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Keith, Karin J., et Renee Rice Moran. « Qualitative Training Workshops for Graduate Assistants ». Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3619.
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Swaddling, Judith. « Greek sculptors : their employment, training and materials (with special emphasis on bronze) ». Thesis, University College London (University of London), 1986. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337339.
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Dywili, Mlungiseleli Vincent. « The effectiveness of selected Quaker Peace Centre training workshops in the Western Cape ». Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1013254.
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Several Alternatives to Violence Project (AVP) training workshops have been established to help transform correctional institutions worldwide. There is no evidence of any research on AVP conducted in the context of South African Schools to date. This research therefore aims to evaluate AVP training by the Quaker Peace Centre at five high schools on the Cape Flats. Taking a qualitative approach, the study provides a literary contextualization of the problem of violence in South African schools as well as the history of AVP programmes in South Africa and abroad. In respect of his data collection, the researcher used both evaluation forms submitted at the completion of training events, as well as a purpose-designed questionnaire, mailed to a convenience sample of 635 past participants in the training. The results of the study indicate that the AVP workshops have had an impact on the lives of the participants, and there is an acknowledgement of feelings of empowerment experienced by recipients, which enables sound recommendations to be made.
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Price, Wanda Leigh. « The effects of in-service workshops on computer anxiety in elementary teachers ». Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/76475.
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The computer education literature documents computer anxiety as a problem common to classroom teachers without prior computer training. This study was an investigation of the effectiveness of workshops designed to reduce such anxiety.
The treatment comprised of instruction based upon principles derived from the literature was administered to 80 teachers in a Treatment group and 57 teachers in a Quasi-control group. Pre-test measurements included a Computer Background Information survey, Part II of the Minnesota Computer Literacy and Awareness Assessment and the Trait section of the Spielberger State Trait Anxiety Inventory (STAI). Post-test measures were the State section of the State Trait Anxiety Inventory, Part I of the Minnesota Computer Literacy and Awareness Assessment and a LOGO quiz.
Statistical treatment of the data included T-test comparisons between Treatment and Quasi-control groups on tests of computer Knowledge; Chi-square test of independence between groups on descriptive characteristics and a one-way analysis of variance testing the relationship between test anxiety and achievement.
Findings confirm an inverse relationship between computer knowledge and computer anxiety. The workshop treatment derived from the literature on in-service training and computer anxiety was an effective vehicle for increasing teacher knowledge and reducing computer anxiety. Study results show that teachers exposed to the treatment workshops reported an increase in positive attitudes toward computer use. Comparisons of pre- and post-workshop State anxiety measurements yielded evidence of significant computer anxiety reduction.Ed. D.
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Almon, Holly C. « The Effects of Workshop Training and Coaching on the Acquisition and Generalization of Teaching Skills ». Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4442/.
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The purpose of this study was threefold: (a) to examine the separate effects of increased accuracy on multiple-choice/rank-order written tests and coaching on the teaching performance of participants; (b) to compare generalization across tasks produced by the workshop and coaching; and (c) to assess maintenance of teaching performance. Following baseline, two adults received a lecture on discrete trial teaching procedures. A written test measured verbal performance on workshop material periodically throughout this phase. During the next phase, each adult then experienced further training via in-situ coaching. A multiple baseline design across tasks was used during the coaching phase. Results of the workshop training package revealed an inverse relationship between the strongest verbal performance and strongest teaching performance skill areas. In addition, only with the introduction of the in-situ coaching package did teacher performance improve significantly across all behaviors. Child responding remained relatively constant throughout the study, regardless of teacher performance. Some generalization of teacher behavior was observed across tasks, but was extremely variable across both workshop and coaching conditions. After the cessation of coaching, teacher performance remained stable across maintenance phases and at a 6-week follow-up.
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Hawke, Laurie McEdwards. « Secondary teachers' attitudes and beliefs toward staff development ». Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184941.
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This descriptive study was undertaken for the primary purpose of identifying attitudes and beliefs of secondary teachers toward staff development. Participants in the study included the total population of teachers in two high schools in a southwestern school district. The objectives of the study were to identify the attitudes and beliefs of teachers toward staff development as an important part of their professional growth, and toward the organization, processes, and personnel involved in staff development. Also to be identified were the level of knowledge and interest teachers have of specific topics for staff development programs, and similarities/differences in teachers' attitudes based on school, department, number of years teaching experience, education level, participation in a career ladder program, and gender. The data was collected using a two-part, modified Likert scale questionnaire. The findings of the study suggest that the teachers from the school itself should plan staff development, including the content which should be based on the teachers' needs as determined from an open-ended questionnaire, and that the instructors should be teachers from the school or the school's administrators. Staff development programs should incorporate a variety of teaching methods, although lecture was rated as the least desirable single method by the teachers. Staff development should be regular and on-going, with quarterly sessions receiving the most agreement from the teachers. It should be held at the school itself, during released time, and job-related. The teachers agreed that staff development should be evaluated throughout the school year, by the teachers, assessing whether its objectives had been met. Participation should not be mandatory, but depend upon the content of the program and the needs of the individual. Incentives to participate should include the intrinsic value of improved teaching ability, salary increases, university credit, and increased student achievement. Finally, over seventy percent of the teachers agreed that staff development is an important part of their professional growth.
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Clanton, Kelley La rae. « The improvement of computer performance and self-efficacy among seniors citizens through training and virtual classrooms ». Auburn, Ala, 2009. http://hdl.handle.net/10415/1662.
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Antolino, Alik Santos 1970. « Escolas de tempo integral : oficinas de arte e seus professores ». [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250980.
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Orientador: Rogério Adolfo de MouraDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A presente pesquisa tem como propósito estudar as oficinas de arte nas escolas de tempo integral e a formação de seus educadores nas escolas da rede pública estadual da região metropolitana de Campinas, interior de São Paulo. Este projeto viabilizado pela Secretaria Estadual da Educação de São Paulo implantado em 2006 pretende oportunizar aos educandos da rede pública diferentes experiências e conhecimentos por meio de sua maior permanência na escola Com o intuito de entender os procedimentos para a viabilização do projeto levantou-se por meio desta pesquisa documental a historia de diferentes experiências de educação em tempo integral já realizadas no Brasil. Além da análise documental foi utilizada a Legislação que rege as escolas de tempo integral no estado de São Paulo e os documentos advindos após está lei ser colocada em vigor pelos seus governantes. Entrevistas também foram realizadas com personagens que vivenciam esta prática como: três supervisores de ensino; uma PCOP (Professora Coordenadora Oficina Pedagógica) de arte, uma Coordenadora de Oficina Pedagógica de Diretoria de Ensino, uma Coordenadora pedagógica e três Professores atuantes nas oficinas de arte nas escolas de tempo integral. Os dados foram utilizados como referencia da implantação do projeto nas escolas de tempo integral. Na interpretação dos dados se percebe que, tanto para professores e coordenadores são trazidos, por meio das suas falas, os problemas da implementação das escolas de tempo integral como falta de infraestrutura, falta de material ou orientações técnicas. Estes e outros fatos inviabilizaram a concepção de uma escola de tempo integral de qualidade. É necessário debater inicialmente sobre a formação do professor uma vez que será este que atuará tanto na grade comum como nas oficinas. Também se faz necessário debater a concepção do ensino da arte e de oficinas que serão ministradas nestes espaços refletindo sobre a função do ensino da arte, não voltado somente para questões oficineiras, o fazer arte por fazer, mas para conhecimentos e aprendizagens que a arte pode proporcionar e auxiliar no processo educativo deste educando.
