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You searched for +publisher:"University of Arizona" +contributor:("Romano, Molly"). Showing records 1 – 3 of 3 total matches.

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University of Arizona

1. Toma, Devin R. Novice Teachers Engaged in Reflective Dialogue: A Case Study Investigating the Perception of Audience .

Degree: 2007, University of Arizona

Novice teachers experience a unique set of challenges as they enter the field of professional teaching. While extensive research regarding the reflective practice of expert teachers exists, there has been a shortage regarding the relationship between reflective practice and novice teachers. This study investigated this relationship and how reflective practice in novice teachers is specifically affected by the novice teachers' perception of the audience to their reflective dialogues.This qualitative study employed three case studies of novice teachers in their first year of professional teaching. Each case was constructed using data gathered through extensive field notes, in-depth interviews, and collection of written artifacts produced by the subjects. In addition, secondary subjects were observed and interviewed regarding their perceptions of the reflective process of the novice teachers. This data was analyzed in an iterative process and coded for themes to create individual cases as well as expedite cross-case comparisons. The novice teachers in this study exhibited important commonalities in the sources they chose for reflective dialogues and their attitudes regarding those sources. Important themes emerged regarding their perception of audience that affected the topics they chose to discuss in their dialogues. In addition, the nature of the authenticity of their dialogues was investigated and findings emerged indicating various layers of authenticity including: truthfulness, relevance, timeliness, and accuracy. Findings in this study assist in understanding the process of acclimation for beginning teachers and their progression from novice towards the tacit knowledge and practice of an expert teacher. The investigation also drew conclusions regarding the role of administrators, mentors, peers, induction programs, and non-professional support as they related to the assistance of novice teachers. Advisors/Committee Members: Romano, Molly (advisor), Carter, Kathy (committeemember), Doyle, Walter (committeemember).

Subjects/Keywords: Novice Teacher; Induction; Mentoring; Teacher Reflection; Narrative Authenticity

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Toma, D. R. (2007). Novice Teachers Engaged in Reflective Dialogue: A Case Study Investigating the Perception of Audience . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194967

Chicago Manual of Style (16th Edition):

Toma, Devin R. “Novice Teachers Engaged in Reflective Dialogue: A Case Study Investigating the Perception of Audience .” 2007. Doctoral Dissertation, University of Arizona. Accessed August 05, 2020. http://hdl.handle.net/10150/194967.

MLA Handbook (7th Edition):

Toma, Devin R. “Novice Teachers Engaged in Reflective Dialogue: A Case Study Investigating the Perception of Audience .” 2007. Web. 05 Aug 2020.

Vancouver:

Toma DR. Novice Teachers Engaged in Reflective Dialogue: A Case Study Investigating the Perception of Audience . [Internet] [Doctoral dissertation]. University of Arizona; 2007. [cited 2020 Aug 05]. Available from: http://hdl.handle.net/10150/194967.

Council of Science Editors:

Toma DR. Novice Teachers Engaged in Reflective Dialogue: A Case Study Investigating the Perception of Audience . [Doctoral Dissertation]. University of Arizona; 2007. Available from: http://hdl.handle.net/10150/194967


University of Arizona

2. Ranucci, Jill. Imagery Use in Synchronized Swimming .

Degree: 2007, University of Arizona

The purpose of this study was to examine the utilization of imagery and the impact of imagery use on collegiate synchronized swimmers. Swimmers (N=165) completed The Sport Imagery Questionnaire (Hall et al. 2005), reporting their frequency of imaging. Interviews were conducted (N=11) to further ascertain why and when synchronized swimmers use imagery and mechanisms they employ for more effective imaging experiences. Exploratory factor analyses indicated three of Hall et al's (2005) five subscales showed significant differences between skill level groups. Specifically, motivational specific functions of imagery data showed significant differences between elite swimmers and the other three groups (advanced, intermediate, and novice). Cognitive specific and motivational general-mastery functions of imagery data indicated significant differences between elite and novice swimmers, suggesting that novice swimmers are less likely to use these subscales of imagery compared to elite swimmers. Qualitative data provided evidence of elite swimmers having more sophisticated and developed applications of imaging skills. The results suggest the global implications of this study and how imagery improves synchronized swimming training programs. Key findings include: Each progressive skill level had better imaging skills and utilization than the lower levels Years experience, repetition, and training impact synchronized swimmers use of imagery The very nature of certain common synchronized swimming drills such as "think-throughs and land drill" elicit imaging training The sport of synchronized swimming is an excellent instrument to research imaging training techniques. Advisors/Committee Members: Vinson, Kevin (advisor), Vinson, Kevin (committeemember), Johnson, Bruce (committeemember), Romano, Molly (committeemember).

