subject:( Accounting Study AND teaching Higher Universities AND colleges Faculty S o Paulo Teachers In service training S o Paulo Learning)

1. [No author]. Doc??ncia no Ensino Superior: um perfil dos saberes que fundamentam a pr??tica pedag??gica de docentes que atuam em cursos de Ci??ncias Cont??beis .

Degree: 2015, Fundação Escola de Comércio Ãlvares Penteado

URL: http://tede.fecap.br:8080/jspui/handle/jspui/702

► The study of the teaching profession has been the subject of research in different contexts, among the different approach of possibilities this theme stands out… (more)

Subjects/Keywords: Contabilidade ??? Estudo e ensino (Superior). Universidades e faculdades ??? Corpo docente ??? S??o Paulo. Professores ??? Forma????o ??? S??o Paulo. Aprendizagem.; Accounting - Study and teaching (Higher). Universities and colleges - Faculty - S??o Paulo. Teachers - In-service training - S??o Paulo. Learning

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

APA (6^th Edition):

author], [. (2015). Doc??ncia no Ensino Superior: um perfil dos saberes que fundamentam a pr??tica pedag??gica de docentes que atuam em cursos de Ci??ncias Cont??beis . (Thesis). Fundação Escola de Comércio Ãlvares Penteado. Retrieved from http://tede.fecap.br:8080/jspui/handle/jspui/702

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

author], [No. “Doc??ncia no Ensino Superior: um perfil dos saberes que fundamentam a pr??tica pedag??gica de docentes que atuam em cursos de Ci??ncias Cont??beis .” 2015. Thesis, Fundação Escola de Comércio Ãlvares Penteado. Accessed April 11, 2021. http://tede.fecap.br:8080/jspui/handle/jspui/702.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

author], [No. “Doc??ncia no Ensino Superior: um perfil dos saberes que fundamentam a pr??tica pedag??gica de docentes que atuam em cursos de Ci??ncias Cont??beis .” 2015. Web. 11 Apr 2021.

Vancouver:

author] [. Doc??ncia no Ensino Superior: um perfil dos saberes que fundamentam a pr??tica pedag??gica de docentes que atuam em cursos de Ci??ncias Cont??beis . [Internet] [Thesis]. Fundação Escola de Comércio Ãlvares Penteado; 2015. [cited 2021 Apr 11]. Available from: http://tede.fecap.br:8080/jspui/handle/jspui/702.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Doc??ncia no Ensino Superior: um perfil dos saberes que fundamentam a pr??tica pedag??gica de docentes que atuam em cursos de Ci??ncias Cont??beis . [Thesis]. Fundação Escola de Comércio Ãlvares Penteado; 2015. Available from: http://tede.fecap.br:8080/jspui/handle/jspui/702

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. FRAUCHES, Patrícia Fernandes. Docência no Ensino Superior: um perfil dos saberes que fundamentam a prática pedagógica de docentes que atuam em cursos de Ciências Contábeis.

Degree: 2015, FECAP; Fundação Escola de Comércio Álvares Penteado; Brasil; FECAP; Mestrado em Ciências Contábeis

URL: http://tede.fecap.br:8080/jspui/handle/jspui/702

►

O estudo da profissão docente tem sido objeto de investigação em diferentes contextos, dentre as distintas possibilidades de abordagem desta temática, destaca-se nos últimos anos,… (more)

▼

O estudo da profissão docente tem sido objeto de investigação em diferentes contextos, dentre as distintas possibilidades de abordagem desta temática, destaca-se nos últimos anos, as reflexões que procuram compreender a genealogia dessa profissão, isto é, que conhecimentos e saberes que ela demanda. Esta pesquisa teve como objetivo geral delinear um perfil dos saberes que fundamentam a prática pedagógica de docentes que atuam em um curso de ciências contábeis oferecido por uma IES do estado de São Paulo, procurando identificar que tipo de conhecimentos permeiam as ações dos docentes em sala de aula universitária bem como os saberes que ali se manifestam. Para tanto, realizou-se uma pesquisa exploratória de abordagem qualitativa. Os dados foram coletados por meio de um formulário online e analisados por meio da análise de conteúdo para as questões livres e da estatística para as questões estruturadas. Constatou-se que os saberes que fundamentam a prática pedagógica dos docentes investigados estão relacionados com a capacidade de selecionar um tópico do conteúdo da disciplina ministrada e de fazer conexões com o objetivo e a metodologia de ensino, bem como utilizar instrumentos e procedimentos de avaliação da aprendizagem dos alunos. Entretanto, não ficaram destacados nos relatos das aulas, quais foram os critérios estabelecidos nos processos avaliativos utilizados. Por outro lado, destaca-se, como predominante do conhecimento prático destes docentes, o conhecimento do conteúdo específico da disciplina ministrada e da sua didática especifica, o qual permite ao professor buscar formas de tornar o conteúdo compreensível aos alunos. Conclui-se assim, que o saber prático, construído na ação dos docentes caracteriza-se por um saber existencial, social e pragmático permeado por crenças, valores e princípios éticos decorrentes das suas trajetórias e vivências, na profissão contábil, na docência e acentuadamente, do contexto onde atuam.

The study of the teaching profession has been the subject of research in different contexts, among the different approach of possibilities this theme stands out in recent years, the reflections that seek to understand the genealogy of the profession, that is, knowledge and expertise that it demands. This research aimed to outline a profile of the knowledge underlying the pedagogical practices of teachers who work in an accountancy course offered by a university in the state of Sao Paulo, trying to identify what kind of knowledge permeate the actions of teachers in room college tuition as well as the knowledge that there are manifest. To this end, we carried out an exploratory study of qualitative approach. Data were collected through an online form and analyzed using content analysis to the free issues and statistics for the structured questions. It was found that the knowledge underlying the pedagogical practice of the investigated teachers are related to the ability to select a topic from the given subject content and make connections with the goal and the teaching methodology and use…

Advisors/Committee Members: SLOMSKI, Vilma Geni, http://lattes.cnpq.br/4037547425398159, TAVARES, Cristina Zukowsky, http://lattes.cnpq.br/0894965552065529, PEREIRA, Anisio Candido, http://lattes.cnpq.br/5798574967417360.

Subjects/Keywords: Contabilidade – Estudo e ensino (Superior). Universidades e faculdades – Corpo docente – São Paulo. Professores – Formação – São Paulo. Aprendizagem.; Accounting - Study and teaching (Higher). Universities and colleges - Faculty - São Paulo. Teachers - In-service training - São Paulo. Learning; CIENCIAS CONTABEIS

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

APA (6^th Edition):

FRAUCHES, P. F. (2015). Docência no Ensino Superior: um perfil dos saberes que fundamentam a prática pedagógica de docentes que atuam em cursos de Ciências Contábeis. (Masters Thesis). FECAP; Fundação Escola de Comércio Álvares Penteado; Brasil; FECAP; Mestrado em Ciências Contábeis. Retrieved from http://tede.fecap.br:8080/jspui/handle/jspui/702

Chicago Manual of Style (16^th Edition):

FRAUCHES, Patrícia Fernandes. “Docência no Ensino Superior: um perfil dos saberes que fundamentam a prática pedagógica de docentes que atuam em cursos de Ciências Contábeis.” 2015. Masters Thesis, FECAP; Fundação Escola de Comércio Álvares Penteado; Brasil; FECAP; Mestrado em Ciências Contábeis. Accessed April 11, 2021. http://tede.fecap.br:8080/jspui/handle/jspui/702.

MLA Handbook (7^th Edition):

FRAUCHES, Patrícia Fernandes. “Docência no Ensino Superior: um perfil dos saberes que fundamentam a prática pedagógica de docentes que atuam em cursos de Ciências Contábeis.” 2015. Web. 11 Apr 2021.

Vancouver:

FRAUCHES PF. Docência no Ensino Superior: um perfil dos saberes que fundamentam a prática pedagógica de docentes que atuam em cursos de Ciências Contábeis. [Internet] [Masters thesis]. FECAP; Fundação Escola de Comércio Álvares Penteado; Brasil; FECAP; Mestrado em Ciências Contábeis; 2015. [cited 2021 Apr 11]. Available from: http://tede.fecap.br:8080/jspui/handle/jspui/702.

Council of Science Editors:

FRAUCHES PF. Docência no Ensino Superior: um perfil dos saberes que fundamentam a prática pedagógica de docentes que atuam em cursos de Ciências Contábeis. [Masters Thesis]. FECAP; Fundação Escola de Comércio Álvares Penteado; Brasil; FECAP; Mestrado em Ciências Contábeis; 2015. Available from: http://tede.fecap.br:8080/jspui/handle/jspui/702

Columbia University

3. Alyaseen, Haneen Juma. A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation.

Degree: 2017, Columbia University

URL: https://doi.org/10.7916/D8708CQ6

► New innovative methods of teaching and learning adopted from mainstream research and development in educational theory and practice are being adapted to serve the unique… (more)

Subjects/Keywords: Teachers – Training of; Dentistry; Dentistry – Study and teaching; Universities and colleges – Faculty

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

APA (6^th Edition):

Alyaseen, H. J. (2017). A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8708CQ6

Chicago Manual of Style (16^th Edition):

Alyaseen, Haneen Juma. “A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation.” 2017. Doctoral Dissertation, Columbia University. Accessed April 11, 2021. https://doi.org/10.7916/D8708CQ6.