Abstract: This research aims to study the art workshops in schools full time and training of their teachers in schools of public schools in the metropolitan region of Campinas, São Paulo. This project made possible by the State Department of Education Sao Paulo implemented in 2006, aims to create opportunities for students from public different experiences and knowledge through their longer stay in school In order to understand the procedures for the feasibility of the project arose through this research documents the history of different experiences of full-time education has made in Brazil. Besides the document analysis was used Legislation governing full-time schools in the state of Sao Paulo and documents arising after the law is to be put in place by their governments. Interviews were also conducted with people who experience this practice as three educational supervisors; a PCOP (Teacher Pedagogical Workshop Coordinator) of art, a Coordinator of Pedagogical Workshop for Board of Education, an educational coordinator and three teachers working in the art workshops in school full time. The data were used as the reference implementation of the project in schools full time. When interpreting the data it is seen that for both teachers and coordinators are brought, through their speeches, the problems of implementing all-day schools as lack of infrastructure, lack of material or technical guidance. These and other facts made it impossible to design a school full-time quality. It is necessary to discuss first on the training of teachers since this will be to act in the grid so common as in the workshops. Also it is necessary to discuss the concept of art education and workshops to be held in these spaces reflecting on the role of art education, not only for back issues oficineiras, do art to make, but for knowledge and learning that art can provide and assist in the educational process of educating.
Mestrado
Educação, Conhecimento, Linguagem e Arte
Mestre em Educação
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Lee, Lap-chi, et 李立志. « Effectiveness of behaviour modification programmes implemented by sheltered workshop instructors on an in-service course ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956506.
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Paris, Sandra L?cia. « Os ateli?s (auto)formativos na constitui??o do sujeito docente da educa??o matem?tica ». Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14407.
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Previous issue date: 2012-08-03Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
The object of study of this thesis is the use of (self)training workshops as a fundamental process for the constitution of the teaching subject in mathematics education. The central purposes of the study were to describe and analyze a learning process of mathematics teachers supported by the training-research methodology, which procedures have been affected with the practice of (self)training workshops as a way of collaborating to the constitution of the teaching subject in Mathematics Education. The survey was conducted with a group of teachers in the city of Nova Cruz, Rio Grande do Norte through a process of continued education realized in the training workshops having as main goal the realization of the group s (self)training sessions in order to lead participants to the extent of their autonomy in their personal and professional transformations. The results obtained in the formative processes have shown the need to develop activities of mathematics teaching as a contribution to overcome the conceptual difficulties of the teachers, apart from their (self)reflections about themselves and the educational processes in which they belong. The results raised some propositions about (self)training workshops that may be incurred in practices to be included in the curriculum frameworks or materialize as a strategy of pedagogical work in training courses for teachers of mathematics. Also, they can constitute an administrative and educational activity to be instituted in the public schools of Basic Education
O objeto de estudo que origina esta tese ? o uso de ateli?s (auto)formativos como um processo fundamental para a constitui??o do sujeito docente da Educa??o Matem?tica. As finalidades centrais do trabalho foram descrever e analisar um processo formativo de professores de Matem?tica apoiado na metodologia da pesquisa-forma??o, cujos procedimentos se efetivaram com a pr?tica de ateli?s (auto)formativos como uma forma de contribuir para a constitui??o do sujeito docente na Educa??o Matem?tica. A pesquisa foi realizada com um grupo de professores de matem?tica do munic?pio de Nova Cruz, Rio Grande do Norte por meio de um processo de forma??o continuada concretizado nos ateli?s formativos tendo como meta principal a realiza??o de sess?es (auto)formativas do grupo com vistas a levar os participantes ao alcance de sua autonomia nas suas transforma??es pessoais e profissionais. Os resultados obtidos nos processos formativos mostraram a necessidade de se desenvolver atividades de ensino de Matem?tica como contribui??o para superar as dificuldades conceituais dos professores, al?m das suas (auto)reflex?es sobre si e sobre os processos educativos aos quais est?o inseridos. Os resultados suscitaram algumas proposi??es acerca de ateli?s (auto)formativos que poder?o se constituir em pr?ticas a serem inclu?das nas estruturas curriculares ou materializar-se como estrat?gia de trabalho pedag?gico nos cursos de forma??o de professores de Matem?tica. Al?m disso, podem se constituir em uma atividade administrativo-pedag?gica a ser institu?da nas escolas p?blicas de Educa??o B?sica
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Trialonis, Christie Chryssoula. « A study to determine the effects of utilizing first language books on second language reading through the use of the Borrow-a-Book (BAB) program supported by monthly Parent Read Aloud Training (PRAT) workshops ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0022/MQ50376.pdf.
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Weilert, Allan M. « A training workshop for healing ministers ». Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
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PRANKE, Amanda. « PIBID I/UFPel : oficinas pedagógicas que contribuíram para a autorregulação da aprendizagem e formação docente das bolsistas de matemática ». Universidade Federal de Pelotas, 2012. http://repositorio.ufpel.edu.br/handle/ri/1631.
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Previous issue date: 2012-10-23This study aimed to analyze whether the workshops carried out in Institutional Scholarship Project Initiation to Teaching PIBID,the degree course in math, Federal University of Pelotas promoted selfregulation of learning and teaching of math scholarships, stimulating and describing their processes of learning and teaching. We conducted a qualitative research case study to analyze the contributions that this Project made in relation to the training of future teachers. The PIBID has the objective to support the training of undergraduate students. The PIBID I was developed by scholarship holders physics, biology, chemistry and mathematics, supervisor teachers (teachers in schools) and coordinators teachers (teachers in UFPel) in four public schools high school in the city of Pelotas/RS, in which were performed activities, tutoring, workshops and an interdisciplinary project. This research investigated the workshops developed by scholarships of math course that worked in Project, specifically in one of the schools involved. We analyze the work done in math workshops supported in the construct of selfregulation of learning, understood as a process that encourages individuals to create goals and develop learning strategies to achieve the desired goals. Starting from the workshops held in PIBID I, the research objectives were to analyze the planning, the implementation of these workshops and evaluate them; investigate whether the math scholarship holders by developing the workshops, invest in selfregulatory strategies in order to qualify their processes learning and teaching; identify whether the workshops contributed to enhance the processes of training and selftraining of math scholarship holders and investigate whether math workshops contributed to the promotion of the learning of the students. Data collection was conducted through document analysis performed from the project and the report of math workshops carried out and semistructured interviews conducted with three of the scholarship holders who developed the math workshops and with three students who attended them. The data were subjected to content analysis and it emerged the following categories: a) Selfregulate learning to qualify to teach: collaborative strategies undertaken in math workshops, b) Selfregulate learning to qualify to teach: a reflexive process of formation/selftraining experienced in math workshops. Analyzed the data, we infer that the scholarship holders developed collaborative actions, organized learning strategies, selfregulatory skills acquired to carry out the planning, implementation and evaluation of math workshops. The analysis showed that the scholarship holders went through a process of reflection on the practice developed, which helped stimulate the students' desire to study mathematics. We conclude that the PIBID I described the initial training of scholarship holders math enabling them to take responsibility for learning to teach.
