Global ETD Search

241	Designing Digital Self-Assessment and Feedback Tools as Mentoring Interventions in Higher Education Moser, Eva, Shegupta, Ummay Ubaida, Ihsberner, Katja, Jalilov, Orkhan, Schmidt, René, Hardt, Wolfram 31 May 2023 (has links) Higher education in Germany traditionally follows a one-size-fits-all paradigm. The ignorance of diverse students’ needs jeopardizes high-quality and equal educational opportunities for all. Digital technologies can provide economical solutions to individualize teaching and learning, even in large university classes. However, their design has to incorporate pedagogical theories, specific contextual requirements, and users’ needs (Laurillard, 2008). In this project contribution, we want to demonstrate our approach to this challenge. We briefly describe how we connected the pedagogical concept of mentoring to theories of self-regulated learning and used this as a framework for developing formative assessment and automated feedback tools as digital mentoring interventions. The mentoring nterventions aim at facilitating self-regulated learning, especially self-monitoring and strategy-adaption. We present three different implementations in structured and illstructured domains and the key results of a qualitative evaluation survey. [Aus: Introduction] info:eu-repo/classification/ddc/330 ddc:330
242	Emotional Intelligence Competencies in the Team and Team Leader: a Multi-level Examination of the Impact of Emotional Intelligence on Group Performance Stubbs, Elizabeth Christine January 2005 (has links) No description available. Emotional Intelligence Emotional Competencies Emotionally Competent Group Norms Team Team Performance Team Effectiveness Leader Behavior Team emotional intelligence Emotional self-awareness Accurate self-assessment Self-Confidence
243	AN INVESTIGATION OF THE DIFFERENCES IN PERCEIVED HEARING DISABILITY BETWEEN ELDERLY HEARING AID CANDIDATES AND THEIR SIGNIFICANT OTHERS USING THE CLIENT-ORIENTED SCALE OF IMPROVEMENT AND THE SELF-ASSESSMENT OF COMMUNICATION/SIGNIFICANT OTHER ASSESSMENT OF MYERS, APRIL JO 30 June 2003 (has links) No description available. Health Sciences, Audiology client-oriented scale of improvement self-assessment of communication elderly hearing aid candidates perceived hearing disability
244	Formative Assessment in Postsecondary Quantitative Reasoning Courses Budhathoki, Deependra 16 September 2022 (has links) No description available. Literacy Mathematics Education Mathematics Quantitative reasoning formative assessment postsecondary mathematics multiple case study Ohio Transfer Module instructional autonomy group project student presentation feedback questioning peer- and self-assessment
245	Re-injury anxiety inventory : Översättning och kultutrell anpassning till svenska idrottare / Re-injury anxiety inventory : Translation and cultural adaptation for Swedish athletes Johansson, Emil, Magnusson, Sebastian January 2024 (has links) Sammanfattning: Bakgrund: Främre korsbandsskada är en allvarlig men vanlig skada inom idrott som resulterar i psykologiska konsekvenser, en av dessa är oro för att skada sig igen och detta kan påverka deras återgång till idrott negativt. Oro och andra psykologiska konsekvenser mäts vanligtvis med det smärtcentrerade frågeformuläret Tampa scale of kinesiophobia (TSK), även fast idrottare med korsbandsskada sällan upplever smärta senare i rehabiliteringen. Re-injury anxiety inventory (RIAI) belyser ångest och andra psykologiska faktorer inom rehabilitering (RIAI-R) och återgång till tävlingssammanhang (RIAI-C) som idrottare kan uppleva. Detta frågeformulär finns dock inte på svenska, vilket gör att svenska fysioterapeuter saknar ett självskattningsformulär som mäter ångest för att skada sig igen. Syfte: Att översätta och tvärkulturellt anpassa RIAI från originalspråket engelska till svenska och testa den på en mindre målgrupp. Metod: Kvalitativ och kvantitativ studiedesign. Fem-steg: Steg 1: Översättning av enkät: Steg 2: sammanfogning av översättningarna från steg 1. Steg 3: Återöversättning till originalspråk. Två separata översättningar genomfördes vid steg: 1 och 3. Steg 4: en expertkommitté granskade den sammanfogade versionen. Steg 5: Prefinala versionen testades genom intervjuer med 13 personer som hade genomgått främre korsbandsrekonstruktion (ACLR) och slutliga korrigeringar gjordes i enlighet med detta för att skapa den slutliga versionen. En korrelationsanalys med 18 personer genomfördes även av RIAI-SE och TSK. Resultat: Den prefinala versionen bestod efter intervjuerna och en svensk version RIAI-SE skapades. RIAI-SE och TSK jämfördes, det visade ingen signifikant korrelation P>0,093. Slutsats: Översättningen och kulturella anpassningen av originalformuläret RIAI, resulterade i en svensk version, RIAI-SE. Inga korrelationer mellan RIAI-SE och TSK bekräftar att de mäter olika begrepp. RIAI-SE kan komma att användas av fysioterapeuter på svenska idrottare med allvarliga skador efter att verktyget har visat sig ha god validitet och reliabilitet. Anterior cruciate ligament Re-injury worry self-assessment tool return to sport athlete Främre korsbandsskada skada mig igen oro självskattningsformulär återgång till idrott idrottare. Physiotherapy Sjukgymnastik
