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Dissertations / Theses on the topic 'Year in training'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Suell, Jo Lynn. "Traditional and alternative teacher training programs a comparison of perceptions of training and retention of first-year teachers /." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000051.

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2

Ferreira, Ignatius Leopold. "Training in note making : the effects of a training scheme on first year teacher-training students." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003688.

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This research work is based upon a training technique devised and recommended by J. Smith (1985) in a pamphlet published by The British Historical Association. The technique involves training school pupils in the making of notes from text books and references and then selecting appropriate points to answer specific questions. The technique was slightly adapted and used on a small Experimental Group drawn from Black first year College of Education students at an Eastern Cape College. A Control Group from the same College received conventional lectures on two topicS from the first year college syllabus - the San and Khoi peoples of Southern Africa. The Experimental Group was given a brief training period in Smith's technique and then worked independently on extended reading passages on the same topics. Both groups received a similar introduction of a video tape on the San and a slide presentation on the Khoi. Both groups wrote the same final test after their learning experiences were over and both groups completed questionnaires on the initial visual input and on their reactions to the learning experience. Comparisons are drawn between the results and the students' reaction to those learning experiences.

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3

Houdashell-Riegel, Karen Marie. "Comparison of 2-Year and 4-Year Telecommunications Technicians' Training Programs Against the Industry Standards." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc5839/.

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The study focused on the academic programs offered for telecommunications technicians provided by 16 two-year and four-year higher education institutions and the ways in which the programs compared to the established telecommunications technicians' skill standards. Six specific research questions concerned the training programs for telecommunications technicians. The first verified the validity of the information in Peterson's 2000: 2 Year Colleges and Peterson's 2000: 4 Year Colleges identifying the institutions offering a communication equipment technology major. The second question focused on the institutions that included telecommunications as part of the curriculum. The third identified the importance of the skill standards to the 2-year and 4-year training programs, and the fourth identified the job functions that were included in or excluded from the training. The fifth question identified the job tasks that were included in or excluded from the training. The final question determined whether the 2-year or the 4-year telecommunications technicians' training program was more closely aligned with the skill standards. In order to accomplish the objectives of this research, a survey methodology was selected. The survey instrument was developed to compare the importance of the telecommunications technicians' skill standards to the 2-year and the 4-year training programs. The skill standards identified in the 1997 collaborative effort facilitated by the South King County Tech Prep Consortium (SKCTPC) was used as the basis for the survey instrument and reference tool. The reference tool provided additional information regarding SCANS skills and personal qualities that were identified in the skill standards for the telecommunications network technician. The survey included five job functions and 16 tasks. The evolution the telecommunications industry has created a demand for a highly skilled, flexible workforce. Higher education institutions have an opportunity to make a contribution to telecommunications industry by expanding existing training programs or initiating telecommunications technicians' training programs. The 4-year institutions should consider revising not only the curriculum but also their mission and goals. The 2-year institutions are closely aligned with the skill standards, and this is an opportunity for the 2-year institutions to update existing programs.

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4

McGowan, Jessica E. "Training and resource guide for beginning teachers of TESOL." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/452.

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5

Sherman, L. Ann. "About school : the perceptions of five year olds." Thesis, University of Nottingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294569.

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6

Sjögren, Johanna. "Developing young female football players' physique : Description of a 3 year model - PROJECT97." Thesis, Linnéuniversitetet, Institutionen för idrottsvetenskap (ID), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35363.

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Introduction: The present study describes a 3 year model for physical training of young female football players. The aim was to investigate and describe how systematical training based upon The Spinal Engine Theory and periodisation of training over time could increase the players’ physical statues, hence prepare them for increased loading over time associated with elite football. Method: 12 out of 28 players completed 3 years of periodised training including annual plans of preparatory, competitive and transition phases. A testbattery including flexibility, stability, maximum strength and power tests was performed annually. Results: A significant increase in both maximum strength and power over time was visible using ANOVA within subjects tests. Post Hoc tests indicated that the change was visible after only one year and the trend continued. Discussion: The results and the model can aid future discussion regarding coaching education and loading of young players. Along with further research regarding psychological aspects as well the material can serve as a basis for how clubs can create a better support structure around our young players.<br>Den aktuella studien beskriver en 3 årig modell för fysisk träning av unga kvinnliga fotbollsspelare. Syftet var att undersöka och beskriva hur systematisk träning baserad på The Spinal Motor Theory och periodisering av träning över tid skulle kunna öka spelarnas fysiska status, därmed bättre förbereda dem för ökad belastning över tid och förbereda dem för kommande elitfotboll. 12 av 28 spelare genomgick hela 3 åriga modellen som inkluderade årlig periodiserad träning innehållande förberedande, tävling och övergångsfaser. Ett testbatteri som inkluderade flexibilitet, stabilitet, maxstyrka och power tester utfördes årligen. En betydande ökning av både maximal styrka och power över tiden var synlig vid analys av ANOVA (within-subject) tester. Post hoc tester visade att förändringen var synlig efter bara ett år och trenden fortsatte under kommande 2 år. Resultaten kan bidra till framtida diskussioner kring tränarutbildning och riktlinjer kring belastning av unga spelare. Tillsammans med vidare forksning kring psykologiska aspekter kan materialet ses som ett underlag för hur klubbar kan arbeta för att skapa en bättre stödstruktur kring våra unga spelare.