A presente pesquisa teve como objetivo analisar se as oficinas desenvolvidas no Projeto Institucional de Bolsa de Iniciação à Docência PIBID, do curso de licenciatura em matemática, da Universidade Federal de Pelotas promoveram a autorregulação da aprendizagem e a formação docente das bolsistas de matemática, estimulando e qualificando os seus processos de aprender e ensinar. Foi realizada uma pesquisa qualitativa do tipo estudo de caso, para analisar as contribuições que este Projeto fez em relação à formação inicial dos futuros docentes. O PIBID tem por objetivo apoiar a formação de alunos dos cursos de licenciatura. O PIBID I foi desenvolvido por bolsistas de física, biologia, química e matemática, professores supervisores (docentes nas escolas) e professores coordenadores (docentes na UFPel) em quatro escolas públicas estaduais de ensino médio da cidade de Pelotas/RS, nas quais foram realizadas atividades de monitorias, oficinas e um projeto interdisciplinar. Esta pesquisa investigou as oficinas desenvolvidas pelas bolsistas do curso de matemática que atuaram no Projeto, especificamente, em uma das escolas envolvidas. Analisamos o trabalho realizado nas oficinas de matemática apoiadas no construto da autorregulação da aprendizagem, entendida como um processo que estimula os sujeitos a criarem objetivos e a desenvolverem estratégias de aprendizagem para alcançarem as metas pretendidas. Partindo das oficinas realizadas no PIBID I, os objetivos da pesquisa foram: analisar o planejamento, a execução dessas oficinas e avaliálas; investigar se as bolsistas de matemática, ao desenvolverem as oficinas, investiram em estratégias autorregulatórias de modo a qualificar os seus processos de aprender e ensinar; identificar se as oficinas contribuíram para potencializar os processos de formação e autoformação das bolsistas de matemática e investigar se as oficinas de matemática contribuíram para a promoção das aprendizagens dos alunos da escola. A coleta de dados foi desenvolvida através da análise documental realizada a partir do projeto e do relatório das oficinas de matemática desenvolvidas e de entrevistas semiestruturadas realizadas com três das bolsistas de matemática que desenvolveram as oficinas e com três alunos que delas participaram. Os dados foram submetidos à análise de conteúdo e dela emergiram as seguintes categorias: a) Autorregular o aprender para qualificar o ensinar: estratégias colaborativas realizadas em oficinas de matemática; b) Autorregular o aprender para qualificar o ensinar: um processo reflexivo de formação/autoformação vivenciado em oficinas de matemática. Dos dados analisados, inferimos que as bolsistas desenvolveram ações colaborativas, organizaram estratégias de aprendizagem, adquiriram competências autorregulatórias para a realização do planejamento, da execução e da avaliação das oficinas de matemática. A análise mostrou que as bolsistas passaram por um processo de reflexão sobre a prática desenvolvida, o que contribuiu para estimular nos alunos a vontade de estudar matemática. Concluímos que o PIBID I qualificou a formação inicial das bolsistas de matemática possibilitandolhes assumir a responsabilidade de aprender para ensinar.
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Silva, Andréia Carvalho da. « A contribuição do PIBID para o desenvolvimento da interdisciplinaridade no ensino médio na perspectiva de licenciandos e professores bolsistas do Programa ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/181074.
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A presente dissertação constitui-se de um Estudo de Caso qualitativo, cujo contexto de investigação foi o trabalho denominado como “Oficinas Interdisciplinares”, desenvolvido no âmbito do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) da Universidade Federal do Rio Grande do Sul (UFRGS). A pesquisa contou com a cooperação dos licenciandos, supervisores e coordenadores dos subprojetos das Licenciaturas de Ciências Biológicas, Física, Letras e Química, participantes das oficinas. Apesar de ainda restritos os projetos interdisciplinares implantados no âmbito do Ensino Médio, a interdisciplinaridade está fortemente presente nas atuais diretrizes curriculares nacionais. Entretanto, romper com a lógica disciplinar ainda é um grande desafio, com muitas “pedras pelo caminho”, obstáculos relacionados, principalmente, à mudança de paradigma. Logo, as oficinas, desenvolvidas desde o ano de 2013, passaram a ser percebidas como oportunidade de cultivo da interdisciplinaridade. Partindo da reflexão a respeito da importância da formação docente na jornada ao encontro da interdisciplinaridade, a pesquisa teve como principal objetivo investigar se, na perspectiva dos bolsistas, o PIBID, por meio de atividades interdisciplinares, estaria contribuindo significativamente como rota alternativa para a transposição dos obstáculos que impedem a efetivação da interdisciplinaridade no âmbito do Ensino Médio. A investigação foi realizada em três fases. A primeira fase, exploratória, consistiu na observação das etapas de planejamento, criação e aplicação de três oficinas – “Ciência Forense”, “Química Forense” e “Sustentabilidade”. Os resultados iniciais indicaram que os obstáculos mais significativos se localizam no âmbito das relações interpessoais e do corporativismo e ratificaram a necessidade de investir no cultivo da interdisciplinaridade por meio da formação docente. Na segunda fase, uma “prosa sistematizada com esses aventureiros que nos acolheram como parceiros nessa jornada”, realizou-se uma coleta sistemática de dados por meio da aplicação de um survey, utilizando como ferramenta um questionário misto autoaplicável, enviado eletronicamente. Na última fase, as respostas foram analisadas por meio da Análise Textual Discursiva (ATD). Nesta, identificou-se a concepção dos respondentes acerca de interdisciplinaridade e de aprendizagem, suas percepções das dificuldades, das superações e da viabilidade do trabalho interdisciplinar desenvolvido, bem como suas contribuições para a formação e atuação docentes. Os resultados indicam que, apesar das dificuldades, a prática interdisciplinar oportunizada pelo PIBID tem instrumentado os docentes para romper a lógica disciplinar, que persiste na organização dos tempos e dos espaços pedagógicos do Ensino Médio. Conclui-se que o PIBID contribui para mobilizar conhecimentos, produzindo saberes e subjetividades por meio das práticas interdisciplinares.The present dissertation is a qualitative Case Study, which research context was the work denominated as "Interdisciplinary Workshops", developed within the framework of the Institutional Teaching Scholarship Program (PIBID) of the Federal University of Rio Grande do Sul (UFRGS). The research had the cooperation of the undergraduates, supervisors and coordinators of the subprojects of the Biological Sciences, Physics, Languages and Chemistry courses involved in the workshops. Although interdisciplinary projects implemented in the scope of secondary education are still restricted, interdisciplinarity is strongly present in the current national curricular guidelines. However, breaking with the disciplinary logic is still a great challenge, with many obstacles related mainly to the paradigm shift. Therefore, the workshops developed since 2013 have come to be perceived as an opportunity to cultivate interdisciplinarity. Based on the reflection about the importance of teacher training in the journey towards interdisciplinarity, this research’s main objective is to investigate if, in the scholarship holder’s perspective, the PIBID, through interdisciplinary activities, contributes significantly as an alternative route for overcoming the obstacles impeding the achievement of interdisciplinarity in High School. The investigation was done in three phases. The first one, the exploratory phase, consisted in observing the stages of planning, creation and application of three workshops - "Forensic Science", "Forensic Chemistry" and "Sustainability". The initial results indicated that the most significant obstacles are located within the scope of interpersonal relations and corporatism and have ratified the need to invest in cultivating interdisciplinarity through teacher training. In the second phase, “a systematized prose with these adventurers who welcomed us as partners in this journey”, a systematic collection of data was carried out through the application of a survey, using a self-administered mixed questionnaire, sent electronically. In the last phase, the answers were analyzed through Discursive Textual Analysis (ATD). The respondents' conception of interdisciplinarity and of learning, their perceptions of the difficulties, overcomes and feasibility of the interdisciplinary work developed, as well as their contributions to the formation and performance of teachers were identified through ATD. The results indicate that, even with all the difficulties, the interdisciplinary practice promoted by PIBID has been instrumental for teachers to break the disciplinary logic that persists in the organization of times and pedagogical spaces of High School. It is concluded that the PIBID contributes to mobilize learning, producing knowledge and subjectivities through interdisciplinary practices.
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Correa, Aruna Noal. « PROGRAMA LEM:TOCAR E CANTAR : UM ESTUDO ACERCA DE SUA INSERÇÃO NO PROCESSO MÚSICO-FORMATIVO DE UNIDOCENTES DA PEDAGOGIA/UFSM ». Universidade Federal de Santa Maria, 2008. http://repositorio.ufsm.br/handle/1/6818.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThis dissertation is linked to the research line Education the Arts from the PPGE/UFSM and the group of studies and research in Training, Action and Research in Musical Education - FAPEM. Aimed to investigate the "Program LEM: Playing and Singing", in the form of music workshops, seeking to emphasize its contributions in the formation of musical training and teaching-musical by students and former students of Pedagogy/UFSM, which are called up workshopers . Specifically, it is sought to know their ideas about the workshops for the musical and pedagogicmusical development of unidocent teachers, identify the contributions of workshops for the musical and pedagogic-musical development of unidocent teachers, and also map the musical and teaching-music training some needs raised to unidocency. As a methodological approach, the qualitative research was chosen mainly on the basis of the analysis of contexts and realities experienced by eight workshopers subjects of the research. A semi-structured interview was the main tool for collecting data, being divided into two stages: the first, a semi-structured individual interview (EI) and the second, with the completion of an interview in a group (EG). The theoretical reference was built from two subjects: the training of teachers, and the relationship between music education and unidocency, and workshops on music, which presents a brief history of its existence in the country as well as the formation of the "Program LEM: Playing and Singing" at UFSM. Data analysis was divided into crossing between the relationship of workshops with the Program, the workshops and training in Pedagogy, and following, it was sought to make up relations between the unidocent training, the musical education, and the educational practice developed by the workshopers. As a conclusion of this research, there is the "Program LEM: Playing and Singing" as a musical training space-relevant in the initial training of teachers, contributing to the unidocents have more alternatives of work and assurance when working with music in school. Still, it is pointed out that initiatives like this should be encouraged in unidocent forming.
