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  • About
  • 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.
21

Gender Dynamics in an Engineering Classroom: Engineering Students’ Perspectives

Burrowes, Gunilla Elizabeth January 2001 (has links)
This research is an exploratory study into gender dynamics in an engineering classroom in a Faculty of Engineering at an Australian University. It has concentrated on understanding and presenting students perceptions of their learning environment in an engineering classroom and their experiences within it to determine the extent to which gender affects different classroom experiences. A first year engineering subject ‘Introduction to Engineering Computing’ was the environment used for this study. The research employed an ethnographic research methodology drawing on semi-structured interviews and observations. It also used surveys to triangulate the data for improved reliability and validity. Gender has clearly been highlighted as a determinant of students’ experiences from a students’ perspective in an engineering classroom. The most noticeable differences between female and male student experiences found in this study stemmed from four factors: their previous experiences; their learning approaches; the language used within the classroom and the lack of role models. In these areas there were found to be various levels of advantage and disadvantage experienced by women and men. These are presented in Chapter 5 & 6 of this thesis. The resulting understanding begins the process of providing a framework in which strategies can be developed to more effectively engage female and male students in engineering education. / Masters Thesis
22

Patienters upplevelser av livsstilsförändringar vid diabetes typ 2 : en systematisk litteraturstudie / Patient's experiences of lifestyle changes in diabetes type 2

Larsson, Anna, Wiman, Ann January 2014 (has links)
Diabetes type 2 is a fast growing illness and a global health problem, often a result from less appropriate standard of living. Lifestyle changes related to diet and physical activity are important lifestyle changes regarding to get control of the self-management and to avoid vascular complications. Aim The aim of this study was to describe patient's experiences of lifestyle changes in diabetes type 2. Method A literature study was carried through based on 12 qualitative scientific articles. Results The analysis result into two main themes and eight subthemes. Main themes where barriers and motivators for lifestyle changes and the subthemes where struggle, denial, lack of knowledge, alienation, support, motivation, acceptance and knowledge. Conclusion This study shows that lifestyle changes are experienced different by patient with diabetes and nurses should therefore be aware of the unique and specific demands these patients require. This is important for providing a good diabetic healthcare and to help patients with their self-management
23

Analysis of death bed experiences in the light of Scripture

Licata, Thomas Andrew. January 1900 (has links)
Thesis (M. Div.)--Talbot School of Theology, Biola University, 1992. / Includes bibliographical references (leaves [68-72]).
24

Analysis of death bed experiences in the light of Scripture

Licata, Thomas Andrew. January 1900 (has links)
Thesis (M. Div.)--Talbot School of Theology, Biola University, 1992. / Includes bibliographical references (leaves [68-72]).
25

First sexual intercourse experiences of men and women : a feminist analysis /

Green, Jill Johanna. January 2009 (has links)
Thesis (M. Ed.) -- University of Alberta, 2009. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education in Counselling Psychology, Department of Educational Psychology, University of Alberta." Title from pdf file main screen (viewed on September 9, 2009). Includes bibliographical references.
26

The Experiences of Teachers and Administrators with a New Teacher Evaluation System in a Local School Division

Legg, Kristina Conner 02 April 2015 (has links)
School divisions in Virginia implemented revised or new teacher evaluation systems beginning in 2012. These evaluation systems incorporated teacher portfolios, goal setting, and teacher performance assessment based on student achievement, and they were substantially different from those previously used by both teachers and their evaluators. This study was about how teachers and administrators experienced the implementation of this new evaluation system. Their observations, thoughts, feelings, and learning about themselves, and how they experienced this change were the topics of interest in the study. The setting for this case study was one elementary school in a small school division in southwestern Virginia. In-depth interviews of two administrators and 13 teachers of varied experience levels were conducted with a researcher-developed protocol by an outside interviewer. Data were analyzed with the constant comparative method. The experiences of the participants are reported in their own words. Their stories are descriptions of how they experienced the implementation of a second-order change in the evaluation of teachers in this small school division. Their experiences encompassed the entire process of change from the introduction of the change through the assimilation of the purposes and components of the new system and on to the training and support provided throughout the process. They described the changes in their responsibilities, their uncertainties, and their thoughts and feelings about the system as it moved toward institutionalization. And, they shared some recommendations for change in the process and the system. A model of change was derived from the participants' experiences and labeled the Legg Model of Change. / Ed. D.
27

Exploring factors that influence beginning teachers’ self-efficacy to teach in diverse classrooms