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7

De, Jesus Cristina Gililland. "Principal induction and training within conversion charter schools." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1930906681&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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8

Abdalla, Abdalla M. L. "An evaluation of first year practical chemistry in Jordanian universities." Thesis, University of East Anglia, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.256818.

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9

Risk, J. W. F. "Recruitment to opportunities for the 16 year old school leaver." Thesis, University of Reading, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356491.

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10

Tew, Marilyn Wilson. "The lifeworld of Year 7 pupils : personal development and learning." Thesis, University of Bristol, 2003. http://hdl.handle.net/1983/9c1153f4-7c25-4816-9f4e-ab2d3cc163ac.

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11

van, Rijn Biljana. "An enquiry into psychotherapy training : challenges to developing a generic foundation year and links to clinical practice training." Thesis, Middlesex University, 2005. http://eprints.mdx.ac.uk/13573/.

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This document presents an action research enquiry into psychotherapy and counselling training within the context of a training institute. The starting point for the enquiry were the apparent gaps that exist in clinical practice training. Recognising that the commonly used training structure in psychotherapy and counselling training, which separates clinical practice, formal teaching and supervision, often leads to practice and training disparity raising ethical concerns, I aimed to use the enquiry to enhance the effectiveness of clinical training. I formulated two research questions: • Could a more generic psychotherapy training in the foundation year serve as a better preparation for clinical practice? • Would it be possible to develop an integrated structure between clinical practice, training and supervision? These questions led to developing the project in two parts: • An exploration of the feasibility ofa generic foundation year, and • The development of an internship component. The methodology I used was action research, particularly relevant to this enquiry because of the focus on developing practical knowledge through involvement with an organisational system. Another aspect of the enquiry was internal consultancy. As well as being a researcher, I acted as a consultant for the organisation I worked for. The organisational setting was the Metanoia Institute, a counselling and psychotherapy training institute based in London. The Metanoia Institute runs several courses in counselling and psychotherapy - Person Centred, Transactional Analysis, Gestalt and Integrative - as well as a Doctoral programme in psychotherapy in collaboration with Middlesex University. Middlesex University validates the academic programme at the Metanoia Institute, which leads to BA and MSc awards in counselling and psychotherapy. The Institute also contains an internal clinical placement for students - Metanoia Counselling and Psychotherapy Service (MCPS), which I manage. The Metanoia Institute sponsored the enquiry and acted as a principal collaborator throughout. The project shows how the process of enquiry initiated a dynamic of organisational change, highlighting systemic issues and challenges to the development of psychotherapy training, particularly in relation to generic training. The implementation of the findings became possible through focusing on internship, which became the central area for development within the project. The final outcome of the research has been used to develop an extensive pilot project, entailing restructuring of the training programme in one of the academic departments. As well as presenting the enquiry, this document discusses the theme of organisational change and suggests that it offers a lens through which issues of professional integration could be viewed from a systemic (organisational) perspective. Particular themes highlighted by the enquiry relate to: • Issues of culture and identity related to allegiance to a particular theoretical orientation • Factors related to the structure and funding of training organisations, and • The role of clinical practice in the process of professional integration.

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12

Black, Wade Raymond. "Training responses of two-year-old Quarter horses fed rapidly fermentable carbohydrates." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/black/BlackW0509.pdf.

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Two replicated experiments (Exp. 1: May 14 to June 8; Exp.2: June 25 to July 20) evaluated effects of feeding grain to 2-yr-old Quarter horses on behavior and physiological parameters during early stages of training. In each experiment, 6 different horses were allotted by sex and weight to 2 diets; hay only or hay plus 2.3 kg/d grain. Horses were group-housed with ad libitum access to grass/alfalfa hay and water, and were individually fed 1.15 kg grain or 40 g salt (placebo) at 0800 and 1600 for 7 d prior to and during training. The trainer was blind to diet assignments. Horses were trained 5 d/wk for 3 wk and scored (1 to 5) by the trainer daily on obedience (willingness to ride with a loose rein and little leg pressure), life (willingness to move at any desired speed), and direction (suppleness in the poll and loin), while an observer scored fearfulness. A heart monitor recorded minimum, maximum, and mean heart rate daily during training. Categorical data were transformed by subtracting the daily median as each horse's score was relative to the other horses on that day. Data were analyzed as repeated measures (Proc Mixed of SAS) with horse as the experimental unit. In Exp. 1 grain did not affect (P = 0.83) obedience, while horses fed grain in Exp. 2 were less obedient during training (P = 0.02) than those not receiving grain. Horses fed grain showed greater (P = 0.05) fearfulness than horses fed hay alone. Life:direction (ideal is 1.0, > 1.0 indicates high self-preservation) was higher (P = 0.04) in horses fed grain than in those fed hay alone (1.29 vs. 1.08, respectively). Maximum heart rate was not affected (P = 0.21) by grain, while mean heart rate was higher (P = 0.03) for horses fed grain than hay alone (126 vs. 119 beats/min, respectively). Horses fed grain during training exhibited more self-preservation behavior, increased mean heart rate, and an unbalanced life to direction ratio, which could inhibit training effectiveness.

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13

Fitzpatrick, FinbarreÌ. "Language and interaction among young bilingual children in the first year at school." Thesis, University of Ulster, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359317.

