance were two of the three most frequently used as well as the most efficacious coping mechanisms, during both early childhood and late adolescence. No statistical significant differences were found with regard to gender during the retrospective recall of fear-coping mechanisms and the perceived efficacy of early-childhood coping mechanisms. Statistical significant differences were however found between gender groups with regard to fear-coping mechanisms during late adolescence. A recent study by Loxton (2004) relating to fear-coping mechanisms offered support for the majority of findings of the current study.
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Mubuuke, Aloysius Gonzaga. "The use of a structured formative feedback form for students` assignments in an African health sciences institution : an action research study." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71659.
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Thesis (MPhil)--Stellenbosch University, 2012.<br>Background: Formative feedback is an important process in facilitating student learning as it helps students identify learning gaps early enough and devise means of covering those gaps. Most health professional educators spend most of the time designing summative assessment tools and pay little emphasis to giving qualitative feedback to students throughout the learning process. This problem has been identified at Makerere University College of Health Sciences (MaKCHS) and forms the basis of this study.
Objectives: To investigate prior understanding of students and lecturers about formative feedback. The study also aimed at exploring experiences of students and lecturers regarding implementation of feedback in a resource-constrained context.
Methods: This was an action research study using a participatory approach.
Results: Initially, lecturers had some prior knowledge of feedback, however, students had misconceptions of what feedback could mean. After introducing a written feedback form, all participants expressed satisfaction with the feedback process. Key themes that emerged included: enhancing motivation, enhancing learning, promoting reflection and clarifying understanding.
Conclusion: Students` motivation to learn can be greatly enhanced through formative qualitative feedback. A simple structured form is one way of providing qualitative formative feedback to students in resource-limited settings.
Key words: formative feedback, structured form, action research.
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Smit, Anel Leonie. "The sex-role identity, attributional style and self-esteem of a group of female students." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1211.
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Basini, Dixie Thomas. "Assessment of knowledge, attitudes and practices (KAP) on HIV/AIDS among peer educators and students at the Tshwane University of Technology." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79952.
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Thesis (MPhil)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: Introduction: The aim of the study was to assess the knowledge, attitudes and practices of peer educators and university students, on whether the Peer Education-HIV/AIDS Prevention Programme has made an impact on the behavioural change of the recipients of the module as compared to the non-recipients.
Methods: A cross-sectional survey was conducted using stratified sampling design among peer educators and students to assess the knowledge, attitudes and practices of peer educators and students. Participants were selected from Tshwane University of Technology campuses in Pretoria, Soshanguve and Ga-rankuwa. The study was conducted among 300 participants; 150 peer educators and 150 students. Informed consent was provided with each structured questionnaire.
Findings and Discussion: Three quarters of the respondents in this study were females. This is consistent with many other studies of HIV/AIDS among students. The response rate in this study was 68% and was higher than the 45% of the Namibian Polytechnic students who participated in the KAP surveys of HIV/AIDS (De Beer et al., 2012).
Mean knowledge levels of HIV/AIDS in this study were slightly higher among peer educators (92%) than among students (90%). Peer educators had more positive attitudes towards HIV/AIDS than students in knowing someone who is HIV+ (78% vs. 67%) and sharing a desk with a PLHIV (97% vs. 95%). On whether HIV+ children should mix with others, attitude levels were the same (92% vs. 92%). Better practices were observed on peer educators vs. students - more peer educators (87%) than students (75%) said they always used a condom when they have sex.