A presente dissertação está vinculada à linha de pesquisa Educação e Artes do PPGE/UFSM e ao grupo de estudos e pesquisas em Formação, Ação e Pesquisa em Educação Musical FAPEM. Teve como objetivo investigar acerca do Programa LEM: Tocar e Cantar , no formato de oficinas de música, buscando verificar suas contribuições na constituição da formação musical e pedagógico-musical de alunas e ex-alunas da Pedagogia/UFSM, denominadas oficinandas. Especificamente, buscou-se conhecer suas concepções sobre as oficinas de música para o desenvolvimento musical e pedagógico-musical de professoras unidocentes, identificar as contribuições das oficinas de música para o desenvolvimento musical e pedagógico-musical de professoras unidocentes, e ainda, mapear algumas necessidades formativas musicais e pedagógico-musicais levantadas para a unidocência. Como abordagem metodológica, optou-se pela pesquisa qualitativa principalmente em função da análise de contextos e realidades vivenciadas pelas oito oficinandas sujeitas da pesquisa. A entrevista semi-estruturada foi o principal instrumento de coleta dos dados, sendo dividida em duas etapas, a primeira em entrevista semi-estruturada individual (EI) e a segunda na realização de uma entrevista em grupo (EG). O referencial teórico foi construído a partir de dois temas: a formação de professores; e a relação entre a unidocência e a educação musical, e oficinas de música, do qual se apresenta um breve relato histórico de sua existência no país bem como a constituição do Programa LEM: Tocar e Cantar , na UFSM. A análise dos dados foi dividida primeiramente num cruzamento entre a relação das oficinas com o Programa, as respectivas oficinas e a formação inicial na Pedagogia e, em seguida, buscou-se tecer relações entre a formação unidocente, a educação musical e a prática educativa escolar desenvolvida pelas oficinandas. Como conclusão dessa investigação, apresenta-se o Programa LEM: Tocar e Cantar como espaço músico-formativo relevante na formação inicial de professores, contribuindo para que as unidocentes possuam mais alternativas de trabalho e segurança no momento da prática com música na escola. Ainda, aponta-se que iniciativas como essas devem ser incentivadas na formação de unidocente.
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Cavin, Meredith Lee. « Teacher training workshop in the small Associate Reformed Presbyterian Church ». Theological Research Exchange Network (TREN) Access this title online, 1994. http://www.tren.com/search.cfm?p064-0010.
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Stone, Michael H. « The Basics of Planning the Training Process– an Introduction (Workshop) ». Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4513.
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Dawson, Pamela J. (Pamela Jane). « Improving Communicative Competence : Validation of a Social Skills Training Workshop ». Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500667/.
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The effectiveness of a social skills training workshop was assessed by comparing the rated competence of participants in an Interpersonal Skills Training Program (a 2-session, 12-hour workshop) to the rated competence of nonparticipants. This comparison was operationalized through a study design of the pre- and posttesting of 12 experimental and 22 control subjects. The assessment instruments used were Spitzberg's Conversational Skills Rating Scale (CSRS) and Curran's Simulated Social Interaction Test (SSIT). Two rating judges were utilized. Results, although modest, are in the expected direction. Measured competence on the CSRS failed to show significant improvement in the rated competence of the experimental group as compared to the rated competence of the control group. However, the SSIT did reveal significant improvement of the rated skill and anxiety of experimental subjects while the control group showed no significant improvement. In addition to assessing the effectiveness of the workshop, this study sought to find a positive correlation of the CSRS instrument to the SSIT instrument. As expected, the CSRS showed a positive correlation to the SSIT.
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Schwan, Ivan Carlos. « PROGRAMA LEM : TOCAR E CANTAR : UM LUGAR DE FORMAÇÃO E ATUAÇÃO ACADÊMICO PROFISSIONAL ». Universidade Federal de Santa Maria, 2009. http://repositorio.ufsm.br/handle/1/6877.
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This work is linked to the line of research Education and Arts in the Post Graduation Program in Education, in the Federal University of Santa Maria and the group FAPEM: Training, Action and Research in Music Education. The objective of the present research was to investigate the impact of the Program LEM: Playing and Singing "for the training and teacher development, from the perspective of student teachers in music/workshop organizers. According to this objective, it is intended to know the aims of undergraduate students to participate as workshop participants of the workshops of the program LEM to analyze the relationships established between the music workshops, its training and development staff, understanding the assumptions that underlie the development of education in the workshops and also
place the "Program LEM: Play and Sing" in the context of academic and professional training. The qualitative methodological approach was chosen to analyze the
perspectives of seven workshop participants as the subjects of the present research. For data collection it was used the semi-structured interview, which took place in two stages: the first session on Individual (EI) and the second group (EG). Thus, data analysis was established by qualitative analysis, performed from the relationship
between the perspectives of workshop participants, workshops in music, education and the development of education. From the interpretation of the background and the references about teacher training and professional development, the conception of the process of training student teachers in music workshops in the Laboratory for
Music Education was developed, researching this area as a place of training and academic and professional performance. As a result, we present the "LEM Program:
Play and Sing" by addressing its significance for the undergraduates, the relationship between the experiences in music workshops and training, and setting out the
objectives of the workshop participants to participate in the program according to assumptions that underlie their teaching in music workshops. Still, we highlight the
LEM program as a place of training and academic and professional performance.Esta dissertação está vinculada à linha de pesquisa Educação e Artes do Programa de Pós Graduação em Educação da Universidade Federal de Santa Maria e ao grupo FAPEM: Formação, Ação e Pesquisa em Educação Musical. O objetivo da pesquisa foi investigar as repercussões do Programa LEM: Tocar e Cantar para a formação inicial e desenvolvimento docente, sob a perspectiva dos licenciandos em música/oficineiros. Para tanto, buscou-se conhecer os objetivos dos licenciandos ao participarem como oficineiros das oficinas do Programa LEM, analisar as relações que estabelecem entre as oficinas de música, sua formação inicial e seu desenvolvimento docente, compreender pressupostos que fundamentam o desenvolvimento da docência nas oficinas e, ainda, situar o Programa LEM: Tocar e Cantar no contexto da formação acadêmico-profissional. Como abordagem metodológica optou-se pela pesquisa qualitativa para analisar as perspectivas de sete oficineiros, sujeitos da pesquisa. Para a coleta dos dados o instrumento utilizado foi a entrevista semi-estruturada, que ocorreu em duas etapas: a primeira em sessão Individual (EI) e a segunda em grupo (EG). A análise dos dados foi constituída pela análise qualitativa de conteúdo, realizada a partir da relação entre as perspectivas dos oficineiros, as oficinas de música, a formação inicial e o desenvolvimento da docência. A partir da interpretação e do embasamento nos referenciais sobre a formação docente e desenvolvimento profissional, foi possível compreender acerca do processo formativo dos licenciandos em música nas oficinas do Laboratório de Educação Musical, analisando esse espaço como um lugar de formação e atuação acadêmico-profissional. Como considerações finais, apresentam-se o Programa LEM: Tocar e Cantar , abordando sua significação para os licenciandos, as relações entre as vivências nas oficinas de música e a formação profissional, e expondo os objetivos dos oficineiros ao participarem do Programa e os pressupostos que fundamentam a sua docência nas oficinas de música. Ainda, destaca-se o Programa LEM como lugar de formação e atuação acadêmicoprofissional.
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Boavida, Rita Borges. « The effectiveness of a teacher’s training workshop on Media Smart Program ». Master's thesis, NSBE - UNL, 2011. http://hdl.handle.net/10362/10056.