MLA Handbook (7^th Edition):

Alyaseen, Haneen Juma. “A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation.” 2017. Web. 11 Apr 2021.

Vancouver:

Alyaseen HJ. A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2021 Apr 11]. Available from: https://doi.org/10.7916/D8708CQ6.

Council of Science Editors:

Alyaseen HJ. A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8708CQ6

Florida Atlantic University

4. Toussaint, Mario J. The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University.

Degree: 2016, Florida Atlantic University

URL: http://purl.flvc.org/fau/fd/FA00004739 ; (URL) http://purl.flvc.org/fau/fd/FA00004739

►

Summary: A report issued in 2012 by the United States Government Accountability Office (US Government Accountability Office, 2012) concluded that the United States is not… (more)

▼

Summary: A report issued in 2012 by the United States Government Accountability Office (US Government Accountability Office, 2012) concluded that the United States is not producing enough graduates in Science, Technology, Engineering, and Mathematics (STEM) to meet the demands of its economy. According to the National Center for Educational Statistics (2001), fewer than fifty percent of students nationally possess a solid command of mathematical content. This study tested whether the insertion of Academic Service Learning (ASL) into intermediate algebra courses improved students’ performance, their motivation to learn the subject, and attitudes towards mathematics learning. ASL is an educational strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities (Duffy, Barrington, West, Heredia, & Barry, 2011). The subjects in this study were thirty-four students enrolled in intermediate algebra at a large public university in southeast Florida. The participant group consisted of fifteen students who completed the requirements of the ASL program and the comparison group consisted of nineteen students who initially showed interest in the program but dropped out of the study early in the semester. Through a mixed method analysis, the study found that the proportion of students who passed the course in the ASL group was greater than the proportion of students in the non-ASL group. Similarly, the mean final course grade in the ASL group was higher than the mean final course grade in the non-ASL group. The results of the qualitative analyses showed that all the participants enjoyed the ASL experience. In addition, some participants felt that the ASL project raised their motivation to learn mathematics and increased their competence in mathematics. However, both quantitative and qualitative analyses revealed that the students’ participation in the ASL project did not affect their attitudes towards mathematics learning. The study concluded that Academic Service Learning has the potential to help improve students’ success rates in developmental mathematics courses as well as increase their motivation to learn the subject.

2016

Degree granted: Dissertation (Ph.D.) – Florida Atlantic University, 2016.

Collection: FAU

Advisors/Committee Members: Furner, Joseph M. (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Curriculum, Culture, and Educational Inquiry.

Subjects/Keywords: Action research in education.; Service learning.; Universities and colleges – Public services.; Teacher-student relationships.; Algebra – Study and teaching (Higher); Educational technology – Evaluation.; Motivation in education.; Academic achievement.

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

APA (6^th Edition):

Toussaint, M. J. (2016). The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004739 ; (URL) http://purl.flvc.org/fau/fd/FA00004739

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Toussaint, Mario J. “The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University.” 2016. Thesis, Florida Atlantic University. Accessed April 11, 2021. http://purl.flvc.org/fau/fd/FA00004739 ; (URL) http://purl.flvc.org/fau/fd/FA00004739.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Toussaint, Mario J. “The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University.” 2016. Web. 11 Apr 2021.

Vancouver:

Toussaint MJ. The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University. [Internet] [Thesis]. Florida Atlantic University; 2016. [cited 2021 Apr 11]. Available from: http://purl.flvc.org/fau/fd/FA00004739 ; (URL) http://purl.flvc.org/fau/fd/FA00004739.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Toussaint MJ. The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University. [Thesis]. Florida Atlantic University; 2016. Available from: http://purl.flvc.org/fau/fd/FA00004739 ; (URL) http://purl.flvc.org/fau/fd/FA00004739

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Nelson Mandela Metropolitan University

5. Smith, Bridget. An investigation of the training experiences of the fourth year student nurses : a case study of the Port Elizabeth nursing campus.

Degree: Faculty of Arts, 2009, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/893

► Nursing lecturers are faced with the challenge to adapt their teaching styles and attitudes to accommodate the new nursing student that enters the nursing field.… (more)

▼ Nursing lecturers are faced with the challenge to adapt their teaching styles and attitudes to accommodate the new nursing student that enters the nursing field. These students have expectations and demands which differ highly from past students. Another challenge for lecturers is the demands of a nursing curriculum. The students that commenced with the four year course during 2005 at the Port Elizabeth Nursing Campus experienced negativity with regards to their training. The objectives of the study are to explore and describe the training experiences of the fourth year student nurses of the Port Elizabeth Nursing Campus and to co-construct guidelines to assist nursing lecturers to gauge the understanding of students during their four years of nursing training. The participants used for the study were all fourth year nursing students. They had positive and negative experiences of their training during the four years. The negative experiences related to the demands of the curriculum, lecturers’ poor subject knowledge and insufficient material resources needed for their studies. Regardless of the negativity experienced, students encountered positivity with regards to lecturers’ attitudes. The researcher focused on a qualitative study using an explorative, descriptive, contextual and phenomenological approach. A semi-structured approach was adopted to obtain data. Once consent was obtained from the relevant authorities, four fourth year nursing students were interviewed. The interviews were conducted by an independent role-player within the Department of Health to ensure an unbiased approach. Guba’s model was used to assess trustworthiness and data was analysed. Ethical considerations were ensured throughout the research process. Themes and sub-themes were identified. Based on the research findings, guidelines were co-constructed to assist nursing lecturers to better understand nursing students during their training. The findings of the study will be brought to the attention of nursing lecturers and management personnel of the campus. It was concluded that nursing students need to be consulted on issues concerning their training and development before implementation, and that they be respected and cared for as students based on their human rights.

Subjects/Keywords: Nurses – In-service training – South africa; Nurses – Study and teaching; Universities and colleges – Employees – Training of

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

APA (6^th Edition):

Smith, B. (2009). An investigation of the training experiences of the fourth year student nurses : a case study of the Port Elizabeth nursing campus. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/893

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Smith, Bridget. “An investigation of the training experiences of the fourth year student nurses : a case study of the Port Elizabeth nursing campus.” 2009. Thesis, Nelson Mandela Metropolitan University. Accessed April 11, 2021. http://hdl.handle.net/10948/893.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Smith, Bridget. “An investigation of the training experiences of the fourth year student nurses : a case study of the Port Elizabeth nursing campus.” 2009. Web. 11 Apr 2021.

Vancouver:

Smith B. An investigation of the training experiences of the fourth year student nurses : a case study of the Port Elizabeth nursing campus. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2009. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10948/893.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith B. An investigation of the training experiences of the fourth year student nurses : a case study of the Port Elizabeth nursing campus. [Thesis]. Nelson Mandela Metropolitan University; 2009. Available from: http://hdl.handle.net/10948/893

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Cape Peninsula University of Technology

6. Mhungu, Blessed Aspinas. Students’ and lecturers’ perceptions of the usefulness of LMSs in studio-based teaching and learning spaces at a University of Technology .

Degree: 2018, Cape Peninsula University of Technology

URL: http://etd.cput.ac.za/handle/20.500.11838/2798

► Rapid advances in information technology and the Internet continue to create higher education learning solutions for the networked-world learner. Given the potential of these resources,… (more)

▼ Rapid advances in information technology and the Internet continue to create higher education learning solutions for the networked-world learner. Given the potential of these resources, opportunities and initiatives must be seized to promote the enhancement of student learning in higher education. The promise of faster communication networks and changes in students’ expectations have rendered urgent the understanding of technology and online learning for use in studio-based teaching and learning spaces in the networked global village of the 21st century. Paradoxically, however, the use of e-learning solutions in design-related education remains limited. In studio-based courses such as graphic and architectural design, for example, the facilitation of learning through electronic media at South African universities ranges from the minimal to the non-existent. A hands-on approach to studio-based teaching and learning is preferred, supported by the argument that it is hard to facilitate experiential learning through semi-synchronous online tools. The danger of this unsubstantiated model of thinking is that it is likely to lead to under-usage of Learning Management System (LMS) tools by educators in studio-based teaching and learning spaces. The problem is that no research has been done on this area in South Africa that is capable of providing conclusive evidence on which corrective measures can be based. Hence, the aim of this study is to understand the reasons for the limited adoption and use of LMSs in studio-based teaching and learning in South African higher education design-related disciplines. Within the interpretive epistemological paradigm, a qualitative research approach was adopted to source and analyse interview data from design students and lecturers at the Cape Peninsula University of Technology (CPUT). An Activity Theory (AT) analytical framework was employed. The findings suggest that reservations regarding the use of LMSs are more a function of prevailing perceptions than they are substantive. Unfounded negative assumptions about the functionality, relevance (usefulness), accessibility and ease of use of the systems emerged as the leading constructions of and explanations for the challenges faced. The study provides not only clarity on LMS usage patterns in studio-based educational spaces, but also useful comparative data on how an activity theory-grounded in ActAD framework can enhance the analysis of LMS activities in studio-based teaching and learning within the curricula for subjects like graphic design and architecture.