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Johnson, Danette E. "Workforce development via targeted industry training grants and Ohio two-year Community Colleges /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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15

O'Neill, Susan A. "Factors influencing children's motivation and achievement during the first year of instrumental music tuition." Thesis, Keele University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318157.

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16

Jackson, Joanna Margaret. "The lived experience of part-time in-service physiotherapy students in their final year." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273535.

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17

Barker, Vanessa. "A longitudinal study of 16-18 year old students' understanding of basic chemical ideas." Thesis, University of York, 1994. http://etheses.whiterose.ac.uk/13999/.

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The understanding 16 - 18 year old chemistry students have of basic chemical ideas was probed in a longitudinal study using a test paper comprising twenty-three diagnostic questions. The students were attending schools and colleges in the UK and had chosen to study chemistry beyond the age of 16. They responded to questions investigating their ideas about the differences between elements, compounds and mixtures, the conservation of mass in chemical reactions, chemical changes and chemical bonding. Aspects of stoichiometry, thermodynamics, equilibria and rates of reaction were also featured. Students' responses were collected three times: at the beginning, in the middle and towards the end of their Advanced ('A') level courses. The written data was supported by interviews with selected students carried out after the first and second surveys. The first survey (of 399 students) established a baseline against which students' progress could be gauged. Some had poorly developed particle ideas. Others did not conserve mass in chemical reactions, or confused mass and density. Many showed poor understanding about acids, combustion and dissolving. Although respondents knew about single and double bonds, many seemed unaware that covalent bonds involve electrons being shared. They found ionic bonds difficult to describe. Students did not know that energy is released when bonds form. Two further surveys of 320 students were carried out. 250 students followed the Salters' Advanced Chemistry (SAC) course which adopts a context-led approach. Their understanding of most chemical ideas probed changed by the third stage, although some weaknesses were still apparent. The changes in responses observed in 70 non-Salters and a sub-sample of 70 SAC students suggest that different approaches produce some similar effects. The findings indicate that A level courses should include strategies for teaching basic chemical ideas and highlights areas for further development of SAC.

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18

Hughes, Diana Mildred. "A longitudinal study of the development of writing in 4 to 7 year old children." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244193.

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19

Small, Lauren E. (Lauren Elizabeth) 1958. "New teachers' experiences of their first year of teaching : entering a community of practice." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115634.

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This qualitative study analyzed and described new teachers' experiences of their first year in their communities of practice. Using a theoretical framework of phenomenological and narrative research, social learning theory, and alternative representations of research, the research design consisted of in-depth and focus group interviews and the creation of collage. Communities of practice research (notably the work of Lave and Wenger) was used as a lens to explore the experiences of first year teachers. Data were analyzed and described using the constant-comparative method. In addition, participants' profiles were reconstructed in the participants' own words using Seidman's (2006) method. Research is needed to assist administrators and experienced educators to understand and support the efforts of their newest colleagues. Attracting, nurturing and keeping our best teachers are goals that are essential to providing quality educational services to our students. As such, this research will have implications for universities, school boards and in-school administrators, teachers' unions, and others who are interested in supporting new teachers in effective and efficient manners.

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Ye, Yujing. "From probationers to professionals : a study of first-year primary school teachers in Taiwan." Thesis, University of York, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319487.

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21

Whiting, Caroline. "School based training : a comparative case study of an articled teacher course and a one year PGCE." Thesis, University of Plymouth, 1994. http://hdl.handle.net/10026.1/760.

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This research is based on a case study of two primary Post Graduate Certificate in Education (PGCE) courses at the same university which was carried out at a time of rapid change and major reform. One of those courses, the Articled Teacher (AT) PGCE was of the 'school based' variety much heralded at the time as the way forward for the preparation of teachers. In this scheme, learner teachers were based, usually alone, for two years in one school in the care of a mentor, with a chance of a 'teaching practice' in another school. The ATs came into the university for seminars, lectures and tutorials. The other route was a more traditional one year course where the students, 75 in number, were based in the university and were sent out, sometimes alone, sometimes in groups, into two or three different schools for 'teaching practice' or 'school experience'. The research focussed on three major factors in making comparisons between the two groups: 1) patterns of loyalty to, and support from, the university and the school; 2) the sources of their theorising about teaching - the ATs relying more on their own personal experience mainly because of their constant need to survive in their schools; 3) the differences between the course providers in schools and in the university which were more important for the ATs because of their course's emphasis on 'partnership' rather than 'integration'. The findings of the fieldwork are placed in the context of a discussion of the recent reforms in initial teacher education with particular reference to their implications for school based training.

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Cains, Richard Anthony. "Newly qualified teachers : a longitudinal study of perceptions, experiences and needs in the first year of teaching." Thesis, University of Hull, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282246.

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23

Harris, Victor W., Brian Visconti, Prami Sengupta, and Ginny Hinton. "The Strengthening Marriage and Relationships Training (SMART) Florida Project: Year 2 Impacts and Outcomes." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/5.