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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and EconomicsDuring the last decades the growing concerns of the children’s relationship with media have trigged the emergence of new projects that aim to minimize their negative effects. Media Smart is one of those programs, which is focused on the thematic of advertising. Media Smart is a media literacy program that helps children to interpret the advertisements and think critically towards its content in order to prepare them to make more informed choices. This project has been implemented in Portugal since February 2008 but only last year APAN, the organizing entity of the project, decided to launch a workshop to provide training to elementary school teachers, since they are the ones implementing the Media Smart activities with their students (voluntarily and free of charge). This Work Project constitutes a very practical and professional oriented research aiming to give to APAN a report on the impact of this first Media Smart Teacher’s Workshop and main improvement recommendations for future training sessions. We also added improvement suggestions to the Media Smart materials (DVD, worksheets and teacher’s booklet) based on the feedback provided by the teachers. We used a series of exploratory research methods observations and interviews) and instruments of analysis (Process Analysis and 360 Evaluation). Results showed that the program is considered of interest among teachers and students, mainly due to its innovative methods of teaching and the curiosity about the subject of advertising. The materials were also appreciated by the teachers due to their selfexplanatory nature. However the group of trainees who participated on this workshop was very critical on the aspects that could be improved. From the information collected it was possible to recommend a review of the age appropriateness of the materials and an actualization of the real examples of advertisements displayed on DVD. Regarding the workshop it proved to be very successful to the teachers who have participated. Nevertheless in order to achieve better results, for both teachers and children, a restructuring needs to be made. Future workshops need to be more extensive, more practical, start at the beginning of the scholar year and have widely spread training sessions along the year.
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deBoer, Julie, et University of Lethbridge Faculty of Education. « Evaluation of an online career workshop ». Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/216.
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The purpose of this study was to evaluate empirically the effectiveness of the new online career workshop titled "Ex-Scape" based on career knowledge and skill outcomes. Although numerous studies have been conducted on distance education classes in various disciplines, little research was found on the effectiveness of web-based learning in career development courses. Quantitative methods were used to determine a numerical score. Pre- and posttests were calculated and recorded in SPSS 11.5 and paired t-tests determined whether or not there was significant difference in the scores between the pre- and posttests. Qualitative methods were used through course evaluations and focus groups to record student comments of their experience with the online course. Results revealed that the online method of instruction was effective based on career knowledge and skill outcomes. Recommendations for further research include continuation of future research on the outcome success of online career development courses; utilization of a broader approach to research to include variables such as students' preferred learning styles, motivational factors, cost factors, and students' computer expertise; and collection and critique of post-resumes to follow up on students' impressions of their skills.xi, 108 leaves ; 28 cm.
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Blell, Zainab D. « The Effects of a Communication Training Workshop on the Verbal Behavior of Caregivers ». Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30437/.
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This study evaluated the effectiveness of a workshop designed to train adults to use supportive verbal behavior during distressful situations. Participants were trained to provide descriptive, empathetic and hopeful statements using instructions, rationales, modeling, role-play, feedback, and rehearsal. A pre-post design was used to analyze the effects of the training on verbal and non-verbal behaviors of four females during simulation scenarios. Results indicate all four participants provided maximum support statements above pre-training levels during post-training simulation and written assessments.
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Lamb, Molly. « EVALUATION OF A TWO-SESSION ACT TRAINING FOR PARENTS OF ADOLESCENTS AND YOUNG ADULTS WITH AUTISM SPECTRUM DISORDER ». OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2285.
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Research consistently demonstrates parents of children diagnosed with autism spectrum disorder (ASD) experience more parental stress than parents with children in any other developmental category (Hayes & Watson, 2013). Previous research has begun investigating the use of ACT protocols as an intervention to increase psychological flexibility and reduce stress among this population (Hahs, Dixon, and Palilunas, 2018). Due to evidence provided in the literature demonstrating ACT as an effective intervention for parents of individuals with ASD, the current study conducted an evaluation of a brief ACT training in comparison with a traditional parent support group for this population. Participants of the study were twenty caregivers of an individual diagnosed with ASD. Each intervention consisted of two, two-hour sessions. Participants were provided with the Acceptance and Action Questionnaire-II and Parental Stress Scale pre and post intervention. Independent t-tests were ran in order to determine if mean change scores differed on the questionnaires across the ACT and TAU groups. Results of the independent t-test indicated that the difference in mean change scores of the AAQ-II across groups was statistically significant, however the difference in mean change scores of the PSS were not. Clinical implications are offered.
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Bailey-Straebler, Suzanne. « Towards scalable training : narrowing the research-practice gap in the treatment of eating disorders ». Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:eddcf84d-3379-44a2-9ca5-4cd94d944b3d.
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Empirically supported treatments (ESTs) now exist for a variety of psychological disorders; however, few individuals have access to these treatments and even fewer receive them in well delivered form. This has been termed the research-practice gap. It is likely that a combination of factors contribute to individuals not receiving good quality ESTs. One major reason is the limited availability of effective training in these treatments. Although many therapists wish to learn such treatments, they seldom have the opportunity as training relies on scarce expert resources and is costly. Furthermore, relatively little is known about the effectiveness of this method or how best to train clinicians: despite having evidence-based treatments, there are no evidence-based trainings. This dissertation examined one example of an EST - enhanced cognitive behavior therapy for eating disorders (CBT-E) - with the overarching aim of evaluating both existing, and commonly accepted, training methods, as well as, newly developed more scalable ones. How best to train clinicians in CBT for eating disorders has not been investigated previously. The Kirkpatrick training evaluation framework was adopted to guide the studies. Chapter One provided an overview of the research-practice gap with a particular emphasis on the obstacles faced in training therapists. Chapter Two reviewed the literature on training in ESTs and highlighted gaps in the research evidence and areas for improvement in future studies. An important conclusion was that, although studies varied in design and the precise form and content of the training investigated, results were mostly consistent in indicating that knowledge and skills tended to improve following training. However, the outcome measures used to assess training were often poorly described with unknown psychometric properties. Perhaps most importantly the lack of clearly defined competence cut-points made interpretation difficult. In addition, much of the training investigated had limitations in terms of scalability. Chapters Three, Four and Five, aimed to overcome some of these difficulties and provided a series of studies investigating training in CBT-E. Chapter Three employed qualitative methods to investigate trainees' reaction to conventional workshop and more scalable web-based training and found that although trainees enjoyed training, they had a variety of reasons for not planning to implement the treatment as learned. Chapters Four and Five evaluated the impact of different forms of training on knowledge and skill acquisition respectively. Training in CBT-E was associated with increases in knowledge especially when paired with supervision or scalable guidance, which proved feasible and acceptable to clinician trainees. The results for skill acquisition were less clear, but the new scalable online training was associated with therapists achieving competence. Finally Chapter Six discussed the broader implications of the work and highlighted areas for future research.
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Rinald, Katherine. « Effectiveness of a rapid toilet training workshop for parents of children with developmental disabilities ». Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/38188.
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Individuals with developmental disabilities often experience challenges in learning toileting skills, which highlights a need for effective toilet training strategies that can be readily disseminated to caregivers. The purpose of this study was to evaluate the effects of parent attendance at a rapid toilet training-derived workshop on the toileting behaviours of their children with developmental disabilities. In the workshop, 6 parents were provided with instruction related to teaching urinary continence, which included increased fluid intake, positive reinforcement for correct toileting, scheduled toilet sittings, scheduled chair sittings to teach initiation, redirection for accidents, maintenance and generalization . Following the workshop, parents implemented the toilet training procedure they had learned at home with their children for approximately 5 days with telephone support from a researcher. A multiple baseline design was used to examine the effectiveness of the workshop. Results suggest that the toilet-training workshop resulted in increases in positive toileting behaviours in five of the six children. The results are discussed in relation to previous and future research and implications for practice.
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Call, Stephanie Priscilla. « Effects of a Parent Training Workshop on Parent Perceptions of Children with Developmental Disabilities ». BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3061.