Conclusion and Recommendations: Knowledge, attitudes and practices of HIV/AIDS are high among peer educators and students at Tshwane University of Technology and it is recommended that the Peer Education-HIV/AIDS Prevention Programme at TUT should continue giving attention to changing attitudes and practices among peer educators and other learners.<br>AFRIKAANSE OPSOMMING: Inleiding: Die doel van die studie is om die kennis, houding en praktyke van Portuur Voorligters te assesseer, oor die vraag of die eweknie-opvoedkundige MIV/VIGS Voorkoming program 'n impak het op die gedrags verandering van die ontvangers van die module in vergelyking met die nie-ontvangers
Metodes: 'n Deursnee-opname is uitgevoer deur gebruik te maak van gestratifiseerde steekproefneming ontwerp onder eweknie-opvoeders en studente om die kennis, houding en praktyke van eweknie-opvoeders en studente te assesseer. Deelnemers is gekies uit die Tshwane Universiteit van Tegnologie kampusse in Pretoria, Soshanguve en Ga-Rankuwa. Die studie is gedoen onder 300 deelnemers, 150 portuuropvoeders en 150 studente. Ingeligte toestemming is voorsien met elke gestruktureerde vraelys.
Bevindings en bespreking: Driekwart van die respondente in hierdie studie was vroulik. Dit is in ooreenstemming met baie ander studies van MIV/VIGS onder studente. Die reaksie in hierdie studie was 68% en hoër as die 45% van die Namibiese Polytechnic studente wat deelgeneem het aan die KAP opnames van MIV/VIGS (De Beer et al, 2012).
Middel kennis vlakke van MIV/VIGS in hierdie studie was effens hoër onder eweknie-opvoeders (92%) as onder studente (90%). Eweknie-opvoeders in hierdie studie het meer positiewe houdings teenoor MIV/VIGS as studente in die kennis van iemand wat MIV + is (78% vs. 67%), die deel van 'n lessenaar met 'n PLHIV (97% vs. 95%) en of HIV + kinders moet meng met ander (92% vs. 92%). Beter praktyke is waargeneem op portuuropvoeders teen oor studente, meer portuuropvoeders (87%) as studente (75%) het gesê hulle het altyd 'n kondoom gebruik wanneer jy seks het.
Gevolgtrekking en aanbevelings: Bewustheid, kennis, positiewe houdings en praktyke van MIV/VIGS is hoog onder eweknie-opvoeders en studente by die Tshwane Universiteit van Tegnologie en aanbevelings sal aangespreek word aan die einde van die studie.
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Dwyer, Edward J., and J. Graham Disque. "Chicken Soup for the Portfolio." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/2849.
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Čibinskaitė, Sandra. "Užduočių vertinimo kriterijų konstravimas technologijų pamokose." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120801_104955-78802.
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Technologijų pamokose didelė pamokos laiko dalis yra skiriama praktinių užduočių
atlikimams. Dėl skirtingo mokinių praktinių gebėjimų lygio atliekamų užduočių mokytojams tampa
sunku apibrėžti konkrečius vertinimo kriterijus, skirtus kūrybinių užduočių atlikimo sėkmei ir
mokinių pasiekimams pamatuoti. Todėl konstruojant užduočių vertinimo kriterijus, kurie remiasi
tarpusavio mokytojo ir mokinio lygiateisiais santykiais, išvengiama neaiškaus vertinimo kriterijų
formulavimo. Esant lygiateisiams santykiams mokymas tampa lankstesnis, atsiranda galimybė
mokiniams rinktis, daugiau atsakomybės perleidžiama mokiniui, mokymasis tampa sąmoningas,
kyla vidinė motyvacija, mokiniai įtraukiami į vertinimą. Užduočių vertinimo kriterijų konstravimo
įgyvendinimo galimybės turi būti sudarytos, remiantis vadybine vertinimo komponentų struktūra.
Tyrimo problema: užduočių vertinimo kriterijų konstravimas vadybos požiūriu. Darbo
tikslas: įvertinti mokytojo ir mokinių užduočių vertinimo kriterijų konstravimą, remiantis vadybine
vertinimo komponentų struktūra, technologijų pamokose. Siekiant įgyvendinti darbe iškeltą tikslą ir
uždavinius buvo taikomi šie tyrimo metodai: 1. Teoriniai: kontentanalizė – mokslinės,
metodologinės literatūros, švietimo dokumentų nagrinėjamos problemos aspektu analizė. 2.