Subjects/Keywords: Learning Management Systems; Design – Study and teaching (Higher); Universities and colleges – Computer-assisted instruction; Internet in higher education; Educational technology

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

APA (6^th Edition):

Mhungu, B. A. (2018). Students’ and lecturers’ perceptions of the usefulness of LMSs in studio-based teaching and learning spaces at a University of Technology . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2798

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mhungu, Blessed Aspinas. “Students’ and lecturers’ perceptions of the usefulness of LMSs in studio-based teaching and learning spaces at a University of Technology .” 2018. Thesis, Cape Peninsula University of Technology. Accessed April 11, 2021. http://etd.cput.ac.za/handle/20.500.11838/2798.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mhungu, Blessed Aspinas. “Students’ and lecturers’ perceptions of the usefulness of LMSs in studio-based teaching and learning spaces at a University of Technology .” 2018. Web. 11 Apr 2021.

Vancouver:

Mhungu BA. Students’ and lecturers’ perceptions of the usefulness of LMSs in studio-based teaching and learning spaces at a University of Technology . [Internet] [Thesis]. Cape Peninsula University of Technology; 2018. [cited 2021 Apr 11]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2798.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mhungu BA. Students’ and lecturers’ perceptions of the usefulness of LMSs in studio-based teaching and learning spaces at a University of Technology . [Thesis]. Cape Peninsula University of Technology; 2018. Available from: http://etd.cput.ac.za/handle/20.500.11838/2798

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

7. Roy, Pamela. Domains of influence on academics' careers : narratives from Black African, Coloured, and Indian women academics in post-apartheid South Africa.

Degree: 2014, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:3050

►

Thesis Ph. D. Michigan State University. Higher, Adult, and Lifelong Education 2014.

"This research study examined a specific group of academics in South Africa who… (more)

Subjects/Keywords: Blacks – Study and teaching – South Africa; College teachers, Black – South Africa; Universities and colleges – Faculty – South Africa; Post-apartheid era – South Africa – Social aspects; Universities and colleges – Faculty; College teachers, Black; Blacks – Study and teaching; Higher education

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

APA (6^th Edition):

Roy, P. (2014). Domains of influence on academics' careers : narratives from Black African, Coloured, and Indian women academics in post-apartheid South Africa. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3050

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Roy, Pamela. “Domains of influence on academics' careers : narratives from Black African, Coloured, and Indian women academics in post-apartheid South Africa.” 2014. Thesis, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:3050.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Roy, Pamela. “Domains of influence on academics' careers : narratives from Black African, Coloured, and Indian women academics in post-apartheid South Africa.” 2014. Web. 11 Apr 2021.

Vancouver:

Roy P. Domains of influence on academics' careers : narratives from Black African, Coloured, and Indian women academics in post-apartheid South Africa. [Internet] [Thesis]. Michigan State University; 2014. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3050.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Roy P. Domains of influence on academics' careers : narratives from Black African, Coloured, and Indian women academics in post-apartheid South Africa. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:3050

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Portland State University

8. Michaud, Meredith Esther. Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices.

Degree: Doctor of Education (EdD) in Educational Leadership: Curriculum and Instruction, Curriculum & Instruction, 2016, Portland State University

URL: https://pdxscholar.library.pdx.edu/open_access_etds/3079

► Information literacy is widely acknowledged as important for student success in higher education. Information literacy is the ability to sort through a large amount… (more)

Subjects/Keywords: Information literacy – Study and teaching (Higher); College freshmen; Universities and colleges – Faculty – Attitudes; College teachers – Attitudes; Educational Leadership; Higher Education; Information Literacy

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

APA (6^th Edition):

Michaud, M. E. (2016). Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/3079

Chicago Manual of Style (16^th Edition):

Michaud, Meredith Esther. “Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices.” 2016. Doctoral Dissertation, Portland State University. Accessed April 11, 2021. https://pdxscholar.library.pdx.edu/open_access_etds/3079.

MLA Handbook (7^th Edition):

Michaud, Meredith Esther. “Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices.” 2016. Web. 11 Apr 2021.

Vancouver:

Michaud ME. Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices. [Internet] [Doctoral dissertation]. Portland State University; 2016. [cited 2021 Apr 11]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3079.

Council of Science Editors:

Michaud ME. Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices. [Doctoral Dissertation]. Portland State University; 2016. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3079

Stellenbosch University

9. Herman, Nicoline. The role of context in decision making about professional learning by lecturers at a research-intensive university.

Degree: DEd, Curriculum Studies, 2015, Stellenbosch University

URL: http://hdl.handle.net/10019.1/97890

► ENGLISH ABSTRACT: The professional learning of academics for the teaching function inherently is a change imperative and it has become an important enterprise in the… (more)

Subjects/Keywords: Professional learning communities; Universities and colleges – Research; Education, Higher – Study and teaching; UCTD

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APA (6^th Edition):

Herman, N. (2015). The role of context in decision making about professional learning by lecturers at a research-intensive university. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/97890

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Herman, Nicoline. “The role of context in decision making about professional learning by lecturers at a research-intensive university.” 2015. Thesis, Stellenbosch University. Accessed April 11, 2021. http://hdl.handle.net/10019.1/97890.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Herman, Nicoline. “The role of context in decision making about professional learning by lecturers at a research-intensive university.” 2015. Web. 11 Apr 2021.

Vancouver:

Herman N. The role of context in decision making about professional learning by lecturers at a research-intensive university. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10019.1/97890.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Herman N. The role of context in decision making about professional learning by lecturers at a research-intensive university. [Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/97890

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Northeastern University

10. Breland, Moddie V. Making sense of librarian-led information literacy instruction.

Degree: EdD, School of Education, 2019, Northeastern University

URL: http://hdl.handle.net/2047/D20328888

► This study explored how undergraduate faculty made sense of librarian-led information literacy instruction. Semi-structured interviews were conducted with six undergraduate faculty that taught at least… (more)

Subjects/Keywords: Information literacy; Study and teaching (Higher); Universities and colleges; Faculty; Information services; User education; Instruction librarians; role theory

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APA (6^th Edition):

Breland, M. V. (2019). Making sense of librarian-led information literacy instruction. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20328888

Chicago Manual of Style (16^th Edition):

Breland, Moddie V. “Making sense of librarian-led information literacy instruction.” 2019. Masters Thesis, Northeastern University. Accessed April 11, 2021. http://hdl.handle.net/2047/D20328888.

MLA Handbook (7^th Edition):

Breland, Moddie V. “Making sense of librarian-led information literacy instruction.” 2019. Web. 11 Apr 2021.

Vancouver:

Breland MV. Making sense of librarian-led information literacy instruction. [Internet] [Masters thesis]. Northeastern University; 2019. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/2047/D20328888.

Council of Science Editors:

Breland MV. Making sense of librarian-led information literacy instruction. [Masters Thesis]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20328888

11. Smith, Timothy Lee. A STUDY OF FACTORS THAT PREDICT THE SUCCESS OF CHRIST-CENTERED HIGHER EDUCATIONAL INSTITUTIONS: A MIXED METHOD STUDY.

Degree: 2016, Southern Baptist Theological Seminary

URL: http://hdl.handle.net/10392/5056

► A STUDY OF FACTORS THAT PREDICT THE SUCCESS OF CHRIST-CENTERED HIGHER EDUCATIONAL INSTITUTIONS: A MIXED METHOD STUDY Timothy Lee Smith, Ph.D. The Southern Baptist Theological… (more)

▼ A STUDY OF FACTORS THAT PREDICT THE SUCCESS OF CHRIST-CENTERED HIGHER EDUCATIONAL INSTITUTIONS: A MIXED METHOD STUDY Timothy Lee Smith, Ph.D. The Southern Baptist Theological Seminary, 2015 Chair: Dr. Michael S. Wilder Many faith-based academic institutions began to deteriorate in the twentieth century as the institutions wandered toward a secular educational platform. Because of this transition, there is a renewed call for faith-based institutions to move beyond an environment of piety by creating a climate of faith and learning as the foundational synergistic roots in preparing graduates to embrace the cause of Christ. To address this concern, a sequential transformative mixed methods study was implemented to describe the factors, as expressed by presidents of Christian institutions, which predict the missional success of Southern Baptist Convention liberal arts educational institutions. In addition, this study argued that presidents of Christian institutions can clearly describe the factors of missional success of Christian institutions and a self- assessment model of institutional success can be established from the learned factors. In stage 1 of the study, 24 presidents of CCCU institutions, but not leaders of SBC schools, agreed to provide factors through an e-Delphi approach that predicted the success of Christ-centered institutions. Ninety factors were gathered during the initial phase of the study. With the completion of two additional rounds of surveys with the same presidents, a group of 56 factors were found important or very important in achieving the success of a Christ-centered institution. These factors were then examined through a factor analysis statistical process that established 6 clusters. In the second stage of the study, presidents of SBC institutions ranked the factors in each cluster. The results revealed that the most important cluster that included 5 factors addressed the importance of right Christian persons and explained 66 percent of model. The second cluster contained 19 factors about operational principles of the institution. Both of these clusters explained nearly 80 percent of the model of success. Results illustrated that presidents can express the factors that predict the success of Christ-centered higher educational institutions. The significance of these findings is the opportunity to examine the historical cases where Christian institutions wandered from their Christian faith and to look forward in using this model in promoting the success of a Christian higher educational institution. Advisors/Committee Members: Wilder, Michael S (advisor).

