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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 61 to 68 of 68 (0.113 seconds)Spelling suggestions: "subject:"furiting persenters"" "subject:"furiting centermeters""
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Die meetbare effek van ’n elektroniese skryflaboratorium : ’n loodsprojek aan die Universiteit van StellenboschLoftie-Eaton, Eloise 12 1900 (has links)
Thesis (MA (Afrikaans and Dutch))--University of Stellenbosch, 2004. / AFRIKAANSE OPSOMMING: Die geografiese ligging van enige bepaalde skryflaboratorium maak dit dikwels
moeilik vir verafgeleë afstandonderrigstudente om ’n konsultasie te ontvang. ’n
Veeleisende klasrooster kan dit vir residensiële studente enersyds problematiseer om
’n nabygeleë skryflaboratorium fisies te besoek vir hulp rakende ’n spesifieke
skryfopdrag. Hierdie twee studentegroepe benodig gewoonlik addisionele skryfhulp
om die tekskwaliteit van hulle geskrewe tekste te verbeter.
In hierdie werkstuk het die navorser gevolglik ondersoek ingestel of ’n elektroniese
skryflaboratorium, gegrond op die bestaande World Wide Writing (WWW)-model, ’n
statisties beduidende effek gelewer het om studente se skryfvaardighede te verbeter.
Die teoretiese raamwerk vir hierdie loodsprojek is verskaf deur Bereiter en
Scardamalia (1987) se tweeledige skryfprosesmodel. Laasgenoemde model het ’n
belangrike komponent van die ondersoek gevorm om die ontwikkeling van die
hersieningsfase
(waarmee ook herskrywing bedoel word) in die skryfproses te illustreer, nadat die
proefpersone blootgestel is aan ’n skryfadvies oor paragrafering.
Altesaam 67 tweedejaarproefpersone van die Universiteit van Stellenbosch het die
opdrag ontvang om verbeterings aan die paragraafstruktuur van hulle oorspronklike
teks aan te bring, ná verwysing van die elektroniese skryflaboratorium wat skryfhulp
aangebied het in die vorm van web-advies. Hierna het die proefpersone ook ’n
vraelys voltooi om hulle houding ten opsigte van die web-advies bloot te lê. ’n
Geselekteerde ekspertpaneel het gevolglik die paragraafstruktuur van die tekste
geëvalueer en sodoende aangedui of die tekskwaliteit verbeter het of nie. Hierdie
resultate is uiteindelik gebruik om die effek te meet wat ’n elektroniese
skryflaboratorium uitgeoefen het om die hersieningsfase van die skryfproses te
beheer.
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Investigating internal service quality at Durban University of Technology Writing CentresNhari, Sibongile Ruth January 2017 (has links)
Submitted in fulfillment of the requirements for the degree Master in Philosophy Public Management, Durban, University of Technology, Durban, South Africa, 2017. / This research investigated internal service quality perceptions held by DUT Writing Centre tutors. This research is important because literature is indicative of the fact that internal service quality is a precursor to external service quality. The study employs a mixed method approach. An adapted SERVQUAL Battery termed by Frost and Kumar (2000) as INTSERVQUAL was used to gather the quantitative data. The qualitative data was from a secondary source which was focus group discussions and was analysed using thematic analysis. This study utilised the survey method and a census was conducted to investigate the service quality dimensions.
The quantitative results were analysed by use of descriptive and inferential statistics by SPSS 24 program. Five dimensions being reliability, responsiveness, assurance, empathy and tangibles were measured by the instrument and a GAP analysis of the expectation and perception scores was done. It was found that the highest gap was in the tangibles dimension and the lowest gap in the reliability dimension. The research objectives were as follows:
• To determine Writing Centre tutors’ expectations of internal service quality at DUT writing centres;
• To evaluate Writing Centre tutors’ perceptions of internal service quality at DUT writing centres;
• To identify gaps between expectations and perceptions of internal service quality at DUT writing centres; and
• To identify customer service expectations and perceptual differences in relation to biographical variables in the population. / M
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| 63 |
A contextual and transdisciplinary analysis of pedagogic, operational and administrative frameworks of a Writing Centre : the case of the Durban University of Technology (DUT) Writing Centre (WrC)Manjeya, Nicolle Chido January 2017 (has links)
Submitted in fulfilment of the requirements of the Degree of Doctor of Philosophy: Public Management, 2017. / Different pedagogies, and writing styles have not only over the years transformed the face of academia, but have played a pivotal role in shaping diverse curricula and contributing to their development. In pursuit of attaining suitable models that have administrative and operational frameworks that address the ever-growing myriad multicultural world we live in today; different models and facilities have been developed to keep up with the development of academic literacies. The overall aim of this research was to investigate a model Writing Centre (WrC) and how its pedagogic, operational and administrative framework contributes to the growth of curricular in an institution of higher education. The study examined the power relations of the tutor and tutee relationship, as explained by the critical discourse analysis and how it adopts the customer contact theory to focus on the intangible assets of the student. The researcher used mixed methods analysis to be able to understand perceptions, views, expectations and experiences by students to explore the different ontologies and epistemologies associated with curriculum development. Finally, the research concluded that a positive contribution to growth for teaching is defined by the pedagogic, operational and administrative framework of a given WrC. It is however, imperative to note that the model can move away from what ought to be but still work, as the phenomenon of a WrC is informed by the institution in which it is birthed. Thus, the findings of this study are not disconfirmed by previous theories and research on similar efforts, but rather add to the already existent knowledge base on writing centres. / D
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Defining Higher Education Writing Centers from the Perspectives of Writing Center DirectorsLudwig, Paul D., Mr. 01 May 2021 (has links)
The purpose of this study was to discover what defines a writing center by interviewing directors of writing centers in the Southern Appalachian area. This qualitative study was based on a single round of recorded telephone interviews with 13 writing center directors who meet the criteria for inclusion in the study. Many researchers have written about writing centers, their efficacy, and what defines them; yet, no clear consensus exists. Without a clear definition there is no means of determining the efficacy of writing centers.