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The SMART Florida project was implemented in five strategically identified counties across Florida (i.e., Santa Rosa, Duval, Manatee, Citrus, Palm Beach). These counties are representative of the breadth and depth of Florida’s rural and urban residents geographically, ethnically, and socioeconomically. A broad array of comprehensive research- and evidence-informed SMART and community partner (CP) programs, services, and resources that address the social, emotional, and economic stability needs and well-being of low-income individuals, couples, and at-risk youth in the identified geographic locations is being provided at two levels of integration (Level I: Information Dissemination; Level II: Training) during the duration of the grant to assist highly supported, trained, and networked County UF/IFAS Extension Agents and their community partners to strengthen marriages, relationships, and families among Florida residents across ethnicities and income levels in four statutory activity areas: 1) Education in High Schools (Activity I); 2) Premarital Education (Activity II); 3) Marriage and Relationship Education/Skills (MRES) (Activity III); and, 4) Marriage Enhancement (Marriage and Remarriage) (Activity IV). At-risk youth, those preparing for marriage, married and remarried couples, parents, and active military and veteran couples with a particular focus on participants who are vulnerable to low-income, low-resource, substance abuse, mental health, domestic violence and child abuse issues are some of the special interest target populations served through the SMART Florida project. Implications and outcomes from Year 2 of the grant cycle will be discussed. Relationship quality and satisfaction among couples has been a topic of interest for decades, with the 1970s marking the initiation of a dramatic expansion of research in this area. The 1970’s also saw the beginning of what was to become a continuing decline in marital quality and satisfaction among first-time married couples (Amato, Johnson, Booth, & Rogers, 2003; Schramm & Harris, 2010). This interest in dyadic couple relationship quality was likely driven by the expanding awareness that quality of marital relationships influences a broad range of positive and negative outcomes; healthy, satisfying marriages provide numerous benefits important to individuals and society, while marital dissolution has a profoundly negative effect (Amato, 2010; Cowan & Cowan, 2005; Harris, Schramm, Marshall, & Lee, 2012; Schramm & Harris, 2010). Furthermore, subjective levels of marital quality and satisfaction are predictive of both marital stability and marital dissolution (Gottman, 1994; Gottman & Notarius, 2000). Family fragmentation costs state and local taxpayers in Florida almost two billion dollars per year in forgone tax revenues, justice system expenses, TANF, Medicaid, SCHIP, and Child Welfare program expenditures. The purpose of this study was to assess associations between relationship quality and satisfaction, intimate partner consensus, and relevant contextual factors among married and unmarried cohabiting couples in a general sample of Floridians (n=1002). This study constitutes an initial baseline study of dyadic couple trends in Florida’s Northwest, North, West Coast, East Coast, and South regions and is the precursor to research currently being conducted over the next five years through a federal healthy marriages and relationships grant. Results indicate that variability in relationship quality is best explained by patterns of negative interaction, consensus, and context respectively. Specific implications for use of relationship education as an intervention in Florida are proposed.

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Hinton, Ginny, Nelly Nelson, Brian Visconti, and Victor W. Harris. "The Strengthening Marriage and Relationships Training (SMART) Florida Project: Year 3 Impacts and Outcomes." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/36.

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25

Graham, Tom. "Values and ethics in counselling psychology training and practice : discourses amongst final year trainees." Thesis, University of Roehampton, 2013. https://pure.roehampton.ac.uk/portal/en/studentthesis/values-and-ethics-in-counselling-psychology-training-and-practice(20d12e67-ae50-4f29-8b60-5c3bd0947ef4).html.

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Whilst the literature underpinning counselling psychology generally acknowledges that values and ethics are inherent in therapy1, the different ways in which they feature and to what effect are under-explored areas. Though therapeutic literature would seem to recommend that counselling psychologists take a critically reflexive approach to values and ethics, the extent to which counselling psychology training engenders this kind of thinking is unclear. This research project therefore set about examining the ways in which values and ethics were constructed in the talk of final year trainee counselling psychologists discussing values and ethics in counselling psychology training and practice. Four focus groups comprising a total of nineteen participants were conducted and transcribed. The transcripts were analysed using Willig’s (2008) six-stage approach to Foucauldian discourse analysis, identifying and exploring the ways in which participants constructed values and ethics in counselling psychology training and practice. The analysis examined the implications of the different constructions identified for counselling psychology training and practice and the subjective experience of counselling psychologists within these contexts. Three discursive constructions of values and two of ethics were identified, drawing on four discourses. The use of each discourse produced its own effects, offering participants different subject positions with different consequences for their therapy practice and subjective experience. The relationship between contrasting constructions of values and ethics from within an institutional and a humanistic discourse dominated discussion and appeared to have greatest impact on participants’ practice and subjectivity. Tensions were experienced between the differing demands of the institutional and humanistic discourses, resulting in feelings of dissonance and discomfort, as participants tried to mediate between contrasting constructions in an attempt to forge a coherent sense of identity and practice involving both.

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26

Baatjes, Sherman Gerard. "Changes in the anthropometric, physical and motor characteristics of elite soccer players aged 15 to 18 years within a training year." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/472.