Subjects/Keywords: Southern Baptist Convention – Study and teaching (Higher); Baptist universities and colleges.; Christian universities and colleges.

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APA (6^th Edition):

Smith, T. L. (2016). A STUDY OF FACTORS THAT PREDICT THE SUCCESS OF CHRIST-CENTERED HIGHER EDUCATIONAL INSTITUTIONS: A MIXED METHOD STUDY. (Thesis). Southern Baptist Theological Seminary. Retrieved from http://hdl.handle.net/10392/5056

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Smith, Timothy Lee. “A STUDY OF FACTORS THAT PREDICT THE SUCCESS OF CHRIST-CENTERED HIGHER EDUCATIONAL INSTITUTIONS: A MIXED METHOD STUDY.” 2016. Thesis, Southern Baptist Theological Seminary. Accessed April 11, 2021. http://hdl.handle.net/10392/5056.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Smith, Timothy Lee. “A STUDY OF FACTORS THAT PREDICT THE SUCCESS OF CHRIST-CENTERED HIGHER EDUCATIONAL INSTITUTIONS: A MIXED METHOD STUDY.” 2016. Web. 11 Apr 2021.

Vancouver:

Smith TL. A STUDY OF FACTORS THAT PREDICT THE SUCCESS OF CHRIST-CENTERED HIGHER EDUCATIONAL INSTITUTIONS: A MIXED METHOD STUDY. [Internet] [Thesis]. Southern Baptist Theological Seminary; 2016. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10392/5056.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith TL. A STUDY OF FACTORS THAT PREDICT THE SUCCESS OF CHRIST-CENTERED HIGHER EDUCATIONAL INSTITUTIONS: A MIXED METHOD STUDY. [Thesis]. Southern Baptist Theological Seminary; 2016. Available from: http://hdl.handle.net/10392/5056

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

12. Lamb, Keith Whitaker. The Role of Brand Equity in Reputational Rankings of Specialty Graduate Programs in Colleges of Education: Variables Considered by College of Education Deans and Associate Deans Ranking the Programs.

Degree: 2010, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc28447/

► Seeking to identify and further understand the variables considered when ranking specialty programs in colleges of education, this research study surveyed all deans, and associate… (more)

Subjects/Keywords: Reputation; perceived quality; U. S. News and World Report; higher education; brand equity; Teachers colleges – Ratings and rankings – United States.; Universities and colleges – Ratings and rankings – United States.; cation – Study and teaching (Higher) – United States.; Branding (Marketing)

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APA (6^th Edition):

Lamb, K. W. (2010). The Role of Brand Equity in Reputational Rankings of Specialty Graduate Programs in Colleges of Education: Variables Considered by College of Education Deans and Associate Deans Ranking the Programs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28447/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lamb, Keith Whitaker. “The Role of Brand Equity in Reputational Rankings of Specialty Graduate Programs in Colleges of Education: Variables Considered by College of Education Deans and Associate Deans Ranking the Programs.” 2010. Thesis, University of North Texas. Accessed April 11, 2021. https://digital.library.unt.edu/ark:/67531/metadc28447/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lamb, Keith Whitaker. “The Role of Brand Equity in Reputational Rankings of Specialty Graduate Programs in Colleges of Education: Variables Considered by College of Education Deans and Associate Deans Ranking the Programs.” 2010. Web. 11 Apr 2021.

Vancouver:

Lamb KW. The Role of Brand Equity in Reputational Rankings of Specialty Graduate Programs in Colleges of Education: Variables Considered by College of Education Deans and Associate Deans Ranking the Programs. [Internet] [Thesis]. University of North Texas; 2010. [cited 2021 Apr 11]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28447/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lamb KW. The Role of Brand Equity in Reputational Rankings of Specialty Graduate Programs in Colleges of Education: Variables Considered by College of Education Deans and Associate Deans Ranking the Programs. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28447/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

13. Singo, Titus Tshiduhulwana. An exploratory study of the effects of professional development school experience on the research, teaching, and service of professors at a large midwestern university.

Degree: PhD, Department of Educational Administration, 1998, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:47207

Subjects/Keywords: Universities and colleges – Faculty – Education (Continuing); College teachers – Education (Continuing); Education – Study and teaching; College teachers – Training of; Professional education – Michigan

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APA (6^th Edition):

Singo, T. T. (1998). An exploratory study of the effects of professional development school experience on the research, teaching, and service of professors at a large midwestern university. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47207

Chicago Manual of Style (16^th Edition):

Singo, Titus Tshiduhulwana. “An exploratory study of the effects of professional development school experience on the research, teaching, and service of professors at a large midwestern university.” 1998. Doctoral Dissertation, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:47207.

MLA Handbook (7^th Edition):

Singo, Titus Tshiduhulwana. “An exploratory study of the effects of professional development school experience on the research, teaching, and service of professors at a large midwestern university.” 1998. Web. 11 Apr 2021.

Vancouver:

Singo TT. An exploratory study of the effects of professional development school experience on the research, teaching, and service of professors at a large midwestern university. [Internet] [Doctoral dissertation]. Michigan State University; 1998. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47207.

Council of Science Editors:

Singo TT. An exploratory study of the effects of professional development school experience on the research, teaching, and service of professors at a large midwestern university. [Doctoral Dissertation]. Michigan State University; 1998. Available from: http://etd.lib.msu.edu/islandora/object/etd:47207

University of Johannesburg

14. Modiphane, Mpho Calphonia. A curriculum framework for communication studies at teacher training institutions.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/6444

►

M.Ed.

The main aim of the study is to develop an appropriate curriculum framework for Communication Studies at teacher training institutions. 4 This aim will… (more)

Subjects/Keywords: Communication - Study and teaching (Higher); Teachers colleges - South Africa - Curricula; Universities and colleges - Curricula; Education, Higher - South Africa - Curricula; Competency based education

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APA (6^th Edition):

Modiphane, M. C. (2012). A curriculum framework for communication studies at teacher training institutions. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6444

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Modiphane, Mpho Calphonia. “A curriculum framework for communication studies at teacher training institutions.” 2012. Thesis, University of Johannesburg. Accessed April 11, 2021. http://hdl.handle.net/10210/6444.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Modiphane, Mpho Calphonia. “A curriculum framework for communication studies at teacher training institutions.” 2012. Web. 11 Apr 2021.

Vancouver:

Modiphane MC. A curriculum framework for communication studies at teacher training institutions. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10210/6444.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Modiphane MC. A curriculum framework for communication studies at teacher training institutions. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6444

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Missouri – Columbia

15. Hogue, Laurel Kay. Innovation in summer sessions : a qualitative, multi-case study of public universities summer session programs through the use of academic entrepreneurship.

Degree: 2017, University of Missouri – Columbia

URL: http://hdl.handle.net/10355/61933

► The emergence of academic entrepreneurship is a recent phenomenon and the application of academic entrepreneurship is not consistent nor has consensus among institutions (Mars and… (more)

▼ The emergence of academic entrepreneurship is a recent phenomenon and the application of academic entrepreneurship is not consistent nor has consensus among institutions (Mars and Metcalfe, 2009). Mars and Rios-Aguilar (2010) posited that to understand the benefits and barriers of supporting and creating entrepreneurial activity in higher education, researchers need to apply the following conceptual dimensions when studying academic entrepreneurship: (1) creative disruption; (2) (dis)equilibrium; (3) innovation; (4) value creation; (5) [and] opportunity recognition. In this dissertation, a qualitative multi case study examined academic entrepreneurship with particular attention focused on the summer session administrator and how that role influences and interprets university entrepreneurial activity. Through data analysis, the researcher sought to understand how university summer session administrators as institutional entrepreneurs foster innovation and entrepreneurship within a university landscape and additionally, how university summer session programs engage in entrepreneurial market and nonmarket or socially-oriented activities; ultimately recognizing how institutions may adopt the activity into the broader university strategic plan (Mars and Rios-Aguilar). The participants for the study consisted of three summer session administrators, their supervisors and faculty and staff whom support market or non-market like activity during the summer session. Data collection methods included audio-recorded personal interviews, focus groups, document collection and observations were conducted at three public higher education institutions located within the North Central region of the North American Association on Summer Sessions (NAASS). Through data analysis, three themes and a number of subthemes emerged: 1) Campus Collaboration, with subthemes of: a) Expanded Student Support Services, and b) Facility Usage; 2) Business Enterprise with subthemes: a) Incentivizing and Risk Management, b) Marketing c) Data Analysis and Reporting; and 3) Enrollment Management with the subthemes: a) Outreach to New Audiences, b) Retention and Completion Efforts and c) Year Round University. The implications of this study suggest a business enterprise dependent on revenue will be aware of competing market forces, will use data driven decision-making and utilize incentive models to drive entrepreneurial culture. Secondly, enrollment management issues such as retention and graduation rates are increasingly reliant on the success of summer sessions. In addition, administrators play a vital role in shaping enrollment goals, fee structures and advising infrastructures for their organizations as supported by Sims, 2007. Finally, summer session administrators are collaborating with offices across campus to provide student support services. The intent is to work across service silos, present a united front to students while maintaining service expectations year-round rather than just Fall and Spring semester. Most entrepreneurial activity identified… Advisors/Committee Members: Martin, Barbara N. (advisor).