Kiekybiniai (T tipo duomenų rinkimo): žvalgomasis tyrimas (klausimynų tikslinimui), anketinė
apklausa. 3. Kokybiniai (L tipo duomenų rinkimo): technologijų mokytojų interviu ir atviro tipo
klausimai... [toliau žr. visą tekstą]<br>The practical assignments are given more time at technology classes. Since the level of
practical capabilities of students is different, it is difficult for teachers to define criteria to assess
assignments designed to measure success and progress of students when they implement creative
assignments. Therefore in order to design the assignment assessment criteria based on mutual equal
relationship between teacher and student, it is required to avoid formulating criteria the assessment
under which is not definite. In case of equal relationships the learning becomes more flexible,
Students enable to choose, more responsibility is transferred to student, their learning becomes more
sensible, internal motivation gets improved and students are involved into assessment. The
capabilities and conditions required to put into practice the assignment assessment criteria shall be
defined based on the managing structure for assessing management components.
Investigation issue: designing the assignment assessment criteria from the point of
management. Work purpose: assessing the designing of the assignment assessment criteria for
teacher and students at technology classes to be based on the management structure for assessing the
management components. The following investigation methods have been applied to meet the
purpose and to implement the tasks defined: 1.Theoretical: content–analysis is to analyze scientific,
methodological papers, education documents with reference to the issue... [to full text]
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Karlsson, Sofia. ""Det finns ingen tydlighet i exakt vad vi ska göra..." : Skolkuratorers erfarenheter av samverkan med andra professioner inom elevhälsan." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-37130.
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The purpose of this study has been to examine and analyze school counselors’ experience of collaboration with other professions in the student health team and the preconditions for their work. The study is based on qualitative semi-structured interviews with six elementary-, and two high school student counselors in a medium-sized town in Sweden. The theoretical approach being used is: role theory, theory of professions and theory about collaboration. The study´s result shows that the school counselors’ experience an unclarity in their job assignments and their role is often described as diffuse and vauge. Furthermore, the result also shows that personality, different perspectives, education, lack of time, resources and confidentiality is affecting their possibility to execute an independent professional social work in the student health team. This study also shows that the school counselors valuate collaboration. A opportunity that sometimes is being obstructed through the different perspectives as compared to the other professions in the student health team, and therefore affects their experience of collaboration.
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Somfongo, King Xhantilomzi. "Integration of HIV/AIDS studies into the comprehensive university undergraduate curriculum : a strategy to eliminate infection among students." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79990.
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Howard, Sheri. "Comparison of Satisfaction, Self-Confidence, and Engagement of Baccalaureate Nursing Students Using Defined Observational Roles and Expectations versus Traditional Role Assignments in High Fidelity Simulation and Debriefing." Thesis, William Carey University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10624882.
Full textAbstract:
<p> The purpose of this study is to compare satisfaction, self-confidence, and engagement of baccalaureate nursing students using defined observational roles and expectations versus traditional observer role assignments in high fidelity simulation and debriefing and to evaluate student perceptions of these constructs. The NLN/Jeffries Simulation Theory serves as the theoretical framework for the study. A convenience sample of 132 freshman level baccalaureate nursing students enrolled in a BSN program in the spring 2017 semester was utilized for the study. A quasi-experimental comparative mixed method design was utilized for the study. </p><p> Data analysis of the study indicates a statistically significant difference between overall satisfaction score, <i>t</i>(119.83) = 2.43, p = .017, overall self-confidence score, <i>t</i>(102.86) = 3.823, p<.001, overall engagement score, <i>t</i>(100.9) = 4.11, p<.001, of baccalaureate nursing students using defined observational roles and expectations (<i>N</i> = 67) versus traditional observer role assignments <i> N</i> = 65) in high fidelity simulation and debriefing. Student’s perceptions of satisfaction, self-confidence, and engagement were increased with the use of defined observational roles and expectation.</p><p>