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The primary aim of this study was to investigate the seasonal changes that occur in the anthropometric, physical and motor characteristics of elite junior soccer players over the course of a training year. The participants targeted were elite soccer players from the NMMU-FCK Soccer School of Excellence and a total of 18 players between the ages of 15 to 18 years were recruited to comprise the sample for the study. The participants in the sample were assessed on four separate occasions. Each testing period was separated by a three month interval with the first testing period taking place in June 2005, at the start of their pre-season period, and the last testing session taking place in March of the following year, at the end of their playing season. In order to determine which specific characteristics of soccer were to be tested, the relevant literature was reviewed to establish the requirements, attributes and indicators of success in elite soccer. Therefore the test battery used was compiled in an attempt to address each of the identified physical attributes that contributes to successful soccer play. The battery included the following tests: weight, height and percentage body fat to represent the anthropometric characteristics. The physical characteristics were assessed by testing flexibility, anaerobic speed endurance, aerobic endurance, and muscular strength tests (1 RM bench and leg press, grip strength, and isokinetic knee strength). The motor assessments comprised of tests for speed (10-m, 20-m, and 40-m), explosive leg power (vertical jump), agility, and soccer-specific tests (dribbling and shooting at goal). In addition maturity status during the study was assessed using grip strength and height scores. All of the participants within the study sample were assessed on each day of the testing period, in alphabetical order, and this order was maintained during each testing period. Each of the four testing sessions lasted three days. On entering the Nelson Mandela Metropolitan University-Biokinetics and Sport Science Centre (NMMU-BSSC) laboratory on day 1, the participants completed the test battery in the following order: anthropometric measurements (weight, height, skinfolds), flexibility test (sit and reach), leg power test (vertical jump), muscular strength tests (1RM bench press, 1RM leg press, grip strength), and an aerobic endurance test (Multi-Stage Shuttle Run). The tests conducted on day 2 of the test battery were conducted as field tests at the NMMU-FCK soccer playing fields and the participants completed the tests in the same alphabetical order as day 1. The testing battery was conducted in the following order: speed tests (10m, 20m, and 40m sprinting), agility test (Illinois agility run), soccer-specific tests (dribbling and accuracy tests), speed endurance test (Yo-Yo intermittent recovery test). Testing on day 3 consisted of Isokinetic dynamometry strength testing and was conducted at the NMMU-BSSC. Each participant completed the testing protocol according to the same alphabetical order as was used on days 1 and 2. In order to achieve the aim of the study, the following objectives were set: to determine the anthropometric, physical and motor characteristics of the participants at the pre-season, start of season, mid-season and end of season stages of the training year and to identify the peak scores achieved for each variable tested; to compare the variables tested at each of the four testing sessions to determine the progression of each variable tested and to identify at which testing session peak performance related fitness was achieved; to compare the results obtained with relevant data from other research literature; and to monitor the maturation status of the participants. Based on the results achieved it can be concluded that the participants achieved peak physical fitness at the mid-season period (testing session 3). It would appear that the attainment of these results was determined by the participants being exposed to both a pre-season and an in-season training period. It seems that both the completion of the specific types of training that occurred during these two periods, as well as the competitive matches played, elevated the participants physical fitness to the levels required for success at the elite level.

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Macfarlane, E. J. "The organisation and management of independent study with particular reference to one-year sixth-form students." Thesis, University of Reading, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372383.

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Macfarlane, E. J. "The organization and management of independent study with particular reference to one-year sixth-form students." Thesis, Open University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332171.

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Kong, Chim-on, and 江潛安. "Review of the professional studies programme for a full-time one-year technical teachers' course." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626111.

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30

Tickle, Stella Janis. "Students' study approaches : relations between self-report, study behaviour and academic performance over a three year period." Thesis, Royal Holloway, University of London, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367755.

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31

Kupferberg, Becky Lynn. "The Influence of Digital Multimodal Composition in First-Year Composition: A Moment in the 2015-2016 School Year." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1465992849.

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32

Chika, Satoko. "Nutrition education training needs of early childhood program staff serving 3-5 year-old children." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Fall2009/s_chika_120109.pdf.

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Thesis (M.S. in human nutrition)--Washington State University, December 2009.<br>Title from PDF title page (viewed on Feb. 19, 2010). "Program in Nutrition and Exercise Physiology." Includes bibliographical references (p. 57-66).

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Heyl, Annika Cara. "Investigating the effectiveness of Gordon’s audiation development framework in first year music students’ aural training." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78535.

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Deficient musical literacy in students seems to be a pressing issue in music education research on a national and international scale. This qualitative study followed a case study design with action research elements within an ethnographic setting. Data was collected by means of passive observation of 23 lectures of an aural training course with 20 first year music students at the University of Pretoria and recording of field notes by the observer during these lectures. The aim of the study was to understand the development processes that are integral to developing musical literacy in young adults. The study specifically investigated the effectiveness of Gordon’s audiation development framework in first year music students’ aural training. To achieve this main goal, the study investigated challenges affecting audiation development that arose during first year aural training instruction, and how Gordon’s audiation framework was used as a guide for audiation development and instruction. Challenges related to active participation, vocal coordination, reconciling sound with tonal syllables, reconciling sound with theory, and the use of notation were noted during the observation period. Gordon’s framework encompassing the definition and classification of audiation and Gordon’s music learning theory formed the basis for audiation development in the aural training course. This framework also served as a guide for aural training instruction in the specific areas where challenges relating to the main themes arose, with interventions to audiation development challenges applied according to Gordon’s recommendations within the scope of the outcomes stipulated for the aural training programme. The study concluded that participants’ audiation development was facilitated effectively through the use of Gordon’s theories on audiation, as well as the identification of classroom challenges and the application of Gordon’s recommendations to address these challenges.<br>Dissertation (MMus (Musicology))--University of Pretoria, 2020.<br>Music<br>MMus (Musicology)<br>Unrestricted

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Duan, Hui-Ying. "The development of early years education in Taiwan with particular reference to the training of nursery nurses through two-year college courses." Thesis, University of Hull, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327176.