Subjects/Keywords: Entrepreneurship – Study and teaching (Higher); Public universities and colleges

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

APA (6^th Edition):

Hogue, L. K. (2017). Innovation in summer sessions : a qualitative, multi-case study of public universities summer session programs through the use of academic entrepreneurship. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/61933

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hogue, Laurel Kay. “Innovation in summer sessions : a qualitative, multi-case study of public universities summer session programs through the use of academic entrepreneurship.” 2017. Thesis, University of Missouri – Columbia. Accessed April 11, 2021. http://hdl.handle.net/10355/61933.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hogue, Laurel Kay. “Innovation in summer sessions : a qualitative, multi-case study of public universities summer session programs through the use of academic entrepreneurship.” 2017. Web. 11 Apr 2021.

Vancouver:

Hogue LK. Innovation in summer sessions : a qualitative, multi-case study of public universities summer session programs through the use of academic entrepreneurship. [Internet] [Thesis]. University of Missouri – Columbia; 2017. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10355/61933.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hogue LK. Innovation in summer sessions : a qualitative, multi-case study of public universities summer session programs through the use of academic entrepreneurship. [Thesis]. University of Missouri – Columbia; 2017. Available from: http://hdl.handle.net/10355/61933

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Fink, Susan Jo Breakenridge. An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University .

Degree: 2011, Drake U

URL: http://hdl.handle.net/2092/1623

► The purpose of this study was to explore how instructors at a mid-sized Midwest four-year undergraduate private university view the purpose, structure, format and use… (more)

Subjects/Keywords: Teaching – Education (Higher) – Outline, syllabi, etc. – Midwest; Universities and colleges – Study and teaching – Outline, syllabi, etc. – Midwest; College teachers – Outline, syllabi, etc. – Midwest; Education, Higher – Curricula – Midwest

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

APA (6^th Edition):

Fink, S. J. B. (2011). An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1623

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fink, Susan Jo Breakenridge. “An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University .” 2011. Thesis, Drake U. Accessed April 11, 2021. http://hdl.handle.net/2092/1623.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fink, Susan Jo Breakenridge. “An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University .” 2011. Web. 11 Apr 2021.

Vancouver:

Fink SJB. An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University . [Internet] [Thesis]. Drake U; 2011. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/2092/1623.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fink SJB. An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1623

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Carolina – Greensboro

17. Rikard, Grace Linda. Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation.

Degree: 1979, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24394

► The purpose of this study was to investigate teacher perceptions of selected organizational characteristics that described the management systems of their Schools and Departments of… (more)

Subjects/Keywords: Physical education and training – Study and teaching (Higher); Universities and colleges – Departments – Administration; College teachers – Attitudes

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APA (6^th Edition):

Rikard, G. L. (1979). Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24394

Chicago Manual of Style (16^th Edition):

Rikard, Grace Linda. “Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation.” 1979. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed April 11, 2021. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24394.

MLA Handbook (7^th Edition):

Rikard, Grace Linda. “Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation.” 1979. Web. 11 Apr 2021.

Vancouver:

Rikard GL. Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 1979. [cited 2021 Apr 11]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24394.

Council of Science Editors:

Rikard GL. Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation. [Doctoral Dissertation]. University of North Carolina – Greensboro; 1979. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24394

18. NC DOCKS at The University of North Carolina at Greensboro; Rikard, Grace Linda. Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation.

Degree: 1979, NC Docks

URL: http://libres.uncg.edu/ir/uncg/f/Rikard_uncg_8002577.PDF

► The purpose of this study was to investigate teacher perceptions of selected organizational characteristics that described the management systems of their Schools and Departments of… (more)

Subjects/Keywords: Physical education and training $x Study and teaching (Higher); Universities and colleges $x Departments $x Administration; College teachers $x Attitudes

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APA (6^th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Rikard, G. L. (1979). Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Rikard_uncg_8002577.PDF

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Rikard, Grace Linda. “Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation.” 1979. Thesis, NC Docks. Accessed April 11, 2021. http://libres.uncg.edu/ir/uncg/f/Rikard_uncg_8002577.PDF.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Rikard, Grace Linda. “Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation.” 1979. Web. 11 Apr 2021.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Rikard GL. Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation. [Internet] [Thesis]. NC Docks; 1979. [cited 2021 Apr 11]. Available from: http://libres.uncg.edu/ir/uncg/f/Rikard_uncg_8002577.PDF.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Rikard GL. Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation. [Thesis]. NC Docks; 1979. Available from: http://libres.uncg.edu/ir/uncg/f/Rikard_uncg_8002577.PDF

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Durban University of Technology

19. Ramouthar, Shayna. Aligning private higher education with the needs of the local tourism industry.

Degree: 2015, Durban University of Technology

URL: http://hdl.handle.net/10321/2483

►

Submitted in full requirement of Degree of Master of Management Sciences Specialising in Hospitality and Tourism , Department of Hospitality and Tourism, Faculty of Management… (more)

▼

Submitted in full requirement of Degree of Master of Management Sciences Specialising in Hospitality and Tourism , Department of Hospitality and Tourism, Faculty of Management Sciences, Durban University of Technology, Durban, South Sfrica. 2015.

There is a considerable gap between what is provided by tourism education providers and the needs expressed by the industry. Literature pertaining to private higher education institutions based in KwaZulu-Natal (KZN) curriculum provision is very limited. Therefore, this study sought to determine whether tourism qualifications offered at registered private higher education institutions in KZN are aligned with the needs of the local tourism industry. This study accordingly identified and investigated the gaps between the needs of the local tourism industry and the core tourism curriculum offered at private institutions. In addition, the study closely examined the curricula offered by analysing and comparing the similarities and differences between the tourism curriculums of each private institution. In order to provide solutions and recommendations for future curriculum development, stakeholder’s views on what a tourism curriculum offered at private higher education institutions should entail was evaluated. Respondents comprised of managers from selected sectors of the local tourism industry, tourism graduates, tourism curriculum designers and tourism academics of the selected private higher education institutions. To achieve the first and third objective, a mixed-methods approach was adapted. This empirical study utilised electronic surveys to obtain a sample of 164 participants. A document analysis entailing thematic analysis was also complied to address the second objective. The findings revealed that there are more similarities amongst the education providers’ formal curriculum content than differences. However, the tourism curricula on offer by all the sampled private higher education institutions were observed not to align with the needs of the local tourism industry. Therefore, this study identified numerous gaps between the needs of the local tourism industry and the provisions by private higher education institutions. The misalignment was found to be attributable to multiple factors for which recommendations are made.

M

Advisors/Committee Members: Naidoo, Krishna Murthi.

Subjects/Keywords: Tourism – Study and teaching (Higher) – South Africa; Tourism – Employees – Training of – South Africa; Private universities and colleges – Curricula – South Africa; Education, Higher – South Africa

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

APA (6^th Edition):

Ramouthar, S. (2015). Aligning private higher education with the needs of the local tourism industry. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/2483

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ramouthar, Shayna. “Aligning private higher education with the needs of the local tourism industry.” 2015. Thesis, Durban University of Technology. Accessed April 11, 2021. http://hdl.handle.net/10321/2483.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ramouthar, Shayna. “Aligning private higher education with the needs of the local tourism industry.” 2015. Web. 11 Apr 2021.

Vancouver:

Ramouthar S. Aligning private higher education with the needs of the local tourism industry. [Internet] [Thesis]. Durban University of Technology; 2015. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10321/2483.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ramouthar S. Aligning private higher education with the needs of the local tourism industry. [Thesis]. Durban University of Technology; 2015. Available from: http://hdl.handle.net/10321/2483

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Bingham, Ashleigh Nicole. Women's and gender studies instruction : teaching to replace the Renaissance man in the face of conservatism.

Degree: Thesis (D. Ed.), 2019, Ball State University

URL: http://cardinalscholar.bsu.edu/handle/123456789/201771

► Regardless of growing global enrollment rates, critics have long interrogated the merit of Women’s and Gender Studies referring to it as a frivolous investment. At… (more)

▼ Regardless of growing global enrollment rates, critics have long interrogated the merit of Women’s and Gender Studies referring to it as a frivolous investment. At the same time, many students fail to understand the purpose or benefit of a WGS education while instructors struggle to find pedagogical works to utilize in their teaching. Although studies have offered insight into student experiences and learning outcomes in WGS classrooms, they offer little in terms of the instructors’ efforts throughout the teaching and learning process (Berger & Radeloff, 2014; Kelly & Breinlinger, 1995; Sevelius & Stake, 2003; Spoor & LehMiller, 2014; Stake, 2006; 2007; Stake & Gerner, 1987; Stake & Hoffman, 2001; Stake & Rose, 1994; Zucker, 2004). To address this gap in the literature, I explored the experiences and efforts of instructors while teaching for a WGS program or department in a conservative state where the culture challenges the core of the academic discipline. I employed an interpretive phenomenological analysis (Smith, Flowers, & Larkin, 2009). The study was guided by the research questions (a) how do instructors in fouryear institutions of higher education in Indiana experience teaching WGS courses, (b) how do WGS instructors prepare their syllabi, lesson plans, and course materials prior to the start of the course, (c) how do WGS instructors prioritize which lessons and topics are addressed throughout the semester, and (d) how do WGS instructors facilitate learning in and outside of their classrooms? Eleven instructors from four of the largest public, four-year universities in Indiana participated in semi-structured interviews. The resulting themes of themes (a) guiding students to personal and academic growth, (b) teaching as a form of care,(c) encouraging engagement, and (d) courses as living entities portray the experiences and efforts of the instructors to be intentional, methodical, and care-driven. Advisors/Committee Members: Mulvihill, Thalia M., 1963- (advisor).