Subjects/Keywords: Imagery; Synchronized Swimming; teaching tools; coaching strategies; teaching strategies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ranucci, J. (2007). Imagery Use in Synchronized Swimming . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194423

Chicago Manual of Style (16th Edition):

Ranucci, Jill. “Imagery Use in Synchronized Swimming .” 2007. Doctoral Dissertation, University of Arizona. Accessed August 05, 2020. http://hdl.handle.net/10150/194423.

MLA Handbook (7th Edition):

Ranucci, Jill. “Imagery Use in Synchronized Swimming .” 2007. Web. 05 Aug 2020.

Vancouver:

Ranucci J. Imagery Use in Synchronized Swimming . [Internet] [Doctoral dissertation]. University of Arizona; 2007. [cited 2020 Aug 05]. Available from: http://hdl.handle.net/10150/194423.

Council of Science Editors:

Ranucci J. Imagery Use in Synchronized Swimming . [Doctoral Dissertation]. University of Arizona; 2007. Available from: http://hdl.handle.net/10150/194423


University of Arizona

3. Gibson, Flavia. Nutrition Education and the Elementary Classroom Teacher .

Degree: 2007, University of Arizona

Inactive lifestyles and poor eating habits are the main culprits of the present increase in childhood obesity, diabetes, heart problems, and cancer. In order to counterbalance this deterioration of children's health, it is imperative that children are educated about good nutritional practices. Unfortunately, parents are not always well-informed about nutrition themselves, leaving teachers to be the necessary link between children and good nutrition.This study investigates what teachers understand about nutrition concepts, as this knowledge would be the necessary precursor to aiding students toward better health. Due to the limited research on nutrition education in the elementary classroom, this study was preceded by three pilot studies that lent themselves to the advancement of the researcher's understanding of nutrition and its place in the elementary school setting. Initially three preservice teachers were interviewed in order to examine the preparation of elementary teachers for teaching nutrition.In order to assess what teachers understand about nutrition it was necessary to create an instrument that would assess teachers' nutritional knowledge. Through several trials a nutrition content survey was created and modified. The final version was administered to three hundred and seventeen teachers. While creating the nutrition content survey, the researcher also compiled a proposed list for the "big ideas" in nutrition. These statements describe the nutritional concepts that elementary students should understand. The "big ideas" were used to create lesson plans that were taught to forty-four fifth graders. These students provided insight into the content of the lessons through pre-post assessments and gave interest feedback using anonymous questionnaires.While the nature of this study was exploratory and descriptive in nature, its quantitative and qualitative data provided insight into teachers' understanding of nutritional concepts. Along with these findings were some preliminary examinations into how preservice teachers are prepared for teaching nutrition, what elementary age students understand about nutrition and what interests them, and how teachers feel about teaching nutrition. This study provides many possible avenues for future research in the area of nutrition education. Advisors/Committee Members: Johnson, Bruce (advisor), Johnson, Bruce (committeemember), Romano, Molly (committeemember), Carter, Kathy (committeemember).

Subjects/Keywords: nutrition; education; elementary; professional development; workshop

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gibson, F. (2007). Nutrition Education and the Elementary Classroom Teacher . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195876

Chicago Manual of Style (16th Edition):

Gibson, Flavia. “Nutrition Education and the Elementary Classroom Teacher .” 2007. Doctoral Dissertation, University of Arizona. Accessed August 05, 2020. http://hdl.handle.net/10150/195876.

MLA Handbook (7th Edition):

Gibson, Flavia. “Nutrition Education and the Elementary Classroom Teacher .” 2007. Web. 05 Aug 2020.

Vancouver:

Gibson F. Nutrition Education and the Elementary Classroom Teacher . [Internet] [Doctoral dissertation]. University of Arizona; 2007. [cited 2020 Aug 05]. Available from: http://hdl.handle.net/10150/195876.

Council of Science Editors:

Gibson F. Nutrition Education and the Elementary Classroom Teacher . [Doctoral Dissertation]. University of Arizona; 2007. Available from: http://hdl.handle.net/10150/195876

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