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Al-Shahrani, Mobarak Saeed N. Hamdan. "History teaching methods and students' attainments and attitudes in the first year of secondary schooling in Saudi Arabia." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/1126/.

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The purpose of this thesis is to investigate the position of history teaching in Saudi Arabia, where history teachers focus mainly on the didactic method. A further purpose is to explore students' attitudes to learning and the teaching process, their thinking skills, problem solving and independent learning. A large survey was conducted to explore students' attainments, attitudes toward history and their ability to think critically. The survey study consisted of 351 student from the first year of the secondary schools. Further, an experimental study was undertaken to investigate the effect of the inquiry method and the traditional method on students' achievements in history and their critical thinking ability and attitudes towards history in the first year of the secondary schools in Saudi Arabia. The experimental study consisted of two groups: the experimental group included 31 students and the control group included 62 students of one secondary school. The thesis consists of six chapters. Chapter 1 outlines the research issues. Chapter 2 reviews the literature in order to outline the implications of the inquiry and traditional methods and their effectiveness in studying history and in improving motivation and the critical thinking. Chapter 3 describes some features of the educational system of Saudi Arabia in order to provide a broad context within which the research may be evaluated. Chapter 4 describes the procedures for data collection. These consisted of two main parts: (1) sampling and (2) choice of methods. Chapter 5 outlines the findings of the data analysis. The data are described and analysed using frequencies, percentages and the Friedman and Mann-Whitney tests. These findings are then commented upon and interpreted. Chapter 6 includes a general discussion,c ritiques of the strengthsa nd weaknesseso f the study and some recommendations and suggestions for further studies in the future. The main findings of this study were that students have strong positive attitudes toward history and history teachers. They viewed history as an important subject. They enjoyed using different learning styles and using different resources. Further, students in the experimental group achieved higher scores than students in the control group in some of the test items.

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Garza, Rubén. "Functional feedback a cognitive approach to mentoring /." Access restricted to users with UT Austin EID Full text (PDF) from UMU/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036599.

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Medway, P. G. "What counts as English : Selections from language and reality in a school subject at the twelve year old level." Thesis, University of Leeds, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375532.

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Nabuco, Maria Emilia Monteiro. "The effects of three early childhood curricula in Portugal on children's progress in the first year of primary school." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10020289/.

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Nomikou, Erfossini-Frosso. "Young children reading in context : case studies of five to eight year olds reading in the primary school classroom." Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279999.

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The present study investigates children's behaviour and attitudes to reading in the primary school classroom. In attempting to examine children's reading behaviour, this study probes classroom practices concerning reading and also examines children's views and preferences. A Case Study approach was adopted for its capacity to explore the complexities of human behaviour and of the classroom context, and to generate hypotheses and explanations - The Case Study approach involved naturalistic observation of five primary school classes in three different schools in East Anglia. The professional and social settings of classroom activities were taken into account. Interviews with children and teachers provided additional data on the participants views, opinions and beliefs, which enhances data from observation. The investigation focused upon the children's perspective. The thesis intends to illustrate the broad argument that the complex context of the primary school classroom, in which children learn to read and are expected to become readers, has influence upon their reading behaviour in the classroom and their attitudes to reading. This is suggested by the issues which are generated from analysis of the collected data. The study sheds light on the topic of young children's notions of reading and attitudes to books within the classroom reading context. It indicates the kinds of support required by young children so as to become 'real' readers, who derive pleasure as well as information from books.

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Hartin, Courtney. "Do first and second year teachers feel prepared? an evaluation of a standards based teacher preparation program /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5649.

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Thesis (M.A.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 12, 2009) Includes bibliographical references.

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Courtney-Clarke, Magret Anna Eugenie. "Exploring the number sense of final year primary pre-service teachers." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19943.

