The purpose of the study was to measure gains in the development of elementary education teachers’ reading expertise, to determine if there was a differential gain in reading expertise, and last, to examine their perceptions of acquiring reading expertise. This research is needed in the field of teacher education, specifically in the field of reading. A quasi-experimental design with a comparison group using pretest-posttest mixed-method, repeated measures was utilized. Quantitative data analysis measured the development of reading expertise of elementary preservice teachers compared to early childhood preservice teachers; and, was used to examine the differential gains in reading expertise. A multivariate analysis of variance (MANOVA) was conducted on pre- and posttest responses on a Protocol of Questions. Further analysis was conducted on five variables (miscue analysis, fluency analysis, data analysis, inquiry orientation and intelligent action) using a univariate analysis of variance (ANOVA). A one-way ANOVA was carried out on gain scores of the low and middle groups of elementary education preservice teachers. Qualitative data analysis suggested by Merriam (1989) and Miles and Huberman (1994) was used to determine if the elementary education preservice teachers perceived they had acquired the expertise to teach reading. Elementary education preservice teachers who participated in a supervised clinical practicum made significant gains in their development of reading expertise as compared to early childhood preservice teachers who did not make significant gains. Elementary education preservice teachers who were in the low and middle third levels of expertise at pretest demonstrated significant gains in reading expertise. Last, elementary education preservice teachers perceived they had acquired the expertise to teach reading. The study concluded that reading expertise can be developed in elementary education preservice teachers through participation in a supervised clinical practicum. The findings support the idea that preservice teachers who will be teaching reading to elementary students would benefit from a supervised clinical practicum.

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No description available.

Expert software developer recommendation is a mature research field with many different techniques being developed to help automate the search for experts to help with development tasks and questions. But all previous research on recommending expert developers has had two constant restrictions. First, all previous expert recommendation work assumed that developers only demonstrate positive expertise. But developers can also make mistakes and demonstrate negative expertise, referred to as inexpertise, and show which concepts they don't know as well. Previous research on developer expertise hasn't taken inexpertise into account. Another restriction is that all previous expert developer recommendation research has focused on recommending developers for a single development task or expertise need, such as fixing a bug report or helping with a change request. But not all expertise needs can be easily classified into one of these groups, and having different techniques for every possible task type would be difficult and confusing to maintain and use. We find that inexpertise exists, can be measured, and that it can be used to direct inspection effort to find potentially incorrect or buggy commits. Additionally we investigate how different expertise finding techniques perform on a diverse set of long and short expertise queries and develop new techniques that can get more consistent cross query performance. / Master of Science / Expert software developers are a useful source of information. There have been many papers that research techniques for recommending expert developers for different tasks and questions. But all previous research on recommending expert developers has had two constant restrictions. First, all previous expert recommendation work assumed that developers only demonstrate positive expertise. But developers can also make mistakes and demonstrate negative expertise, referred to as inexpertise, and show which concepts they don’t know as well. Another restriction is that all previous work on recommending expert developers has focused on recommending developers for a single development task or question. But not all expertise needs can be easily classified into one of these groups, and having different techniques for every possible task type would be difficult and confusing to maintain and use. In our first chapter we show that inexpertise exists, can be measured, and that it can be used to help identify potentially buggy or incorrect code. In the second chapter we investigate how different techniques for finding expert developers perform when evaluated on different kinds of expertise finding tasks to find which technique works well on multiples types of tasks.

This thesis explores the professional practice of two highly accomplished expert teachers, ‘masters’ of classical ballet, with the aim of providing an understanding of their expertise. A qualitative case study methodology was used to illuminate the masters’ knowledge acquisition and teaching practices. Data collection comprised interviews with the masters and a sample of their students, and teaching observations of the masters at work. A metaphoric conceptual framework of a three-act ballet performance has been used to present the thesis. This dance-related metaphor was chosen: firstly, because it keeps the ballet context in focus; secondly, because it allows for the leading roles to be those of the masters, and their students, and; thirdly because it provides a fitting way to highlight key themes that emerged from the data analysis. Furthermore, just as an entire three-act ballet needs to be experienced in order to fully understand its story, so too, all three acts of the thesis ‘performance’ must be read in order to appreciate the complexity and inter-connected nature of the masters’ practice. Part One (The Programme) provides the foundation work of the thesis (introduction, literature review, methodology, and methods). Part Two includes The Performance, with the Prologue presenting biographic narratives for both masters and each of the three acts revealing key dimensions of the masters’ practice. Act One explores their knowledge acquisition, professional philosophies and beliefs. Act Two explores their professional orientations. Act Three illuminates their expertise in action, within the class and rehearsal environment. Important themes include the recognition that, for the masters, learning and teaching develop over a lifetime and are inspired by an immense passion and dedication for ballet and its teaching. Also, a master brings to the art- form his/her own individuality, and creativity, and actively contributes to ballet’s historical continuum through his/her professional legacy of practice. While some of the findings support aspects already described in the literature about expertise, the use of a domain-specific case study establishes this support, and illuminates a new perspective with much needed evidence. A Grand Finale concludes the study, with the development of a prototypical view of the professional practice of a classical ballet master. Such a prototype has the potential to inform researchers of exemplary practice in other art forms, and more importantly, to highlight the essential characteristics of exemplary ballet masters.