As a result of the interviews with the writing center directors three critical components of writing centers emerged. They were tutors, space, and leadership; these are the three major elements that define and shape a writing center. A writing center must have well-trained and knowledgeable tutors; a space, either physical, virtual or both, as a base of operation; and a director that provides leadership.
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Wayward Stories: A Rhetoric of Community in Writing Center AdministrationHull, Kelin 07 1900 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / Six weeks in to my position as assistant director of the writing center and suddenly I was confronted by a cluster bombing of issues and concerns – microaggressions, depression, confusion, suspicion – each one separate but related, and threatening to tear a new hole in the already fragile foundation of community in my writing center. How do we feel, what do we do, how does a community survive when the story we’re experiencing isn’t the story we want or expected - when it is, in a word, terrible? After McKinney’s Peripheral Visions, we know our labor and our centers do not look, act, and feel cozy, iconoclastic, or focused on one-on-one tutoring all of the time. And yet, if we are going to continue to move beyond the grand narrative, a deep and meaningful understanding of community is essential. When we put our story in relation to our communities, then our story becomes just one thread in a much more complex tapestry. We cannot separate one person’s story from the story of the writing center. Each person, each story, is a stitch in the rhetorical fabric of community. Using critically reflexive stories to change and shape practice, this thesis highlights the grand narrative of community and shows how that narrative serves to stymie community growth. These stories resist boundaries. They are wayward. They are counter to the narratives around which we construct our lives. When we share stories and write together, we begin to understand the threads we’re all weaving into the tapestry – our community, stitched together through shared practice; a process that will never end, as each person comes and goes. The community will never be resolved, and in the ambiguity of boundlessness, comes a new way of seeing the world - through constellations and the dwelling in inbetween.
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Negotiating the Non-Negotiable: Re-visioning Writing Center Approach to Cultural and Linguistic DiversityGrossman, Kelly Marie 06 August 2013 (has links)
No description available.
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Toward a Rhetoric of Scholar-FandomCochran, Tanya R. 01 December 2009 (has links)
Individuals who consider themselves both scholars and fans represent not only a subculture of fandom but also a subculture of academia. These liminal figures seem suspicious to many of their colleagues, yet they are particularly positioned not only to be conduits to engaged learning for students but also to transform the academy by chipping away at the stereotypes that support the symbolic walls of the Ivory Tower. Because they are growing in number and gaining influence in academia, the scholar-fans of the television series Buffy the Vampire Slayer (Buffy) and other texts by creator Joss Whedon are one focus of this dissertation. Though Buffy academics or Whedon scholars are not the only ones of their kind (e.g., academic- fan communities have cropped up around The Simpsons, The Matrix Trilogy, and the Harry Potter franchise), they have produced more literature and are more organized than any other academic-fan community. I approach all of my subjects—fandom, academia, fan-scholars, and scholar-fans—from a multidisciplinary perspective, employing various methodologies, including autoethnography and narrative inquiry. Taking several viewpoints and using mixed methods best allows me to begin identifying and articulating a rhetoric of scholar-fandom. Ultimately, I claim that Whedon academic-fans employ a discourse marked by intimacy, community, reciprocity, and transformation. In other words, the rhetoric of Whedon scholar-fandom promotes an epistemology—a way of knowing—that in Parker J. Palmer’s paradigm is personal, communal, reciprocal, and transformational.
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Toward a Rhetoric of Scholar-FandomCochran, Tanya R. 01 December 2009 (has links)
Individuals who consider themselves both scholars and fans represent not only a subculture of fandom but also a subculture of academia. These liminal figures seem suspicious to many of their colleagues, yet they are particularly positioned not only to be conduits to engaged learning for students but also to transform the academy by chipping away at the stereotypes that support the symbolic walls of the Ivory Tower. Because they are growing in number and gaining influence in academia, the scholar-fans of the television series Buffy the Vampire Slayer (Buffy) and other texts by creator Joss Whedon are one focus of this dissertation. Though Buffy academics or Whedon scholars are not the only ones of their kind (e.g., academic- fan communities have cropped up around The Simpsons, The Matrix Trilogy, and the Harry Potter franchise), they have produced more literature and are more organized than any other academic-fan community. I approach all of my subjects—fandom, academia, fan-scholars, and scholar-fans—from a multidisciplinary perspective, employing various methodologies, including autoethnography and narrative inquiry. Taking several viewpoints and using mixed methods best allows me to begin identifying and articulating a rhetoric of scholar-fandom. Ultimately, I claim that Whedon academic-fans employ a discourse marked by intimacy, community, reciprocity, and transformation. In other words, the rhetoric of Whedon scholar-fandom promotes an epistemology—a way of knowing—that in Parker J. Palmer’s paradigm is personal, communal, reciprocal, and transformational.
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