The purpose of this project is to help bridge the gap of available solos for the novice bass tuba player. It is necessary for the growing tuba player to transition to the bass tuba for solos at the professional level, but the majority of pieces that are written for the bass tuba are at the professional level, and it leaves very little for the transitional phase from a repertoire standpoint. Through transcribing vocal works, an aspiring bass tuba soloist can focus on fundamental aspects of tuba playing like tone quality, breathing, intonation, and musicianship. Generally speaking, tuba solos are written for the contrabass tuba and accessible to late high school and early college musicians, or they are written at the professional level for bass tuba. There is a gap in the repertoire for the solo tuba, pieces that can help transition young students to the later repertoire demands of the bass tuba. This project will address the need for more novice solo works accessible to the young collegiate tubists transitioning to the bass tuba by identifying current deficiencies in the repertoire available for the developing solo tubist. This project concludes with a transcription and performance edition of Franz Schubert's Op. 59, Nos. 1-4: No. 1, Du liebst mich nicht; No. 2, Dass sie hier gewesen; No. 3, Du bist die Ruh'; and No. 4, Lachen und Weinen.

The study investigated activities initiated in different rural secondary schools to assist novice teachers with less than three years in the field to cope with challenges arising during the transitional phase. The study arose out of challenges encountered by novice teachers attached to my school and other neighbouring rural secondary schools as observed by me due to the lack of clear professional development activities aimed at assisting them to cope with the challenges at work which in most cases lead them into exiting the profession prematurely. I posed a primary research question: How do novice teachers cope with the transition from university to the workplace? Twelve novice teachers working in rural secondary schools in the Capricorn North District in Limpopo Province were sampled purposefully as participants in this study. The study indicated some of the challenges encountered by novice teachers in their first three years of teaching which normally kills their spirit and results in a high rate of attrition. The study employed a descriptive qualitative research approach and multiple case study design to explore the problem. The study used the theory that was developed by Fuller (1969). The theory compared a novice teacher to a new-born child that just got thrown into a new place of which he knew nothing. The theory holds that teachers go through three stages of concern, namely a state of survival, self-adequacy and thirdly, acceptance. The findings revealed that novice teachers working in rural schools experienced a different form of developmental support from their schools due to the lack of a clear professional development policy and the lack of support from the Department of Basic Education. In some rural schools, novice teachers are not being assisted at all, they depend on consultations with senior teachers which they had to initiate themselves. / Mini Dissertation (MEd)--University of Pretoria, 2021. / ETDP SETA / Education Management and Policy Studies / MEd / Unrestricted

A team of graduate students from Brigham Young University under the supervision of the main author Dr. Lynn Henrichsen collaborated on creating a book, as well as a website, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTR TESOL). The entire project consists of 10 sections with nearly 50 units addressing topics that novice teachers should know before teaching English to non-native speakers. The BTR TESOL program provides basic material for untrained novice teachers that will help them to be better prepared to face the challenges and responsibilities of teaching English. This write-up describes the creation of two units titled "Basic Principles of Second Language Acquisition" and "Communicative Language Teaching and Information Gap Exercises." The first unit, "Basic Principles of Second Language Acquisition," educates novice teachers about some of the basic theoretical concepts of second language acquisition that can be applied directly to teaching. It also includes a discussion of variables that can affect second language acquisition. The second unit, "Communicative Language Teaching and Information Gap Exercises," introduces novice teachers to basic principles of the communicative approach and the steps involved in the creation and implementation of information gap exercises. Both units include an opening scenario and a list of the objectives of the unit. Following the main content, there is an audio or video segment related to the theme of each unit as well as reflection questions. The final section directs readers to resources where they can go to learn more about the subject.

This thesis addressed the need to inform and demonstrate to novice developers the process of developing a curriculum and the need to guide novice teachers with little or no access to formal training. A curriculum for novice teachers in community programs was developed such that the teachers were presented clear and specific guidance in presenting lessons with minimal preparation time and with minimal training. Eight novice teachers presented the lessons in ESL and EFL contexts and provided feedback on the success, strengths, and weaknesses of the curriculum and lessons. The participants indicated that the curriculum overall is satisfactory, easy to follow, and meaningful to the students and teachers. The participants also indicated that the teachers need more guidance in the areas of adapting the lessons and engaging the students.

No description available.

No description available.

The undergraduate Computer Science program at Virginia Tech is the largest in the Commonwealth of Virginia, of which a key component is ``CS 1044: Introduction to Programming'', and is typical of a first course in computer programming throughout the USA. While the student access to learning resources has improved considerably with the development of web-based assets, students are still expected to use the same sophisticated program development tools as are used in industry. The perceived complexity of the learning environment currently in use drives many women and minority students from the Computer Science program. A great deal of attention has been paid to the need to administer the student assignments and the grading system for this course, so as to minimize the teaching/grading load, but little attention has been paid to the methodologies of learning the material through practice. The work reported herein is intended to improve the pedagogy of this course by creating and integrating teaching/learning tools that better manage the student's engagement in the use of program development activities. Following the implementation of a three-element software system involving an interpreter for the C-language, a program development environment, and a data-monitoring/collectiondevice, the system was deployed in support of the freshman course in parallel to the commercial system commonly used. The experiment concentrated on examining the impact of the simplified development environment and the effort required for students to complete assigned programming projects. / Ph. D.