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Children with developmental disabilities often exhibit problem behaviors, such as physical aggression, tantrums, and self-injury. These behaviors can detrimentally affect the family's lifestyle. Research has shown that such families should take an active role in developing and implementing a behavior plan. However, families need support to promote effective changes in their child's behavior. This study investigated how a positive behavior support workshop that used the Family HOPE program affected behavior problems and parent/child relationships in families with children with developmental disabilities. Parents of eight children with disabilities and challenging behaviors participated in this research. A Project Director and Principal Investigator taught the six systematic steps to changing behavior. They were assisted by graduate students who provided behavioral education to families, helped families complete a Functional Behavioral Assessment, appropriate interventions, and analyze intervention data. The Parent-Child Relationship Inventory (PCRI) and Scales of Independent Behavior-Revised (SIB-R) were given to the families to study the effects of parent trainings on parents' perceptions of limit setting, parental support, and the frequency and severity of problem behaviors. Results showed a significant difference in the pre- and post-intervention data on limit setting and parental support. There were no significant differences in the frequency and severity of problem behaviors on the SIB-R. Implications for further research are suggested concerning teaching parents Positive Behavior Support principles in a workshop setting.
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Hayford, Paula J. « Measurement of immediate gain in knowledge and long term change of behavior after attending an enhanced case management workshop ». Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002hayfordp.pdf.
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Trouba, Jerome Charles. « The design, implementation, and evaluation of a teacher training workshop for mathematics graduate teaching assistants ». Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/trouba/TroubaJ1209.pdf.
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To help train new graduate mathematics teaching assistants (GMTAs), a teacher training workshop was designed based on K-12 literature on the components of effective professional development (Garet, et al., 2001). The workshop consisted of six two-hour seminars over a six week period followed by a classroom feedback component of either peer coaching or observation, for a total time commitment of 18 hours. The content of the workshop addressed teaching techniques specifically targeted to GMTAs. These ideas included elements of reflection, techniques for engaging students through active learning, asking good questions, utilizing wait-time, and using formative assessment techniques. The assessment of the workshop was based on Guskey's (1999) work on the five levels of effective professional development evaluation. In the mixed-methods design, 18 GMTAs participated in the workshop. Data collection consisted of three sets of videotapes, two sets of interviews, surveys, and coaching and observation forms. Results indicated that a well-designed workshop can impact teaching practices. Through interviews, GMTAs indicated they were more reflective of their teaching, thought more about the questions they asked, and actively involved their students more during lectures. The workshop was considered effective not only because GMTAs said they changed their teaching but because changes were seen in their teaching. For nine GMTAs strong evidence was collected of their change in teaching: they not only mentioned specific changes to their teaching in the interviews, but these specific changes were observed on videotapes of their classroom. In comparing peer coaching with observation, seven of the ten in the coaching group commented that just watching another's class helped them to improve more than any other part of the coaching process. Only two of the ten coaching participants commented on the helpfulness of the pre and post conference discussions involved with coaching. From the data collected, the possible added benefits of peer coaching may be outweighed by the additional time, organization, and pairing requirements present in a GMTA setting. Five constructs that influenced the effectiveness of the peer coaching experience are discussed. This project contributes to the research base regarding adapting K-12 professional development literature into a collegiate setting.
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Galazyn, David F. « A training workshop on veterans and complex trauma post traumatic stress disorder| A grant proposal ». Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1583222.
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The purpose of this project was to write a grant to create a workshop for service providers who work with veterans who suffer from complex trauma post-traumatic stress disorder (CT-PTSD) and locate a funding source. Since 2001, there has been an expansion as veterans have left the military. An issue facing veterans is how complex trauma interacts with PTSD. The agency chosen for the workshop is Veterans First in Santa Ana. The funding source is the Wounded Warrior Project. The project was designed to measure the skills and knowledge of service providers working with CT-PTSD. The workshop utilized pre and post surveys to monitor workshop effectiveness, provider understanding, and knowledge implementation. Currently, CT-PTSD is an under developed diagnosis that it is not recognized in the latest version of the DSM-5. With the help of workshops such as this, it is hoped that this will become a recognized veteran issue. Keywords: Veteran, Complex, PTSD, Grant Actual submission of and/or funding of the grant proposal was not required for successful completion of this project.
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Verhougstraete, Marc Paul, Sydney Brothers, Wayne Litaker, A. Denene Blackwood et Rachel Noble. « Lessons Learned from Implementing a Wet Laboratory Molecular Training Workshop for Beach Water Quality Monitoring ». PLoS, 2015. http://hdl.handle.net/10150/621313.
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UA Open Access Publishing FundRapid molecular testing methods are poised to replace many of the conventional, culturebased tests currently used in fields such as water quality and food science. Rapid qPCR methods have the benefit of being faster than conventional methods and provide a means to more accurately protect public health. However, many scientists and technicians in water and food quality microbiology laboratories have limited experience using these molecular tests. To ensure that practitioners can use and implement qPCR techniques successfully, we developed a week long workshop to provide hands-on training and exposure to rapid molecular methods for water quality management. This workshop trained academic professors, government employees, private industry representatives, and graduate students in rapid qPCR methods for monitoring recreational water quality. Attendees were immersed in these new methods with hands-on laboratory sessions, lectures, and one-on-one training. Upon completion, the attendees gained sufficient knowledge and practice to teach and share these new molecular techniques with colleagues at their respective laboratories. Key findings from this workshop demonstrated: 1) participants with no prior experience could be effectively trained to conduct highly repeatable qPCR analysis in one week; 2) participants with different desirable outcomes required exposure to a range of different platforms and sample processing approaches; and 3) the collaborative interaction amongst newly trained practitioners, workshop leaders, and members of the water quality community helped foster a cohesive cohort of individuals which can advocate powerful cohort for proper implementation of molecular methods.
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Pace, Richard, et Charles E. Walters. « Common Test and Training Range Architecture ». International Foundation for Telemetering, 1995. http://hdl.handle.net/10150/608373.
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International Telemetering Conference Proceedings / October 30-November 02, 1995 / Riviera Hotel, Las Vegas, NevadaTo address the concerns of a declining defense budget, duplicate range capabilities, and applications of new technologies, the Deputy Director, Test Facilities and Resources, Test, Systems Engineering and Evaluation Directorate, Office of the Secretary of Defense (OSD), initiated the Common Test and Training Range Architecture (CTTRA) Workshop project. The development of a common test and training range architecture requires a series of workshops designed to apply the expertise of the test and training ranges and the installed systems test facilities (ISTF) communities to the challenges of architecture development and interface standardization. A common range architecture with standardized interfaces will facilitate asset sharing between the Services, increase the industry-government dual-use potential of OSD's test and training range facilities, and lower the cost of testing. Further, common range interfaces will allow the efficient integration of new instrumentation and simulations at minimum cost. To support development of the CTTRA, there have been three workshops, each expanding the accomplishments of the previous workshop. The first workshop was conducted 20-22 April 1994. The other workshops were held 12-14 October 1994 and 21-24 February 1995. The goals of the workshop process are to: • Develop a common test and training range architecture that supports the requirements of the test, training, and installed systems test facility communities • Identify areas with the potential to yield near-term interface standardization benefits. • Identify potential OSD Central Test and Evaluation Investment Program (CTEIP) projects. Thus far, the workshops have developed a top level and second level candidate CTTRA, identified areas for interface standardization, and established standing working groups responsible for continuing development of CTTRA and selected areas for interface standardization.
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Glidden, Jennifer. « A Contemporary Application of Boris Goldovsky’s Method for Training the Operatic Singer-actor : a Model for Today’s University Opera Workshop Instructor ». Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699901/.