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Thesis (MEd)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: This study explored the number sense of 47 final year primary school pre-service teachers in Namibia and was motivated by the poor performance of Namibian primary school learners in both national and international standardised assessment tests. The literature review revealed that learner performance is linked to teacher subject knowledge (Ball, 1990, Ma, 1999) and that teachers’ confidence in doing and teaching mathematics influences the way they teach and their willingness to learn mathematics (Ball, 1990; Graven 2004). Number sense studies of pre-service teachers (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang, Reys & Reys, 2009) have indicated that the development of number sense should be a focus of primary pre-service teacher education. The data in this mixed method research design were obtained from a Number Sense Questionnaire, a Written Computations Questionnaire and a Mental Calculations Questionnaire. These questionnaires were adapted from instruments developed by Professor Der-Ching Yang for 6th and 8th grade learners in Taiwan. Teacher confidence was measured by the McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Six randomly selected pre-service teachers were interviewed to determine their use of number-sensible strategies. The correlation analysis shows a strong relationship between number sense and mental calculations; between number sense and confidence in both the ability to do and the ability to teach mathematics and between mental and written calculations. The overall results of this study reveal that the final year primary pre-service teachers demonstrate limited number sense and possess very few of the indicators of number sense that were described by Kalchman, Moss and Case (2001). The findings expose a lack of conceptual understanding of the domain numbers and operations, particularly in the domain of rational numbers and the operations of multiplication and division. The pre-service teachers have little or no access to a variety of flexible number-sensible strategies to solve problems and calculate mentally. They lack the fluency in basic facts and procedures to perform written calculations efficiently and correctly. Unexpectedly, the analysis of the confidence survey shows that they are confident in both their ability to do mathematics and their ability to teach mathematics. It is recommended that mental calculations and computational estimation should become a focus of primary school mathematics education. Institutions responsible for teacher training should develop the number sense of pre-service teachers and research effective and long-term professional development programmes. The confidence and willingness of the teachers to learn can be used as an important resource.<br>AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die getalbegrip van 47 finale jaar primêre skool voordiens-onderwysers in Namibië en is gemotiveer deur die swak prestasie van die Namibiese primêre skool leerlinge in beide nasionale en internasionale gestandaardiseerde assesseringstoetse. Die literatuurstudie het aan die lig gebring dat leerlinge se prestasie gekoppel is aan onderwyservakkennis (Ball, 1990, Ma, 1999) en dat onderwysers se vertroue in hulle vermoë om wiskunde te doen en te onderrig, die manier waarop hulle onderrig en hul bereidwilligheid om wiskunde te leer beïnvloed (Ball, 1990, Graven 2004 ). Studies van voordiens primêre onderwysers se getalbegrip (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang, Reys & Reys, 2009) toon dat die ontwikkeling van getalbegrip 'n fokus van primêre voordiensonderwyseropleiding behoort te wees. Die data in hierdie gemengde metode navorsing is verkry uit 'n Getalbegrip, 'n Skriftelike Berekeninge en 'n Hoofrekene Vraelys. Hierdie vraelyste is gebaseer op die instrumente wat ontwikkel is deur Professor Der-Ching Yang vir graad 6 en 8 leerlinge in Taiwan. Onderwyservertroue is gemeet deur die McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Ses ewekansig geselekteerde voordiens-onderwysers is ondervra om te bepaal watter sinvolle strategieë hulle gebruik om vrae oor getalbegrip te beantwoord. Die korrelasie-analise toon 'n sterk verband tussen getalbegrip en hoofrekene; tussen getalbegrip en vertroue in die vermoë om wiskunde te doen en te leer, en tussen vermoë om hoofrekene en skriftelike bewerkinge te doen. Die algehele resultate van hierdie studie dui daarop dat die finale jaar primêre voordiens-onderwysers oor beperkte getalbegrip en baie min van die aanwysers van getalbegrip wat deur Kalchman, Moss en Case (2001) beskryf is, beskik. Die bevindinge toon ‘n gebrek aan begrip van die domein van getalle en bewerkings, veral in die domein van rasionale getalle en die bewerkings vermenigvuldiging en deling. Die voordiens-onderwysers beskik oor min of geen soepel strategieë om probleme op te los en hoofrekene te doen nie. Hulle beskik nie oor die vlotheit in basiese feite en bewerkings om skriftelike berekeninge doeltreffend en korrek uit te voer nie. Die vertroue wat voordiens-onderwysers uitgespreek het in hulle vermoë om wiskunde te doen en onderrig staan in sterk teenstelling met hierdie bevindige. Dit word aanbeveel dat hoofrekene en skatting 'n fokus van primêre skool wiskunde-onderwys behoort te wees. Instansies gemoeid met onderwyseropleiding behoort die getalbegrip van voordiensonderwysers te onwikkel en navorsing te doen oor effektiewe en lang-termyn programme vir professionele ontwikkeling. Onderwysers se vertroue en bereidwilligheid om te leer kan as 'n belangrike hulpbron gebruik word.

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Sorrentino, Sheila A. Hines Edward R. "Community colleges, four-year colleges, and universities as providers of education and training for corporate employees." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203036.

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Thesis (Ph. D.)--Illinois State University, 1991.<br>Title from title page screen, viewed December 13, 2005. Dissertation Committee: Edward R. Hines (chair), J. Christopher Eisele, Ivan J. Lach, Sally B. Pancrazio, Rodney P. Riegle. Includes bibliographical references (leaves 191-199) and abstract. Also available in print.

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MacMillan, Kathleen Martha. "Results of a treadmill simulation of field training regimens of three-year-old racing Standardbred pacers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0015/MQ48801.pdf.

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Liao, Daosheng. "Children's EFL motivation an investigation of 7-12 year old students in training schools in China /." Connect to thesis, 2004. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0044.html.

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Chainda, Allen Mukelabai. "Third-year students' preceptions of the use of ICT at a teacher training college in Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6558.

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Thesis (MPhil)--University of Stellenbosch, 2011.<br>The use of ICT to enhance the quality of student learning is generally observable in higher education institutions. The adoption of ICT policy for education in Namibia in 1996 has profoundly encouraged the use of ICT to enhance student learning at teachers training colleges, in particular Caprivi College of Education. Although ICT has positioned itself in higher education, its implementation to enhance student learning has been received with mixed feelings, attitudes and perceptions among students. The use of ICT in relation to learning paradigm, collaborative and/or co-operative learning, deep learning approach and assessment seem to be problematic among students and may affect their learning. Issues related to access to ICT, ICT skills and support (technical and service) contribute to students’ negative perceptions towards the use of ICT in learning. The purpose of this study was to investigate students’ perceptions of the possible effect of ICT application on student learning at Caprivi College of Education in order to determine the ICT skills and learning strategies student teachers use to enhance their learning. The research strategy for this study was a quantitative survey. Quantitative data was obtained by administering closed-ended questionnaires to third-year student teachers at Caprivi College of Education. The study concludes that student teachers overwhelmingly perceive the use of ICT to enhance their learning in various ways.

