subject:( Hierarchisches L sungskonzept)

1. Haas, Kirsten. Verbesserung der kognitiven Leistungsfähigkeit durch eine Maßnahme der betrieblichen Gesundheitsförderung: Untersuchung zum Teilnahme- und Teilnehmerverhalten.

Degree: 2014, Technische Universität Dortmund

URL: http://dx.doi.org/10.17877/DE290R-7136

Subjects/Keywords: Prozessevaluation; Hierarchisches lineares Modell; Intervention; Betriebliche Gesundheitsförderung; Gesundheitsverhalten; 150; Betriebliche Gesundheitsförderung; Leistungsfähigkeit

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Haas, K. (2014). Verbesserung der kognitiven Leistungsfähigkeit durch eine Maßnahme der betrieblichen Gesundheitsförderung: Untersuchung zum Teilnahme- und Teilnehmerverhalten. (Doctoral Dissertation). Technische Universität Dortmund. Retrieved from http://dx.doi.org/10.17877/DE290R-7136

Chicago Manual of Style (16^th Edition):

Haas, Kirsten. “Verbesserung der kognitiven Leistungsfähigkeit durch eine Maßnahme der betrieblichen Gesundheitsförderung: Untersuchung zum Teilnahme- und Teilnehmerverhalten.” 2014. Doctoral Dissertation, Technische Universität Dortmund. Accessed March 04, 2021. http://dx.doi.org/10.17877/DE290R-7136.

MLA Handbook (7^th Edition):

Haas, Kirsten. “Verbesserung der kognitiven Leistungsfähigkeit durch eine Maßnahme der betrieblichen Gesundheitsförderung: Untersuchung zum Teilnahme- und Teilnehmerverhalten.” 2014. Web. 04 Mar 2021.

Vancouver:

Haas K. Verbesserung der kognitiven Leistungsfähigkeit durch eine Maßnahme der betrieblichen Gesundheitsförderung: Untersuchung zum Teilnahme- und Teilnehmerverhalten. [Internet] [Doctoral dissertation]. Technische Universität Dortmund; 2014. [cited 2021 Mar 04]. Available from: http://dx.doi.org/10.17877/DE290R-7136.

Council of Science Editors:

Haas K. Verbesserung der kognitiven Leistungsfähigkeit durch eine Maßnahme der betrieblichen Gesundheitsförderung: Untersuchung zum Teilnahme- und Teilnehmerverhalten. [Doctoral Dissertation]. Technische Universität Dortmund; 2014. Available from: http://dx.doi.org/10.17877/DE290R-7136

2. Ezequiel Rodrigues Barbosa. Teoria de melhores constantes em análise geométrica: da escalar à vetorial.

Degree: 2008, Universidade Federal de Minas Gerais

URL: http://hdl.handle.net/1843/EABA-7P7QAQ

x Advisors/Committee Members: Marcos da Silva Montenegro, Marcos da Silva Montenegro, Jorge Hounie, Ruy Tojeiro Figueiredo Júnior, Paolo Piccione, Nikolai Alexandrovitch Goussevskii, Mario Jorge Dias Carneiro, Aldo Procacci.

Subjects/Keywords: l

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Barbosa, E. R. (2008). Teoria de melhores constantes em análise geométrica: da escalar à vetorial. (Thesis). Universidade Federal de Minas Gerais. Retrieved from http://hdl.handle.net/1843/EABA-7P7QAQ

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):

Barbosa, Ezequiel Rodrigues. “Teoria de melhores constantes em análise geométrica: da escalar à vetorial.” 2008. Thesis, Universidade Federal de Minas Gerais. Accessed March 04, 2021. http://hdl.handle.net/1843/EABA-7P7QAQ.

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

MLA Handbook (7^th Edition):

Barbosa, Ezequiel Rodrigues. “Teoria de melhores constantes em análise geométrica: da escalar à vetorial.” 2008. Web. 04 Mar 2021.