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Throughout the twentieth century, Boris Goldovsky (1908-2001) played a significant role in training the operatic singer-actor. One of his most significant contributions was integrating music and drama. He taught his students how to develop a character, how to find dramatic clues in the music, and to become expressive artists free from monotonous operatic gestures and posturing. As author of the first textbook for training the operatic singer-actor, his curriculum was developed from experience, acting traditions, and mentor-student relationships. A new forum, Opera Workshop, allowed him to experiment and test his methods. Although Goldovsky is known to some scholars as the “Father of Training the Operatic Singer-Actor,” his presence in modern day training material is almost non-existent. How can we understand the needs of educating today’s operatic singer-actor without knowing the very foundation upon which it was built? This paper applies Goldovsky’s method of training to a staging and performance of Act II scene I from Humperdinck’s Hansel and Gretel. Providing this modern application of his training will demonstrate the relevance of his contributions for educators in a contemporary university setting. My findings suggest that Goldovsky’s approach and philosophy to training the young singer-actor provides practical and valuable knowledge that is still viable for today’s university singer-actor educator.
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Saunders, Anthony James. « A muse of fire : British trench warfare munitions, their invention, manufacture and tactical employment on the Western Front, 1914-18 ». Thesis, University of Exeter, 2008. http://hdl.handle.net/10036/69476.
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The emergence of static warfare on the Western Front in late 1914, encouraged the reinvention of devices associated with siege warfare and the invention of hitherto unknown munitions. These munitions included hand and rifle grenades and trench mortars and their ammunition. At the outbreak of war, the British effectively possessed none of these devices and lacked an infrastructure by which they could be quickly designed, manufactured and supplied to the BEF. The British met this challenge with considerable success and the subsequent proliferation of trench warfare munitions had profound consequences for the evolution of British tactics on the Western Front. This thesis examines the processes by which these devices were invented, developed into manufacturable devices and supplied to the BEF. It considers their novelty in respect to similar devices from the American Civil War and the Russo-Japanese War. It looks at how their technical evolution affected tactical developments. The thesis discusses the relationship between the technical characteristics of these devices and the evolution of their tactical employment on the Western Front. It also considers how the characteristics of certain munitions, such as the Stokes mortar and the Mills grenade, directly effected tactics. It argues that the tactical employment of these munitions was dependent upon their functionality, utility and reliability. The present thesis provides a different model of trench warfare conducted by the British during the First World War and thereby demonstrates the significance of the novel munitions under discussion and the role they played in changing infantry warfare. This thesis also provides a different view of the Ministry of Munitions from that usually offered and argues that certain aspects of the Ministry’s role in providing the BEF with munitions has been overstated by virtue of its having underplayed the work of the War Office, while overlooking that conducted by the Royal Engineers in France.
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Stefan, Catalin, Hoang Mai Phan, Van Bo Pham et Peter Werner. « Capacity development platform for promoting efficient urban water management ». Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-88517.
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The present paper summarizes the results of an application initiated within the framework of 35 years celebration of diplomatic relations between Germany and Vietnam. Within this context, the Technische Universität Dresden (TUD) and the Academy of Managers for Construction and Cities (AMC) jointly organized in 2010 a series of four thematic workshops. The one-day events have had similar structures and focused on main subjects of interest in the water sectors of both countries. In Vietnam, the workshops took place in Ha Noi, Hai Phong, Nha Trang and Vung Tau. Best practice examples about conceptualization, operation and maintenance of municipal water works provided an insight view into the challenges currently faced by the water service providers. TUD and AMC, together with their German and Vietnamese partners, addressed these issues by organizing the consecutive workshops under the umbrella of Vietnamese Water Supply and Sewerage Association (VWSA) and in coordination with the German Water Partnership (GWP)Bài báo trình bày tóm tắt các kết quả của một đề xuất trong khuôn khổ kỷ niệm 35 năm quan hệ ngoại giao giữa CHLB Đức và Việt Nam. Theo đó, Trường Đại học Tổng hợp Kỹ Thuật Dresden (TUD) và Học viện Quản lý Xây dựng và Đô thị (AMC) đã phối hợp tổ chức một chuỗi bốn hội thảo chuyên đề trong năm 2010. Mỗi hội thảo thực hiện trong một ngày chương trình giống nhau và tập trung vào các chủ đề chính mà cả hai quốc gia đều quan tâm trong lĩnh vực nước. Phía Việt Nam, các hội thảo được tổ chức ở các thành phố Hà Nội, Hải Phòng, Nha Trang và Vũng Tàu. Nhiều bài thuyết trình về khái niệm hóa, vận hành và bảo dưỡng các công trình cấp nước đô thị đã thảo luận sâu về những thách thức mà các dịch vụ cấp nước đang gặp phải. TUD và AMC, kết hợp với các đối tác CHLB Đức và Việt Nam, đã ghi nhận các vấn đề phát sinh thông qua việc tổ chức nhiều hội thảo liên tục dưới sự bảo trợ của Hiệp hội Cấp thoát nước Việt Nam (VWSA) và Hiệp hội nước CHLB Đức (GWP)
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Turpin, Hester Thompson. « Inservice videos in guided reading, writers' workshop and working with words ». CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1407.
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This project was developed to meet the needs of teachers who have been trained in the components of balanced literacy: reading aloud, shared reading, guided writing, writers' workshop and working with words.
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Young, Jacquelyn Estelle. « Development of a Guide to Successful Onboarding of New Nurse Graduates ». ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2182.
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The literature indicates that serving as a preceptor for new nurse graduates can be challenging and stressful without proper training in this role. Many organizations appoint preceptors without providing training and support for the role, which negatively impacts both the new nurse and the preceptor. Evidence shows that a preceptor workshop can cultivate the knowledge and skills needed to train and precept new nurse graduates. Further, there is evidence that preceptorship programs ease new graduates' transition to practice, increase employee satisfaction, and improve the quality of care provided to clients. The purpose of this developmental project was to develop a preceptor workshop to prepare registered nurses to serve in the capacity of preceptors within a local agency to ease the transition for new nurse graduates into practice, increase employee satisfaction, increase retention rates, and promote higher quality of care within organizations. The preceptor workshop proposed in this project incorporates Watson's caring theory, Benner's novice-to-expert model, and Wright's domain-specific competency assessment model. These theoretical frameworks served to guide the curriculum and design of an eight-module workshop. This workshop will be shared with the partnering organization with the recommendation for implementation and evaluation within the next year. Development of an effective training program for preceptors will result in positive social change by improving outcomes for preceptors, preceptees, the organization, and the clients. Implementing this workshop will have a positive impact on the quality of care provided to clients within the organization by the affects on retention rates, satisfaction, and transition to practice.
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Shaw, Jerie. « The Effectiveness of Negotiation Skills Training in Advancing the Status of Women in Male Dominated Fields : An Evaluation of CWSE-ON's Negotiation Skills Training Workshop ». Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31853.
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Gender equality has been linked to several positive organizational outcomes, including improved overall organizational performance (Dezsö & Ross, 2012). Yet, several fields in Canada, such as technology and engineering, remain male-dominated (Statistics Canada, 2009). Men and women communicate differently, and women's communication styles are sometimes perceived as weak, particularly in male-dominated fields (Carli, 2001). Women's preference for a more communal communication style also manifests in negotiations: women are less likely to negotiate, and when they do negotiate they are less direct and ask for less than men do (Babcock & Laschever, 2003). In order to help women develop the skills they require to advance their status in male-dominated fields, the NSERC Chair for Women in Science and Engineering delivered five negotiation skills training workshops for women in science, technology, engineering and mathematics (STEM) in Ontario. This thesis evaluates this training program using Kirkpatrick and Kirkpatrick's (2006) four-level training evaluation model, with questionnaires and qualitative semi-structured follow-up interviews as the main data collection methods. Ultimately, the thesis concluded that CWSE-ON was successful in creating a training program that produced positive results at multiple levels of the Kirkpatrick model. The program was particularly effective at encouraging participants to transfer their new skills back to the workplace and actually change their negotiation behaviours. The implications of these findings for training professionals is explored in depth.
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Nethercott, Nancy L. « Developing a scripture reader training workshop for Christians in the Arts Network (CAN) worship seminar in Tokyo, Japan ». Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.089-0082.
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Bley, John Harold. « Training a lay ministry team to conduct a divorce recovery workshop at First Baptist Church, New Roads, Louisiana ». Theological Research Exchange Network (TREN), 1997. http://www.tren.com.