246	The enhancement of quality education using self-assessment strategies in the Zambezi region of Namibia Matakala, Vincent Mubiana 06 1900 (has links) This sequential explorative mixed methods study aims to explore how selfassessment strategies can be used to enhance quality education in schools in the Zambezi region of Namibia. The researcher posits that teachers are key in enhancing quality education if accorded appropriate recourses to innovate and explore the use of self-assessment strategies in schools. A pragmatic research approach was used to guide this sequential explorative mixed methods study. The study sought participants’ perceptions on four sub-problems of the study: What entails quality and quality education? How can self-assessment strategies be linked to quality and quality education in general terms? What recourses are available to ensure that quality education is realised by the use of self-assessment strategies in the Zambezi region? How can self-assessment strategy models be developed to enhance the quality of education in the Zambezi region? Purposefully sampled school principals and heads of departments of five combined schools participated in the study. During the first phase, face-to-face interviews were conducted with the five participating school principals while the HoDs were engaged in a focus group interview. The qualitative data was later used to inform the design of the second phase of the study (quantitative). In the second phase, fifty-four teachers completed Likert-scale questionnaires which were analysed using IBM SPSS.19 and Microsoft Excel to compare with the qualitative data. This study revealed that schools have common understandings of quality and quality education albeit defined differently. The study also revealed that external professional support is inadequate to support teachers in continuous professional development activities. Furthermore, the study showed that the available recourses are seldom utilised to enhance quality education in schools. Finally, the study revealed that the use of one type of teacher self-evaluation (TSE) deprives innovative teachers from initiating and exploring other viable self-assessment strategies. Therefore, this study propagates the use of alternative self-assessment strategies that can contribute towards the enhancement of quality education in schools in the Zambezi region of Namibia. / Educational Leadership and Management / D. Ed. Continuous professional development Quality Quality education Quality education enhancement Roles of school principals Self-assessment Self-assessment strategies Teacher effectiveness 371.144096881
247	Mehr Feedback für bessere Lehre. Möglichkeiten des E-Assessments Riedel, Jana, Berthold, Susan, Möbius, Kathrin 26 January 2018 (has links) (PDF) Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig den verschiedenen Formen des E-Assessments, mit deren Hilfe Sie Ihren Studierenden mehr Feedback ermöglichen und Ihre Lehre so verbessern können. Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit an den sächsischen Hochschulen genutzt werden. Sie bieten Inspiration für die Entwicklung eigener mediengestützter Lehrkonzepte. Hinweise auf Werkzeuge zur Erstellung digitaler Lehrangebote und Antworten zu häufigen Fragen bei der Nutzung der einzelnen Medienformate bieten Anregungen und Informationen, wie der Einstieg in die digital gestützte Lehre möglichst ohne großen Initialaufwand gestaltet werden kann. Antworten auf häufig gestellte Fragen, praktische Tipps und rechtliche Hinweise geben eine erste Orientierung und Sicherheit bei der Nutzung digitaler Medien. Dabei erfahren Sie auch, wie Sie die einzelnen medial gestützten Formate mit der klassischen Präsenzlehre verbinden und wie unterschiedliche Einsatzszenarien miteinander kombiniert werden können. E-Learning E-Assessment Hochschullehre Digitale Medien Datenreport Erfahrungsbericht Sachsen Lernkultur Bildung Digitalisierung elektronische Tests E-Portfolio Audience Response Systeme Live-Abstimmungen Peer-Assessment E-Prüfungen Feedback Online-Self-Assessment e-learning e-assessment academic teaching digital media data report experience report electronic tests Saxony learning culture education digitization e-portfolio audience response systems live feedback peer-assessment e-examination feedback online-self-assessment ddc:370 rvk:MS 7965