Subjects/Keywords: Women's studies – Study and teaching; Gender identity – Study and teaching; Universities and colleges – Indiana – Faculty – Attitudes; Conservatism – Indiana

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

APA (6^th Edition):

Bingham, A. N. (2019). Women's and gender studies instruction : teaching to replace the Renaissance man in the face of conservatism. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/201771

Chicago Manual of Style (16^th Edition):

Bingham, Ashleigh Nicole. “Women's and gender studies instruction : teaching to replace the Renaissance man in the face of conservatism.” 2019. Doctoral Dissertation, Ball State University. Accessed April 11, 2021. http://cardinalscholar.bsu.edu/handle/123456789/201771.

MLA Handbook (7^th Edition):

Bingham, Ashleigh Nicole. “Women's and gender studies instruction : teaching to replace the Renaissance man in the face of conservatism.” 2019. Web. 11 Apr 2021.

Vancouver:

Bingham AN. Women's and gender studies instruction : teaching to replace the Renaissance man in the face of conservatism. [Internet] [Doctoral dissertation]. Ball State University; 2019. [cited 2021 Apr 11]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/201771.

Council of Science Editors:

Bingham AN. Women's and gender studies instruction : teaching to replace the Renaissance man in the face of conservatism. [Doctoral Dissertation]. Ball State University; 2019. Available from: http://cardinalscholar.bsu.edu/handle/123456789/201771

Universidade Estadual de Campinas

21. Valsechi, Marília Curado, 1985-. Afinal, o que é o estágio supervisionado? De labirinto a entrelugar : o estágio proposto pela Universidade na visão dos estagiários.

Degree: Instituto de Estudos da Linguagem; Programa de Pós-Graduação em Linguística Aplicada, 2016, Universidade Estadual de Campinas

URL: VALSECHI, Marília Curado. Afinal, o que é o estágio supervisionado? De labirinto a entrelugar: o estágio proposto pela Universidade na visão dos estagiários. 2016. 1 recurso online (298 p.). Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem, Campinas, SP. Disponível em: <http://www.repositorio.unicamp.br/handle/REPOSIP/305676>. Acesso em: 30 ago. 2018. ; http://repositorio.unicamp.br/jspui/handle/REPOSIP/305676

►

Orientador: Angela Del Carmen Bustos Romero de Kleiman

Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem

Made available in DSpace on… (more)

▼

Orientador: Angela Del Carmen Bustos Romero de Kleiman

Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem

Made available in DSpace on 2018-08-30T17:53:46Z (GMT). No. of bitstreams: 1 Valsechi_MariliaCurado_D.pdf: 4599224 bytes, checksum: 9031db2c545cec855bfc82bdbd07f4ae (MD5) Previous issue date: 2016

Resumo: Esta pesquisa investigou o estágio supervisionado do curso de Letras noturno de uma universidade pública paulista com o objetivo de analisar os modos de inserção de estagiários nas práticas acadêmicas e profissionais dessa situação específica de estágio. O estudo foi motivado pela minha experiência profissional como professora formadora, responsável pelas disciplinas de estágio em língua materna das turmas do período noturno da instituição de ensino superior pública na qual atuei em caráter temporário. Tradicionalmente investigado na área da Educação, o estágio supervisionado tem se tornado objeto de pesquisa de áreas como a Linguística Aplicada (LA), a exemplo desta tese. Inserida no Grupo Letramento do Professor, esta pesquisa partilha tanto da responsabilidade ética e social da LA transdisciplinar quanto dos compromissos ético-políticos do Grupo, ao visar contribuir para a formação docente numa perspectiva colaborativa e legitimadora do trabalho do professor. De natureza qualitativo-interpretativista e cunho etnográfico, este estudo lança mão de um amplo conjunto de dados, gerados durante minha atuação como professora substituta na instituição: meu planejamento da disciplina, meus diários de campo, produzidos em função das aulas na universidade, aulas áudio-gravadas na universidade e textos produzidos pelos estagiários (relatórios de estágio, comentários postados no blog da disciplina, questionário de avaliação de disciplina), documentos da universidade, além de entrevistas semiestruturadas com alguns professores formados ("ex estagiários"). São focalizados 20 alunos estagiários da turma de 30 alunos para a qual ministrei disciplinas de estágio em 2011 e 2012. A teia teórica transdisciplinar deste estudo é construída, principalmente, pelo entrelaçamento da teoria sócio-enunciativa do Círculo de Bakhtin e pela teoria sociocultural dos Estudos de Letramento. A análise dos documentos da universidade revela o conjunto de forças que atuam sobre a cadeia da comunicação verbal desta esfera, evidenciando a tensão das assimetrias de poder da instituição. A descrição e análise da primeira disciplina de estágio mostrou que os alunos ecoam vozes sociais tradicionais relacionadas à prática escolar, baseadas no controle e na disciplina. Já a análise das práticas letradas na segunda disciplina mostrou que os estagiários são inseridos em práticas de letramento acadêmico ocultas, de mistério (LILLIS, 2001), descoladas de sua realidade e alheias aos seus propósitos de letramento. Os estagiários também se envolvem, na disciplina de estágio, em práticas situadas, colaborativas, explícitas, com objetivos compreensíveis, quando uma abordagem de ensino culturalmente sensível aos…

Advisors/Committee Members: UNIVERSIDADE ESTADUAL DE CAMPINAS, Kleiman, Angela, 1945-, Kleiman, Angela Del Carmen Bustos Romero de, 1945-, Pinto, Ana Lucia Guedes, Bueno, Luzia, Reichmann, Carla Lynn, Vovio, Claudia Lemos.

Subjects/Keywords: Programas de estágios; Professores - Formação; Língua portuguesa - Estudo e ensino; Letramento - Estudo e ensino (Superior); Análise do discurso; Estudantes universitários; Universidades e faculdades públicas - Brasil; Internship programs; Teachers, Training of; Portuguese language - Study and teaching; Literacy - Study and teaching (Higher); Discourse analysis; College students; Public universities and colleges - Brazil

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

APA (6^th Edition):

Valsechi, Marília Curado, 1. (2016). Afinal, o que é o estágio supervisionado? De labirinto a entrelugar : o estágio proposto pela Universidade na visão dos estagiários. (Doctoral Dissertation). Universidade Estadual de Campinas. Retrieved from VALSECHI, Marília Curado. Afinal, o que é o estágio supervisionado? De labirinto a entrelugar: o estágio proposto pela Universidade na visão dos estagiários. 2016. 1 recurso online (298 p.). Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem, Campinas, SP. Disponível em: <http://www.repositorio.unicamp.br/handle/REPOSIP/305676>. Acesso em: 30 ago. 2018. ; http://repositorio.unicamp.br/jspui/handle/REPOSIP/305676

Chicago Manual of Style (16^th Edition):

Valsechi, Marília Curado, 1985-. “Afinal, o que é o estágio supervisionado? De labirinto a entrelugar : o estágio proposto pela Universidade na visão dos estagiários.” 2016. Doctoral Dissertation, Universidade Estadual de Campinas. Accessed April 11, 2021. VALSECHI, Marília Curado. Afinal, o que é o estágio supervisionado? De labirinto a entrelugar: o estágio proposto pela Universidade na visão dos estagiários. 2016. 1 recurso online (298 p.). Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem, Campinas, SP. Disponível em: <http://www.repositorio.unicamp.br/handle/REPOSIP/305676>. Acesso em: 30 ago. 2018. ; http://repositorio.unicamp.br/jspui/handle/REPOSIP/305676.

MLA Handbook (7^th Edition):

Valsechi, Marília Curado, 1985-. “Afinal, o que é o estágio supervisionado? De labirinto a entrelugar : o estágio proposto pela Universidade na visão dos estagiários.” 2016. Web. 11 Apr 2021.

Vancouver:

Valsechi, Marília Curado 1. Afinal, o que é o estágio supervisionado? De labirinto a entrelugar : o estágio proposto pela Universidade na visão dos estagiários. [Internet] [Doctoral dissertation]. Universidade Estadual de Campinas; 2016. [cited 2021 Apr 11]. Available from: VALSECHI, Marília Curado. Afinal, o que é o estágio supervisionado? De labirinto a entrelugar: o estágio proposto pela Universidade na visão dos estagiários. 2016. 1 recurso online (298 p.). Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem, Campinas, SP. Disponível em: <http://www.repositorio.unicamp.br/handle/REPOSIP/305676>. Acesso em: 30 ago. 2018. ; http://repositorio.unicamp.br/jspui/handle/REPOSIP/305676.