In this national study, a combination of factors that affect teacher satisfaction and retention were examined. Domains that discriminate between teachers who choose to stay or leave the teaching profession were investigated. A research-developed questionnaire was administered to 450 randomly selected first, second, and third year teachers. Survey items were related to domains affecting teacher satisfaction and retention. A demographic section was included to collect background information. A principal components analysis resulted in the emergence of domains that were used in the final analysis. They are: emotional factors; school and community support; instructional support; prepration in teaching curriculum, managing students, and assessing students; collaboration; compensation and benefits; motivation to teach; and culture shock. Eleven percent of the respondents chose to leave the profession. Results of the discriminant analysis indicated that the best predictor in choosing to leave or stay in the teaching profession was emotional factors followed by compensation and benefits and culture shock. The analysis was used to determine if the individuals in the two groups were correctly classified based on their scores on the eight predictor variables. The number of cases correctly classified was 91.4 percent. / Ed. D.

The National Transportation Safety Board has cited deficiencies in judgement and decision-making as contributing factors in numerous general aviation accidents. Several studies have also indicated that some pilots exhibit <i>hazardous attitudes</i> in their decision-making processes. Although decision-making and judgment training is mentioned by the Federal Aviation Administration as areas that should be taught to aspiring pilots, there are relatively few current guidelines to assist flight or ground school instructors. This study centers on the decision-making characteristics of expert and novice pilots. Four expert and four novice pilots were selected by the researcher. All of the subjects were interviewed about their decision-making processes as they related to four aeronautical decision-making scenarios. Experts exhibited characteristics and themes that differed noticeably from that of the novices. One of the more pertinent differences involved what some writers have referred to as <i>cognitive maps</i>. These mental guides appeared to be used effectively by experts in attempting to cope with problems associated with the scenarios. Novices also appeared to make use of cognitive maps in their decision-making processes. Their maps, however, were primitive in comparison to the experts and resulted in difficulties when attempting to address specific scenarios. The findings regarding the decision-making thought processes of experts were consistent with previous studies (e.g., decisions were based on pertinent mental cues from their experiences). The findings related to novices revealed five themes that included: a. the quantity and quality of information acquired to assess risk was often deficient; b. the interpretation of the risks associated with each scenario reflected a lack of attention to pertinent issues related to the scenarios; c. decision-making was often based on recognition of familiar conditions with which novice subjects could relate; d. decision-making often reflected an emphasis on rules and procedures that novices had been taught or acquired through independent research and e. novices exhibited hazardous attitudes in their decision-making processes. The researcher reviewed significant findings and areas in need of further research. A brief conclusion and recommendations conclude the study. / Ph. D.

Information visualization tools provide visual representations of data (commonly known as visualizations), textual representations of data and interactive operations on both these representations. It is possible, in theory, to make use of only the textual representations in order to detect trends and patterns in data. However, it would be extremely laborious and ineffective and it defeats the purpose of a visualization tool. Novices have had the problem of relying on text and failing to successfully detect trends in data because it was too laborious. We want users to effectively use visual representations to detect trends in data. Information visualization tools have been shown to be successful with experts. But can novice users using a visualization tool for the first-time, adopt visualization-based strategies to finding trends and patterns in data? This thesis derives a framework of learnable elements in an interactive coordinated-view visualization tool. This framework provides an outline of prerequisites to be learned in order to effectively use visualizations. That is, the new aspects of visualization tools must be mastered so that novices can use the tool effectively. Three interface design principles are derived to make these elements learnable to novice users: • The data-first approach - Provide a prominent overview of all available data, as opposed to showing only visualizations. This helps understand the data structure - this may be essential knowledge in being able to navigate to required data attributes. • The "less visualization, more explanation" approach - Show more explanations of visualizations at the expense of being able to pack in more visualizations. Explanations help identify how data is mapped onto visual marks, a crucial step in understanding visualizations. • The "predetermined task-based coordinations" approach - Provide separate predetermined sets of coordinated visualizations that help achieve different tasks. This is different from techniques that simply present all visualization types and expect users to choose coordinations according to tasks. Two versions of Datamaps visualization tool for Census data were tested. Both were equivalent in functionality and the kinds of visualizations offered. But the new version was specifically designed based on the three design principles. A usability study showed that the version that was implemented according to the three design principles successfully led novices to effectively use visualization-based strategies to detect trends and patterns in data. / Master of Science