248	Mehr Feedback für bessere Lehre. Möglichkeiten des E-Assessments Riedel, Jana, Berthold, Susan, Möbius, Kathrin 26 January 2018 (has links) Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig den verschiedenen Formen des E-Assessments, mit deren Hilfe Sie Ihren Studierenden mehr Feedback ermöglichen und Ihre Lehre so verbessern können. Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit an den sächsischen Hochschulen genutzt werden. Sie bieten Inspiration für die Entwicklung eigener mediengestützter Lehrkonzepte. Hinweise auf Werkzeuge zur Erstellung digitaler Lehrangebote und Antworten zu häufigen Fragen bei der Nutzung der einzelnen Medienformate bieten Anregungen und Informationen, wie der Einstieg in die digital gestützte Lehre möglichst ohne großen Initialaufwand gestaltet werden kann. Antworten auf häufig gestellte Fragen, praktische Tipps und rechtliche Hinweise geben eine erste Orientierung und Sicherheit bei der Nutzung digitaler Medien. Dabei erfahren Sie auch, wie Sie die einzelnen medial gestützten Formate mit der klassischen Präsenzlehre verbinden und wie unterschiedliche Einsatzszenarien miteinander kombiniert werden können.:Grußwort 3 Grundlagen des E-Assessments 4 Gute Gründe für das E-Assessment 6 Elektronische Tests 7 Trend: E-Klausuren 15 Trend: Online-Self-Assessment (OSA) 21 Live-Abstimmungen in der Vorlesung 25 E-Portfolio 33 Studentische Medienprodukte 41 Trend: Peer-Assessment 49 Unterstützung, Services, Kontakt 55 info:eu-repo/classification/ddc/370 ddc:370
249	Instructional supervisory practices of Zimbabwean school principals Tshabalala, Thembinkosi 03 1900 (has links) This study had two major purposes: (a) to investigate and compare the perceptions of principals and teachers towards instructional supervision in Zimbabwe, and (b) to attempt to come up with a framework that would improve the effectiveness of instructional supervision in Zimbabwean schools. The study highlights the impact of political, cultural and social realities on instructional supervision in developing countries (including Zimbabwe) from which any theories of effective instructional supervision must derive. The phenomenon of instructional supervision and its related concepts is explored and analysed. The approach and methods used in the study are discussed and finally, the thesis provides a suggested framework for effective instructional supervision in Zimbabwean primary schools which concerns perceptual data which were obtained from 176 principals and 572 teachers drawn from three of Zimbabwe's ten provinces. Factor analysis of the existing situation in Zimbabwe's primary schools produced five major variables that were perceived to be associated with instructional supervision in Zimbabwean primary schools: Lack of a clear vision about what should constitute effective instructional supervision; instructional supervision models that do not promote the professional growth of teachers; ineffective leadership styles; internal and external overloads that significantly interfere with the principal's instructional supervision program; and inadequate principal capacity building for effective instructional leadership. This percetual data, subsequently crystallized into the following suggested instructional supervision initiatives: Utilization of instructional supervision models that encourage interaction between the principal and the teacher as opposed to using models that promote fault-finding or principal dominance during the instructional supervision process; establishment of a school climate that is conducive to effective instructional supervision; establishment of a staff development program that promotes effective instruction; establishment of government policies that reduce interference with the instructional supervision programs of principals; and establishment of mechanisms for building skills for principals so that they can effectively conduct instructional supervision / Educational Studies / D. Ed. (Education Management) Instructional supervision Leadership Instructions Teaching behaviours Power and authority Clinical supervision Self assessment Staff development Development supervision Collaborative supervision 372.12 School supervision, Primary -- Zimbabwe School principals -- Zimbabwe
250	Učitel a jeho možnosti při tvorbě sebepojetí žáka / Teachers and their possibilities of building pupils' self-realization Kulková, Markéta January 2012 (has links) This thesis entitled "Teachers and their possibilities of building pupils' self- realization" is both, theoretical and empirical. Its objective is to map the problems of pupils' self-realization in school environment. It pays close attention to the self-realization of pupils and the possibilities of its shaping by people participating on the educational process. The thesis attempts to define the likely causes of pupils' failure to succeed and do well at school. It also provides possible solutions which might help shape pupils' personality and build their self-realization. The solutions might be of great use to teachers in their classes. The objective of the empirical part in the first place is to analyze the connection between pupils' self- realization, teachers' assessment of pupils' self-realization and pupils' attainment. Key words: selfhood, personality, self-realization, teacher, pupil, school success and failure, self-esteem, self-assessment, pedagogical and psychological diagnostics, pupils' (school) self- realization level, attainment

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