Thesis (M.S.M.)--Regis University, Denver, Colo., 2005. / Title from PDF title page (viewed on Nov. 16, 2005). Includes bibliographical references.

Thesis (PhDEducation)--University of South Australia, 2002.

Thesis (M.S.C.I.T.)--Regis University, Denver, Colo., 2005. / Title from PDF title page (viewed on Nov. 10, 2005). Includes bibliographical references.

Theses (Ed.S.)--Marshall University, 2003. / Title from document title page. Includes abstract. Document formatted into pages: contains iii, 54 p. Bibliography: p. 35-40.

Thesis (M. Ed.)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 122-130). Also available via the World Wide Web.

The purpose of this study was to compare three different approaches to the counselor practicum—-or campus practicum, an off-campus practicum, and a role-playing practicum—-with regard to the changes in attitudes, personality, and effectiveness of counseling behavior of counselor trainees produced by each type of practicum.

The problem of this study was to determine whether using radio communication can facilitate learning in counseling practicums. This study had four purposes: 1. To determine whether the use of radio communication would be effective in providing positive reinforcement to the counselor during counseling sessions. 2. To determine whether the use of radio communication would be effective in enhancing the learning of facilitative responses by counselors in practicum situations. 3. To determine the effect of positive reinforcement on the student counselors' performance. 4. To provide information that might be beneficial with regard to future research involving the use of radio communication in counselor training.

Thesis (Ed. S.)--Marshall University, 2009. / Title from document title page. Includes abstract. Document formatted into pages: contains 33 p. Includes bibliographical references p. 31-33.

The purpose of this study was to identify and examine pre-service teachers’ concerns relating to their teaching practicum in Zimbabwe and to suggest strategies that could be used to support them in a digitalised era. This study was necessitated by the desire to understand the concerns that pre-service teachers experience during teaching practicum in a fast changing world and in a depressing, unstable socio-politico-economic environment. The study employed a meta-conceptual approach comprising constructivist and social cognitive epistemology as its theoretical framework. A concurrent mixed methods research design was utilised to address the research questions. Both quantitative and qualitative methods were used to design the study, collect, and analyse data. Thirty participants comprising of 24 pre-service teachers and six college supervisors were purposively selected for the qualitative study from United College of Education in Zimbabwe. Qualitative data was collected by means of interviews and analysed through a thematic analysis. For the quantitative phase, 300 pre-service teachers were chosen through stratified random sampling from the same institution and were asked to complete a questionnaire. One hundred and ninety-three questionnaires were returned and usable, giving a return rate of 64%. Data from the survey were analysed using descriptive and inferential statistics. Findings from the study revealed that pre-service teachers experience diverse concerns during teaching practicum that included classroom management, teacher knowledge, socio-economic factors, workload, interpersonal relationships and assessment anxiety. Findings from the quantitative phase revealed some differences in the levels of concerns among the year groups. A general downward trend in the levels of concerns was detected except for teacher beliefs concerns that remained constant. Findings from the qualitative phase of the study revealed that the concerns that pre-service teachers experienced during teaching practicum had negative impact on their classroom practice. Most of the student teachers had devised some coping strategies to deal with their concerns and they were satisfied with the quality of support from mentors and peers, but not that from their supervisors. In an increasingly globalised world, the researcher felt that teaching practicum related concerns could be minimised by exploiting the benefits of digitalised knowledge and communities of learning.

published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts in Applied Linguistics