Council of Science Editors:

Valsechi, Marília Curado 1. Afinal, o que é o estágio supervisionado? De labirinto a entrelugar : o estágio proposto pela Universidade na visão dos estagiários. [Doctoral Dissertation]. Universidade Estadual de Campinas; 2016. Available from: VALSECHI, Marília Curado. Afinal, o que é o estágio supervisionado? De labirinto a entrelugar: o estágio proposto pela Universidade na visão dos estagiários. 2016. 1 recurso online (298 p.). Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem, Campinas, SP. Disponível em: <http://www.repositorio.unicamp.br/handle/REPOSIP/305676>. Acesso em: 30 ago. 2018. ; http://repositorio.unicamp.br/jspui/handle/REPOSIP/305676

22. Crider, Amy Leigh. A New Freshman Composition Pedagogy for Christian Colleges and Universities.

Degree: 2018, Southern Baptist Theological Seminary

URL: http://hdl.handle.net/10392/5473

► Freshman composition instructors at Christian institutions face a disturbing predicament: competing pedagogies, administrative pressure to prove freshman composition’s merit, public clamoring for greater return on… (more)

▼ Freshman composition instructors at Christian institutions face a disturbing predicament: competing pedagogies, administrative pressure to prove freshman composition’s merit, public clamoring for greater return on the college investment, technology redefining what “writing” is, a postmodern audience, and most concerning, the challenge to find an instructional model in a sea of pedagogies void of Christian ideology. The field of composition and rhetoric, unlike literature and other disciplines, does not have a pedagogy that successfully reconciles faith and scholarship. The purpose of this Doctor of Education thesis is to ignite a conversation among Christian composition faculty by introducing a prototype Christian freshman composition pedagogy built on a Christian theological, philosophical, and educational foundation rather than maintaining the common practice of overlaying Christian ideas on secular pedagogies. The proposed writing pedagogy is beyond a perfunctory skills and service course because communication through writing is not only divinely modeled, it is essential for human flourishing. The structure of this Trinitarian writing theory is dually aimed at both the writing pedagogue, by providing the resources from which the teacher can develop an instructional pathway, and the student writer, by providing the resources from which the learner develops functional writing strategies encased within a biblically-grounded motivation for writing. Rooted in Kevin Vanhoozer’s Trinitarian Theology of Communication, this Christian writing pedagogical theory unfolds through a series of similarly-shaped triune-based structures that move from theological formation to methodological practice. Chapter 1 argues that composition pedagogy is in crisis, not only at Christian colleges and universities, but secular institutions as well. Providing a context for the aforementioned crisis, chapter 2 historically traces composition instruction trends in America. While Christian scholars have proposed ways to apply faith and learning in other academic fields, no thoroughly Christian writing pedagogy has yet been created. Chapter 3 overviews secular strategies developed in response to the composition instruction crisis and those strategies’ lack of effectiveness. Chapter 4 serves to build the theological and philosophical foundation of a new instructional design theory. Chapters 5-9 provide a detailed progression of the new writing theory from its theological inception to the methodological and practical culmination as an act of worship for the student writer. Craig Bartholomew’s Tree of Knowledge provides the systematic method this project uses to rebuild composition theory; Kevin Vanhoozer's Trinitarian Theology of Communication model is the theological base that provides the key theoretical categories of the new writing pedagogy. Chapters 10-12 examine how the theory’s biblically-based distinctives translate to the classroom. Advisors/Committee Members: Foster, Anthony W (advisor).

Subjects/Keywords: English language – Rhetoric – Study and teaching (Higher); Academic writing – Study and teaching (Higher); Christian universities and colleges.; Christian education.

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

APA (6^th Edition):

Crider, A. L. (2018). A New Freshman Composition Pedagogy for Christian Colleges and Universities. (Thesis). Southern Baptist Theological Seminary. Retrieved from http://hdl.handle.net/10392/5473

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Crider, Amy Leigh. “A New Freshman Composition Pedagogy for Christian Colleges and Universities.” 2018. Thesis, Southern Baptist Theological Seminary. Accessed April 11, 2021. http://hdl.handle.net/10392/5473.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Crider, Amy Leigh. “A New Freshman Composition Pedagogy for Christian Colleges and Universities.” 2018. Web. 11 Apr 2021.

Vancouver:

Crider AL. A New Freshman Composition Pedagogy for Christian Colleges and Universities. [Internet] [Thesis]. Southern Baptist Theological Seminary; 2018. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10392/5473.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crider AL. A New Freshman Composition Pedagogy for Christian Colleges and Universities. [Thesis]. Southern Baptist Theological Seminary; 2018. Available from: http://hdl.handle.net/10392/5473

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Northeastern University

23. Timmons, Maureen L. Cultivating a taste for curricular innovation at one university.

Degree: EdD, School of Education, 2014, Northeastern University

URL: http://hdl.handle.net/2047/d20018706

► This study sought to understand whether, and if so how, food can serve as a unifying element in the general education curriculum at a post-secondary… (more)

Subjects/Keywords: curricular innovation; diffusion of innovations; food; general education; interdisciplinary; narrative inquiry; Higher Education; Interdisciplinary approach in education; Food; Study and teaching (Higher); Universities and colleges; Curricula; Curriculum planning; Curriculum change

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APA (6^th Edition):

Timmons, M. L. (2014). Cultivating a taste for curricular innovation at one university. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018706

Chicago Manual of Style (16^th Edition):

Timmons, Maureen L. “Cultivating a taste for curricular innovation at one university.” 2014. Masters Thesis, Northeastern University. Accessed April 11, 2021. http://hdl.handle.net/2047/d20018706.

MLA Handbook (7^th Edition):

Timmons, Maureen L. “Cultivating a taste for curricular innovation at one university.” 2014. Web. 11 Apr 2021.

Vancouver:

Timmons ML. Cultivating a taste for curricular innovation at one university. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/2047/d20018706.

Council of Science Editors:

Timmons ML. Cultivating a taste for curricular innovation at one university. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018706

24. Fitzgerald, John A. A study of the comprehensive examination administered to graduate students in the Department of Education, Massachusetts State College, 1939.

Degree: Education, 1940, University of Massachusetts

URL: https://scholarworks.umass.edu/theses/2628

Subjects/Keywords: Education Study and teaching Massachusetts; Training of teachers Massachusetts; Universities and colleges Examinations

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APA (6^th Edition):

Fitzgerald, J. A. (1940). A study of the comprehensive examination administered to graduate students in the Department of Education, Massachusetts State College, 1939. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/2628

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fitzgerald, John A. “A study of the comprehensive examination administered to graduate students in the Department of Education, Massachusetts State College, 1939.” 1940. Thesis, University of Massachusetts. Accessed April 11, 2021. https://scholarworks.umass.edu/theses/2628.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fitzgerald, John A. “A study of the comprehensive examination administered to graduate students in the Department of Education, Massachusetts State College, 1939.” 1940. Web. 11 Apr 2021.

Vancouver:

Fitzgerald JA. A study of the comprehensive examination administered to graduate students in the Department of Education, Massachusetts State College, 1939. [Internet] [Thesis]. University of Massachusetts; 1940. [cited 2021 Apr 11]. Available from: https://scholarworks.umass.edu/theses/2628.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fitzgerald JA. A study of the comprehensive examination administered to graduate students in the Department of Education, Massachusetts State College, 1939. [Thesis]. University of Massachusetts; 1940. Available from: https://scholarworks.umass.edu/theses/2628

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

25. Thompson, Kristine A. (Kristine Ann). Finding vocation in academic work : early career in the evolving field of physical therapy.

Degree: PhD, Department of Educational Administration, 2000, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:30617

Subjects/Keywords: Physical therapy schools – Faculty; Physical therapy – Study and teaching; Physical therapy – Vocational guidance; College teachers; Educators; Junior colleges – Faculty; Teachers; Universities and colleges – Faculty; Career development

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APA (6^th Edition):

Thompson, K. A. (. A. (2000). Finding vocation in academic work : early career in the evolving field of physical therapy. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:30617

Chicago Manual of Style (16^th Edition):

Thompson, Kristine A (Kristine Ann). “Finding vocation in academic work : early career in the evolving field of physical therapy.” 2000. Doctoral Dissertation, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:30617.

MLA Handbook (7^th Edition):

Thompson, Kristine A (Kristine Ann). “Finding vocation in academic work : early career in the evolving field of physical therapy.” 2000. Web. 11 Apr 2021.

Vancouver:

Thompson KA(A. Finding vocation in academic work : early career in the evolving field of physical therapy. [Internet] [Doctoral dissertation]. Michigan State University; 2000. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:30617.

Council of Science Editors:

Thompson KA(A. Finding vocation in academic work : early career in the evolving field of physical therapy. [Doctoral Dissertation]. Michigan State University; 2000. Available from: http://etd.lib.msu.edu/islandora/object/etd:30617

University of Oklahoma

26. Leach, Georgia Belle. Art requirements in teacher training programs of Southern colleges since 1900.

Degree: PhD, 1963, University of Oklahoma

URL: http://hdl.handle.net/11244/1605

Subjects/Keywords: Art in universities and colleges.; Education, Teacher Training.; Art Study and teaching.

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

APA (6^th Edition):

Leach, G. B. (1963). Art requirements in teacher training programs of Southern colleges since 1900. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/1605

Chicago Manual of Style (16^th Edition):

Leach, Georgia Belle. “Art requirements in teacher training programs of Southern colleges since 1900.” 1963. Doctoral Dissertation, University of Oklahoma. Accessed April 11, 2021. http://hdl.handle.net/11244/1605.