Thesis (M.S.)--Rochester Institute of Technology, 1990. / Spine title: Identify generic tasks. Includes bibliographical references (leaves 55-57).

This diploma thesis deals with risk mapping and investigation in the expert activity. To obtain further information, the questionnaire survey will be addressed to the experts from the Czech Republic as a supportive material of the diploma thesis. The part of the thesis will be focused on analysis and comparison of expert activity in neighbouring countries of the Czech Republic. The identified risks will evaluated based on the analysis of expert activity current state. The outcome of the thesis will be assessment of the situation in the Czech Republic and suggestions of measures leading to elimination of the risks as well as to reduction the occurrence probability or mitigating the impact of risks realization.

Forensic accountants are occasionally called upon to assist in criminal law proceedings. The role of the forensic accountant in such proceedings is usually determined during the engagement of the forensic investigation to assist in the matter under investigation. During such investigations, various investigation techniques may be utilised by the forensic accountant in order to convey the facts and findings of the forensic investigation in a written report, drafted by the forensic accountant. When criminal prosecutions are instituted and the forensic accountant is called upon to act as an expert witness, such evidence is mostly based on the findings of the written report. Thus, in giving evidence, the forensic accountant must ensure that the testimony and evidence will be admissible in court and that the forensic accountant is found to be a credible witness. Although there are various legal standards that the forensic accountant must adhere to, the ICFP, which is the South African regulatory body for commercial forensic practitioners, is still in its infancy and has as yet not set any standards with which forensic accountants must comply with when assisting in criminal investigations or drafting written reports. The objective of this study is to highlight the role of the forensic accountant in criminal law proceedings. This objective is reached by clarification of the following: • the difference between a forensic accountant and an auditor; • the techniques available to the forensic accountant when conducting a forensic investigation; • the standards with which a forensic accountant‘s report should comply; and • the forensic accountant‘s role in testimony. The study illustrates the difference between a forensic accountant and an auditor and suggests a definition for a forensic accountant. The study furthermore explores various techniques that the forensic accountant may utilise during the investigation. The study also analyses the legal standards with which a forensic accountant must comply in order to ensure the admissibility of the written report and its findings. In order to achieve this, international regulatory standards applicable to forensic accountants are analysed and discussed. Finally, the role of the forensic accountant in court proceedings is examined. The illustrations in this study will be helpful in determining standards that could be implemented in South Africa to guide forensic accountants in their role in criminal law proceedings. / Thesis (MCom (Forensic accountancy))--North-West University, Potchefstroom Campus, 2013.

Forensic accountants are occasionally called upon to assist in criminal law proceedings. The role of the forensic accountant in such proceedings is usually determined during the engagement of the forensic investigation to assist in the matter under investigation. During such investigations, various investigation techniques may be utilised by the forensic accountant in order to convey the facts and findings of the forensic investigation in a written report, drafted by the forensic accountant. When criminal prosecutions are instituted and the forensic accountant is called upon to act as an expert witness, such evidence is mostly based on the findings of the written report. Thus, in giving evidence, the forensic accountant must ensure that the testimony and evidence will be admissible in court and that the forensic accountant is found to be a credible witness. Although there are various legal standards that the forensic accountant must adhere to, the ICFP, which is the South African regulatory body for commercial forensic practitioners, is still in its infancy and has as yet not set any standards with which forensic accountants must comply with when assisting in criminal investigations or drafting written reports. The objective of this study is to highlight the role of the forensic accountant in criminal law proceedings. This objective is reached by clarification of the following: • the difference between a forensic accountant and an auditor; • the techniques available to the forensic accountant when conducting a forensic investigation; • the standards with which a forensic accountant‘s report should comply; and • the forensic accountant‘s role in testimony. The study illustrates the difference between a forensic accountant and an auditor and suggests a definition for a forensic accountant. The study furthermore explores various techniques that the forensic accountant may utilise during the investigation. The study also analyses the legal standards with which a forensic accountant must comply in order to ensure the admissibility of the written report and its findings. In order to achieve this, international regulatory standards applicable to forensic accountants are analysed and discussed. Finally, the role of the forensic accountant in court proceedings is examined. The illustrations in this study will be helpful in determining standards that could be implemented in South Africa to guide forensic accountants in their role in criminal law proceedings. / Thesis (MCom (Forensic accountancy))--North-West University, Potchefstroom Campus, 2013.

The diploma thesis focuses on so-called "experts on education". In simple terms, "experts on education" are speakers who comment on educational issues in the media. However, they are typically not experts on education in the true sense of the word but quasi-experts who have a strong media interest, who are often connected to politics, whose speech is often burdened by simplification or generalisation, and who often emphasise certain beliefs in their communications, which are individually challenged in detail by the diploma thesis. The thesis attempts to answer whether only the aforementioned quasi-experts comment on educational issues in the Czech media environment or whether true experts, meaning scientifically qualified professionals, can also be heard. The aim of the diploma thesis is therefore to identify who comments on educational issues in the Czech media space and to analyse how these speakers talk about education. The thesis is divided into a theoretical part and an analytical part. The theoretical part aims to define the basic concepts that are worked with in the thesis - specifically, the concepts of "expert on education" and "pedagogical discourse". The analytical part is based on the analysis of the outputs of the mass media, first presenting the methodology used and then the results...