Haider, Fizza 01 December 2021 (has links)
Teacher self-efficacy for teaching in diverse classrooms is an important factor in the successful implementation of inclusion. Quantitative examinations of teacher self-efficacy have found the construct to be correlated with both contextual and teacher-related factors. In-depth qualitative exploration into type, quality, and nature of experiences that shape teachers’ self-efficacy beliefs is scarce. This research aimed to qualitatively examine potential sources of teacher self-efficacy and generate an explanation for the complex growth pattern it follows during the early years of practice. Seventy-eight beginning teachers across Canada (i.e., graduating teacher candidates and new teachers who are in the first three years of their practice) participated in 139 semi-structured interviews conducted over four years to address questions regarding the factors and experiences that influence their self-efficacy or confidence to teach in diverse classrooms. Ten factors which either had a positive or negative connotation emerged from a qualitative content analysis of their interviews. The Positive-Negative Experiences Balance (PNEB) model was conceptualized to understand and represent how these ten factors interactively, simultaneously, and collectively influence the development of beginning teachers’ self-efficacy for inclusive practice in the initial years of their careers. Through a comparison of frequency counts of codes, it was noted that beginning teachers differentially relied on experiential factors to enhance their self-efficacy when they were graduating, or were in the first three years of their teaching. The results are discussed in light of the relevant extant research. Implications of these results for teacher education programs and school leadership are also shared. / Graduate
28

Clinical Experiences for Agricultural Teacher Education Programs in North Carolina, South Carolina, and Virginia

Dobbins, Thomas Roy 09 September 1999 (has links)
The purpose of this study was to build a task list for the clinical experience program, both early field and student teaching, for the agricultural teacher education programs in North Carolina, South Carolina, and Virginia. The objectives were: (1) compile a list of clinical experiences, both early field and student teaching, that currently are provided in the clinical experiences for students of agricultural education in three-selected teacher education programs, and (2) use an expert panel to determine what should be included in early field experiences and student teaching experiences for students enrolled in the agricultural teacher education program. A modified Delphi technique was used to collect data via three questionnaires. Data were analyzed using mean scores and standard deviations of tasks rated on a five point Likert-type scale. Those tasks that the panelists rated with a standard deviation of less than or equal to one were considered to have met consensus. The population for this study consisted of agriculture teachers, secondary school administrators, agricultural education field staff, and agricultural education teacher educators from North Carolina, South Carolina, and Virginia. Thirty-four Delphi panel members were purposively selected from the population. Thirty-one panel members responded to Round I, 33 panel members responded to Round II, and 29 responded to Round III yielding an overall response rate of 92%. This researcher asked the Delphi panel members to rate each task on a five-point Likert type scale, 1 = strongly disagree, 2 = disagree, 3 = not sure, 4 = agree, and 5 = strongly agree. The study used mean scores and standard deviations to analyze the results. Consensus was met if the standard deviation of a task was equal to or less than one. Rounds I, II, and III resulted in 102 tasks for early field and student teaching experiences that met consensus. Based on the findings, the researcher developed a task list for early field experiences and student teaching experiences to be considered for use by the agricultural education programs in the three cooperating states. The task list developed is a very comprehensive list that relates to every aspect of clinical experiences. / Ph. D.
29

Factors in the Undergraduate Experience that Influence Young Alumni Giving

Day, Deborah A. 01 May 2018 (has links)
Public funding of higher education has declined substantially in recent years (Alexander, 2000; Esposito, 2010; Mortenson, 2012; NACUBO, 2011; Redd, 2014; Serna and Harris, 2014), while operating costs and demand have increased (Desrochers and Kirshstein, 2012; Mortenson, 2012; Mumper and Freeman, 2011; NCSES, 2014; Serna and Harris, 2014; St. John and Parsons, 2004), forcing institutions to look for alternative sources of revenue (NCSL, 2010). One such alternative source of revenue is alumni giving (Monks, 2003; Archibald and Feldman, 2012; CAE, 2014). Research has shown that the factors that influence alumni financial giving include demographic characteristics (Hoyt, 2004; Monks, 2003), academic experiences (Monks, 2003; Pumerantz, 2005), social experiences (Monks, 2005; Thomas and Smart, 2005; Volkwein, 1989), and alumni participation variables (Gaier, 2005; Gallo and Hubschman, 2003). Although there is ample evidence to support the importance of alumni giving, researchers have not examined the factors that influence young alumni giving. This study sought to determine if demographic characteristics, academic experiences and social experiences explain the variance in alumni giving to their alma mater within five years of graduating. I conducted a case study at a single institution and used Volkwein's (1989) model of giving coupled with data from the 2011 National Survey of Student Engagement (NSSE) that captured alumni's demographic characteristics and measured their academic and social experiences while in college. I merged NSSE with data about giving that I retrieved from the Development Office at the selected institution. The variables included five Demographic items, fourteen Academic Experience items with numerous sub-items, and twelve Social Experience items with numerous sub-items. Exploratory factor analysis revealed five academic factors and four social factors. The results of a multiple regression analysis revealed that only one factor, Class Assignments, explained the variance in young alumni giving, but it may have been spurious. It would appear that demographic characteristics and academic and social factors determined from NSSE are not particularly useful in explaining giving by young alumni. Indeed, only 14.5% of participants actually made a donation within five years of graduating. Clearly more research is needed to expand upon the literature about alumni giving. / Ph. D.
30

The Power of a Profound Experience with Nature

Mathers, Becky N. 23 April 2020 (has links)
No description available.

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