MLA Handbook (7^th Edition):

Leach, Georgia Belle. “Art requirements in teacher training programs of Southern colleges since 1900.” 1963. Web. 11 Apr 2021.

Vancouver:

Leach GB. Art requirements in teacher training programs of Southern colleges since 1900. [Internet] [Doctoral dissertation]. University of Oklahoma; 1963. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/11244/1605.

Council of Science Editors:

Leach GB. Art requirements in teacher training programs of Southern colleges since 1900. [Doctoral Dissertation]. University of Oklahoma; 1963. Available from: http://hdl.handle.net/11244/1605

Virginia Tech

27. Curry-Williams, Margaret L. Factors that influence "other-race" faculty decisions to accept, remain in, and consider leaving faculty positions at four southeastern public universities.

Degree: PhD, Public Administration and Public Affairs, 1985, Virginia Tech

URL: http://hdl.handle.net/10919/54748

► In this study, the dilemmas faced by higher education managers who attempt faculty desegregation within the narrow framework (affirmative action) provided by the courts and… (more)

Subjects/Keywords: LD5655.V856 1985.C877; Faculty integration; Universities and colleges – Faculty. – Virginia; Management – Study and teaching (Higher); Job satisfaction

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APA (6^th Edition):

Curry-Williams, M. L. (1985). Factors that influence "other-race" faculty decisions to accept, remain in, and consider leaving faculty positions at four southeastern public universities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/54748

Chicago Manual of Style (16^th Edition):

Curry-Williams, Margaret L. “Factors that influence "other-race" faculty decisions to accept, remain in, and consider leaving faculty positions at four southeastern public universities.” 1985. Doctoral Dissertation, Virginia Tech. Accessed April 11, 2021. http://hdl.handle.net/10919/54748.

MLA Handbook (7^th Edition):

Curry-Williams, Margaret L. “Factors that influence "other-race" faculty decisions to accept, remain in, and consider leaving faculty positions at four southeastern public universities.” 1985. Web. 11 Apr 2021.

Vancouver:

Curry-Williams ML. Factors that influence "other-race" faculty decisions to accept, remain in, and consider leaving faculty positions at four southeastern public universities. [Internet] [Doctoral dissertation]. Virginia Tech; 1985. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10919/54748.

Council of Science Editors:

Curry-Williams ML. Factors that influence "other-race" faculty decisions to accept, remain in, and consider leaving faculty positions at four southeastern public universities. [Doctoral Dissertation]. Virginia Tech; 1985. Available from: http://hdl.handle.net/10919/54748

IUPUI

28. Guillot III, Gerard Majella. Does time matter? : a search for meaningful medical school faculty cohorts.

Degree: 2014, IUPUI

URL: http://hdl.handle.net/1805/6297

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Indiana University-Purdue University Indianapolis (IUPUI)

Background. Traditionally, departmental appointment type (basic science or clinical) and/or degree earned (PhD, MD, or MD-PhD) have served as proxies… (more)

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Indiana University-Purdue University Indianapolis (IUPUI)

Background. Traditionally, departmental appointment type (basic science or clinical) and/or degree earned (PhD, MD, or MD-PhD) have served as proxies for how we conceptualize clinical and basic science faculty. However, the landscape in which faculty work has considerably changed and now challenges the meaning of these cohorts. Within this context I introduce a behavior-based role variable that is defined by how faculty spend their time in four academic activities: teaching, research, patient care, and administrative duties. Methods. Two approaches to role were compared to department type and degree earned in terms of their effects on how faculty report their perceptions and experiences of faculty vitality and its related constructs. One approach included the percent of time faculty spent engaged in each of the four academic activities. The second approach included role groups described by a time allocation rubric. This study included faculty from four U.S. medical schools (N = 1,497) and data from the 2011 Indiana University School of Medicine Faculty Vitality Survey. Observed variable path analysis evaluated models that included traditional demographic variables, the role variable, and faculty vitality constructs (e.g., productivity, professional engagement, and career satisfaction). Results. Role group effects on faculty vitality constructs were much stronger than those of percent time variables, suggesting that patterns of how faculty distribute their time are more important than exactly how much time they allocate to single activities. Role group effects were generally similar to, and sometimes stronger than, those of department type and degree earned. Further, the number of activities that faculty participate in is as important a predictor of how faculty experience vitality constructs as their role groups. Conclusions. How faculty spend their time is a valuable and significant addition to vitality models and offers several advantages over traditional cohort variables. Insights into faculty behavior can also show how institutional missions are (or are not) being served. These data can inform hiring practices, development of academic tracks, and faculty development interventions. As institutions continue to unbundle faculty roles and faculty become increasingly differentiated, the role variable can offer a simple way to study faculty, especially across multiple institutions.

Advisors/Committee Members: Palmer, Megan M., Dankoski, Mary E., Nelson Laird, Thomas F., Seifert, Mark F., Shew, Ronald L..

Subjects/Keywords: medical school; faculty cohort; faculty vitality; Indiana University School of Medicine – Faculty – Research; Pennsylvania State University. College of Medicine – Faculty – Research; University of Illinois at the Medical Center. College of Medicine – Faculty – Research; University of Arkansas for Medical Sciences – Faculty – Research; Medicine – Study and teaching – Research – Faculty – Surveys; Universities and colleges – Faculty – Job satisfaction; Universities and colleges – Faculty – Evaluation; Medical sciences – Study and teaching; Clinical medicine – Study and teaching; College teaching – Research; Academic medical centers – Research – Surveys; Social cognitive theory – Research; Factor analysis – Research; Physician and patient – Research; Motivation in education – Research

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

APA (6^th Edition):

Guillot III, G. M. (2014). Does time matter? : a search for meaningful medical school faculty cohorts. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/6297

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Guillot III, Gerard Majella. “Does time matter? : a search for meaningful medical school faculty cohorts.” 2014. Thesis, IUPUI. Accessed April 11, 2021. http://hdl.handle.net/1805/6297.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Guillot III, Gerard Majella. “Does time matter? : a search for meaningful medical school faculty cohorts.” 2014. Web. 11 Apr 2021.

Vancouver:

Guillot III GM. Does time matter? : a search for meaningful medical school faculty cohorts. [Internet] [Thesis]. IUPUI; 2014. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/1805/6297.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guillot III GM. Does time matter? : a search for meaningful medical school faculty cohorts. [Thesis]. IUPUI; 2014. Available from: http://hdl.handle.net/1805/6297

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Montana

29. Berkram, Gelene. Faculty practice in nursing education programs in rural states.

Degree: Doctor of Education (EdD), 1998, University of Montana

URL: https://scholarworks.umt.edu/etd/10515

Subjects/Keywords: Nursing Study and teaching.; Universities and colleges Faculty.

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

APA (6^th Edition):

Berkram, G. (1998). Faculty practice in nursing education programs in rural states. (Doctoral Dissertation). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/10515

Chicago Manual of Style (16^th Edition):

Berkram, Gelene. “Faculty practice in nursing education programs in rural states.” 1998. Doctoral Dissertation, University of Montana. Accessed April 11, 2021. https://scholarworks.umt.edu/etd/10515.

MLA Handbook (7^th Edition):

Berkram, Gelene. “Faculty practice in nursing education programs in rural states.” 1998. Web. 11 Apr 2021.

Vancouver:

Berkram G. Faculty practice in nursing education programs in rural states. [Internet] [Doctoral dissertation]. University of Montana; 1998. [cited 2021 Apr 11]. Available from: https://scholarworks.umt.edu/etd/10515.

Council of Science Editors:

Berkram G. Faculty practice in nursing education programs in rural states. [Doctoral Dissertation]. University of Montana; 1998. Available from: https://scholarworks.umt.edu/etd/10515

Northeastern University

30. Fagan, David J. Declining graduation rates at for-profit colleges: a qualitative case study approach to exploring possible causes and solutions.

Degree: EdD, School of Education, 2019, Northeastern University

URL: http://hdl.handle.net/2047/D20328885

► The purpose of this dissertation is to explore the causes of low baccalaureate graduation rates at for-profit colleges. Using Case Study Methodology, a comparative study… (more)

Subjects/Keywords: For-profit universities and colleges; Graduation requirements; Educational accountability; Study and teaching (Higher); Education, Higher; Aims and objectives

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

APA (6^th Edition):

Fagan, D. J. (2019). Declining graduation rates at for-profit colleges: a qualitative case study approach to exploring possible causes and solutions. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20328885

Chicago Manual of Style (16^th Edition):

Fagan, David J. “Declining graduation rates at for-profit colleges: a qualitative case study approach to exploring possible causes and solutions.” 2019. Masters Thesis, Northeastern University. Accessed April 11, 2021. http://hdl.handle.net/2047/D20328885.

MLA Handbook (7^th Edition):

Fagan, David J. “Declining graduation rates at for-profit colleges: a qualitative case study approach to exploring possible causes and solutions.” 2019. Web. 11 Apr 2021.

Vancouver:

Fagan DJ. Declining graduation rates at for-profit colleges: a qualitative case study approach to exploring possible causes and solutions. [Internet] [Masters thesis]. Northeastern University; 2019. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/2047/D20328885.

Council of Science Editors:

Fagan DJ. Declining graduation rates at for-profit colleges: a qualitative case study approach to exploring possible causes and solutions. [Masters Thesis]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20328885

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