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Rochester, René Darlene. « The design, development, and evaluation of the PHAT STAR workshop preventive holistic adolescent training saving teens at risk / ». Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Bley, John H. « Training a lay ministry team to conduct a divorce recovery workshop at First Baptist Church, New Roads, Louisiana ». Online full text .pdf document, available to Fuller patrons only, 1997. http://www.tren.com.
Texte intégralRésumé :
Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 1997.Includes abstract and vita. "September 1997." This is an electronic reproduction of TREN, #053-0133. Includes bibliographical references (leaves 132-139).
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Etzold, Benedikt, René Richter, Maximilian Eibl et Wolfgang Lehner. « Proceedings of the 10th Joint Workshop of the German Research Training Groups in Computer Science : Dagstuhl 2016, May 22nd - May 25th ». Technische Universität Chemnitz, 2016. https://monarch.qucosa.de/id/qucosa%3A20441.
Texte intégralRésumé :
Since 2007, PhD students of the DFG Research Training Groups (RTGs) and other doctoral student programs in computer science have been meeting annually for networking and knowledge exchange purposes at Schloss Dagstuhl. This year’s meeting is organized in cooperation by RTG 1907 RoSI – Role-based Software Infrastructures for continuous-context- sensitive Systems and RTG 1780 Crossworlds – Connecting Virtual and Real Social Worlds and takes place at the Research Center of Schloss Dagstuhl from May 22 to 25. This book includes abstracts of the PhD research areas of all computer science related RTG graduate students and associated doctoral programs and provides an insight into current research trends in Germany.Seit 2007 treffen sich die Promotionsstudenten der DFG-Graduiertenkollegs und anderer Promotionsprogramme der Informatik jährlich auf Schloss Dagstuhl, um den akademischen Diskurs zu fördern und neue Kontakte zu knüpfen. Dieses Jahr wurde die Tagung gemeinsam von GRK 1907 RoSI – Role-based Software Infrastructures for continuous-context- sensitive Systems und GRK 1780 Crossworlds – Connecting Virtual and Real Social Worlds vorbereitet und organisiert. Sie findet im Zeitraum 22.5. – 25.5.2016 im Forschungszentrum auf Schloss Dagstuhl statt. Dieser Tagungsband enthält die Abstracts der beteiligten Promotionsstudenten aller Graduiertenkollegs aus dem Fachbereich Informatik und anderer assoziierter Promotionsprogramme und gibt Einblick in die aktuellen Forschungstrends in Deutschland.
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Huebner, Uwe. « Workshop : INFRASTRUKTUR DER ¨DIGITALEN UNIVERSIAET¨ ». Universitätsbibliothek Chemnitz, 2000. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200000692.
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Gemeinsamer Workshop von Universitaetsrechenzentrum und
Professur Rechnernetze und verteilte Systeme (Fakultaet fuer
Informatik) der TU Chemnitz.
Workshop-Thema: Infrastruktur der ¨Digitalen Universitaet¨
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Howe, Evelyn Charlotte. « A mindfulness based stress reduction training workshop for social workers and helping professionals experiencing workplace burnout| A grant proposal ». Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586862.
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The significance of human service worker burnout is critical as it can lead to emotional exhaustion and adversely affect the quality, consistency, and efficacy of direct care and interventions for clients in need of social services. The use of mindfulness-based stress reduction (MBSR) training has been utilized as an evidence-based intervention that can help workers learn stress reduction skills and promote self-care. The purpose of this project was to develop a grant proposal for Jewish Family and Children's Service Center in Long Beach for a training workshop addressing stress and self-care skills to prevent burnout. The proposed workshop will provide education on symptoms of burnout and mindfulness related strategies to help promote coping with job related stressors. The funding source selected for this workshop was The Weingart Foundation as this program coincided with their funding priorities. The actual submission or funding for this grant was not a requirement for the successful completion of this workshop or grant proposal.
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Garden, Regan E. « Creating a Verbal Community for Describing Emotional Responses within a Contingency Lens : The Effects of a Brief Training Workshop ». Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955041/.
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Observing emotional responses is recognized as a valuable clinical skill in a variety of professions, including applied behavior analysis. Emotional responses can flag possible contingencies thereby guiding a behavior analyst to better select valid measures, goals, and procedures. Additionally, emotional responses can be goals in and of themselves. The purpose of the present study was to evaluate the effects of a workshop on the observation and description of emotional responses by behavior analysts-in-training. The procedures included instructions, modeling, practice, discussion and feedback. The workshop included a blend of trainer presentation and interteaching strategies. The effects of the workshop were evaluated using a single-subject A-B design with multiple probe measures across four students. During probe assessments participants watched short video clips of family interactions and wrote a descriptive narrative in response to several questions. This created a permanent record for quantitative evaluation and analysis. The study resulted in an increase in the number of descriptions of emotional responses among all participants. The participants also increased responses tying the emotional response to external environmental events more often in the post-workshop assessment than the pre-workshop assessment. Results are discussed within the context of training applied behavior analysts, the analysis of verbal behavior, and the role of emotions in clinical practice.
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Nelson, David. « Effect of a Concentrated In-service Elementary Teacher Force and Motion Workshop ». Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/NelsonDN2006.pdf.
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Slack, James Byron. « The development of a chronological Bible storying workshop module for use in training literates to communicate the Gospel among oral communicators ». Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Jones-Hamilton, Allison M. « An Evaluation of the Effects of an Abridged Parent Training Program on Parent-child Interactions in the Home ». Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9769/.
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This study examined the effects of a condensed parent training program on parent-child interactions in the home. Two parents participated in a positive parenting workshop that included explicit training of four skills and indirect training of two additional skills. To determine skill acquisition, both parents performed role plays and completed written exams pre- and post-training. Role play assessment results showed improvements in all skill areas for both participants. Written assessment results showed improvements for all skills directly taught except one. Multiple measures were examined in the home prior to and following the workshop to assess generalization. Results showed an increase in positive interactions and decrease in coercive interactions and undesirable child behavior for both participants.
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Kuriyan, Aparajita B. « The Effectiveness of an Online Workshop on Behavior Management as a Professional Development Tool for Teachers ». FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1843.
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The current study examines the effects of an online workshop pertaining to classroom behavior management on teacher self-efficacy, attitudes, motivation, knowledge, and practices. In addition, information about teacher utilization of the Internet, their opinions about professional development, and experiences with classroom management were collected. Participants included 57 1st through 5th grade special and regular education teachers. Eligible teachers were those who teach an academic subject and had at least one child in the classroom they considered as disruptive. Teachers were randomized to either a training or waitlist group. Classroom observations of teacher practices and questionnaires were utilized. Teachers in the training group participated in two assessment points, baseline and post-workshop, and received access to the online course immediately following the baseline assessment. Teachers in the waitlist group participated in three assessment points, baseline, post-workshop, and follow-up, and received access to the online course immediately following the post-workshop assessment. Findings show that all teachers had access to the Internet at home and at school and used it on a daily basis. The majority of teachers indicated having some past training on all the techniques that were presented in the online workshop. All teachers expressed satisfaction with the workshop, indicating that it should be offered again. Post-workshop, findings showed significant group differences in knowledge with a large effect for the training group scoring higher than the waitlist group on a quiz. Secondly, group differences in self-efficacy, knowledge, and attitudes with teachers’ past-training as a moderator, was examined. Past-training was not found to be a significant moderator of self-efficacy, knowledge, or attitudes. However, the main effect for training group was significant for attitudes. In addition, teacher attitudes, but not knowledge and self-efficacy, significantly predicted motivation to implement. Next, the moderating effect of barriers on motivation and classroom management skill implementation was examined. Barriers were not found to be a significant moderator. Lastly, the training group was observed to be significantly more effective at giving commands compared to the waitlist group. The current study demonstrates the potential of a low-intensity online workshop on classroom management to enhance the accessibility of teacher professional development.
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Miniutti, Danielle. « Assessing Impacts of the Aquatic Invaders in Maine (AIM) Workshop on Inquiry Pedagogy and Student Learning ». Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/MiniuttiD2009.pdf.
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