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DeLandro, Donna. "The training needs and aspirations of a group of young black and white women on the One Year Youth Training Scheme in 1984-1985." Thesis, University of Warwick, 1991. http://wrap.warwick.ac.uk/73128/.

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This thesis addresses the training needs, experiences and aspirations of a group of young Black and White women on the One Year Youth Training Scheme (YTS) in the mid-1980s. The thesis takes as its starting point the role of the State and the Manpower Services Commission in fostering a new training scheme, based on social market principles and a deficiency-centred model of young people. In turn this process of labelling young people as deficient is subjected to a critical analysis, especially in relation to the youth labour market and the rise in youth unemployment from the late 1970s up to the beginning of the research period in 1984. Thereafter, the issue of training in the context of the sample's past experiences of schooling and the labour market is examined in order to identify the most salient factors involved in their selection of the Youth Training Scheme. A focus on two case study training schemes is undertaken, where the main objective is to explore the nature of relationships between the various actors involved, ie. Black and White female trainees and staff. In doing so the central argument pursued by this thesis is that the nature of such relations determined the quality of the training received by the sample group on the two schemes in an area of West London between the summer of 1984 and 1985. In conclusion the thesis argues that based on the research evidence, the labelling of young people as deficient in employment skills is misleading, because it fails to take into account the complexity surrounding the transition from school to work.

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Stowers, Patricia T. "First-year induction experiences of University of Arizona secondary education graduates and the potential role of the college in providing inductive support." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289907.

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The purpose of this study was to collect from University of Arizona secondary education graduates information regarding first-year employment and retention, perceived professional preparedness, perceived effectiveness as first-year teachers, types and perceived effectiveness of district induction support, and interest in receiving induction support from the university in the first year of teaching. This information would shed light on the potential role of the university in providing inductive support to graduates. Eighty-three percent of respondents entered teaching, and 93% were still teaching at the time of the study. However, 35% either planned to leave or contemplated leaving the profession in the future. Many experienced challenging first-year assignments. For respondents in their first-year of teaching, the decision to remain in teaching was linked to perceptions of teaching effectiveness and the effectiveness of induction received. Graduates felt "somewhat prepared" to teach upon graduation, except for master's program graduates who felt significantly better prepared. They felt "somewhat effective" as first-year teachers. There was a positive correlation between perceived preparedness and first-year teaching effectiveness. Respondents recommended modifications to preservice programs, including more coursework in classroom management and planning, extended time in schools, and increased relevance of coursework. The quality of district inductive support varied tremendously, with many receiving insufficient support, particularly from rural or charter schools. The most common support included administrative observations and orientations. Far fewer were mentored, provided with professional training or support sessions, observed by staff development specialists, or given release time to observe others. Respondents felt their district induction was "not very effective." There was a positive correlation between perceived first-year teaching effectiveness and effectiveness of induction. Finally, 79% would have been interested in receiving assistance from the university during their first year, requesting training in classroom management, planning, and content-specific methods. They also recommended support sessions for new teachers, observations, and on-line support. It was concluded that the university could play a valuable role in providing inductive support to graduates.

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Andrews, Richard John. "An exploration of structural relationships in narrative and argumentative writing, with particular reference to the work of Year 8 students." Thesis, University of Hull, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259774.

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An Exploration of Structural Relationships in Narrative and Argun entative Writing, with Particular Reference to the Work of Year 8 Students This thesis explores the relationship between narrative and argumentative structures in writing. Its principal research question is 'What are the connections between the structures and composing processes associated with narrative and argumentative writing? ', and it attempts to answer this question in two related ways: through reflective inquiry and in an empirical study of the stories and essays written by Year 8 students in three comprehensive schools in a small town in north-east England. A secondary research question is 'Might narrative act as a bridge to argument for learner-writers? '. Chapter 1 outlines the problem - one of difficulties experienced in the writing of argunent by secondary-age students - and provides a map of the rhetorical field in which the exploration of the structural relationships between narrative and argument takes place. The second chapter looks solely at narrative, focusing on attempts to define its structures but also taking into account other approaches. The third chapter describes specific difficulties encountered with the writing of argument, and then examines structures of argument as evidenced in work on narrative and argument, in rhetoric and in planning for argument. Chapters 4 to 6 present the results of the pilot and main studies. The principal result of the study is a negative one: there is found to be.. no clear-cut structural connection between narrative and argumentative writing, and indeed hardly any common patterns among the stories or essays analysed for the study. There is therefore little chance of a structural 'bridge' from narrative to argument. However, there are positive outcomes: students are more inclined to argumentative writing than is usually assumed anti show more tacility tor experimenting witch the arrangement of their arguments than with the arrangement of their narratives.

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Stoedefalke, Kerstin A. "The effects of exercise on aerobic fitness and selected cardiovascular heart disease risk factors in 13-14 year old girls." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312081.

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Lam, Chi-tak, and 林{213d7e}德. "The induction of beginning teachers in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27597969.

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