Vancouver:

Barbosa ER. Teoria de melhores constantes em análise geométrica: da escalar à vetorial. [Internet] [Thesis]. Universidade Federal de Minas Gerais; 2008. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1843/EABA-7P7QAQ.

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

Council of Science Editors:

Barbosa ER. Teoria de melhores constantes em análise geométrica: da escalar à vetorial. [Thesis]. Universidade Federal de Minas Gerais; 2008. Available from: http://hdl.handle.net/1843/EABA-7P7QAQ

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

University of Debrecen

3. Boldog, Csilla. Nitrogén források vizsgálata és optimalizálása biokatalitikus eljárással készülő gyógyszerhatóanyag fejlesztése során .

Degree: DE – TEK – Természettudományi és Technológiai Kar – Biológiai és Ökológiai Intézet, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/169173

Tirozin termeltetés Enterobacteriaceae családba tartozó baktérium enzimaktivitásának kihasználása útján. Advisors/Committee Members: Karaffa, Levente (advisor).

Subjects/Keywords: L-tirozin

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Boldog, C. (2013). Nitrogén források vizsgálata és optimalizálása biokatalitikus eljárással készülő gyógyszerhatóanyag fejlesztése során . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/169173

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):

Boldog, Csilla. “Nitrogén források vizsgálata és optimalizálása biokatalitikus eljárással készülő gyógyszerhatóanyag fejlesztése során .” 2013. Thesis, University of Debrecen. Accessed March 04, 2021. http://hdl.handle.net/2437/169173.

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

MLA Handbook (7^th Edition):

Boldog, Csilla. “Nitrogén források vizsgálata és optimalizálása biokatalitikus eljárással készülő gyógyszerhatóanyag fejlesztése során .” 2013. Web. 04 Mar 2021.

Vancouver:

Boldog C. Nitrogén források vizsgálata és optimalizálása biokatalitikus eljárással készülő gyógyszerhatóanyag fejlesztése során . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2437/169173.

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

Council of Science Editors:

Boldog C. Nitrogén források vizsgálata és optimalizálása biokatalitikus eljárással készülő gyógyszerhatóanyag fejlesztése során . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/169173

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

Brno University of Technology

4. Macháčková, Kristýna. Eliminace akrylamidu v potravinách: Elimination of acrylamide in foods.

Degree: 2019, Brno University of Technology

URL: http://hdl.handle.net/11012/13868

► The diploma thesis deals with the Influence of the Enzyme L-asparagine and the Inorganic salts (NaCl, CaCl2, NaHCO3 and NH4HCO3) on the elimination of the… (more)

Subjects/Keywords: Akrylamid; L-asparagin; L-asparagináza; Acrylamide; L-asparagine; L-asparaginase

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Macháčková, K. (2019). Eliminace akrylamidu v potravinách: Elimination of acrylamide in foods. (Thesis). Brno University of Technology. Retrieved from http://hdl.handle.net/11012/13868

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):

Macháčková, Kristýna. “Eliminace akrylamidu v potravinách: Elimination of acrylamide in foods.” 2019. Thesis, Brno University of Technology. Accessed March 04, 2021. http://hdl.handle.net/11012/13868.

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

MLA Handbook (7^th Edition):

Macháčková, Kristýna. “Eliminace akrylamidu v potravinách: Elimination of acrylamide in foods.” 2019. Web. 04 Mar 2021.

Vancouver:

Macháčková K. Eliminace akrylamidu v potravinách: Elimination of acrylamide in foods. [Internet] [Thesis]. Brno University of Technology; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11012/13868.

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

Council of Science Editors:

Macháčková K. Eliminace akrylamidu v potravinách: Elimination of acrylamide in foods. [Thesis]. Brno University of Technology; 2019. Available from: http://hdl.handle.net/11012/13868

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

5. Dömer, Rainer. System level modeling and design with the SpecC language.

Degree: 2000, Universität Dortmund

URL: http://hdl.handle.net/2003/2767

► The semiconductor roadmap estimates the design complexity for digital systems to continue to increase according to Moore's law. In the next years, embedded systems with… (more)

▼ The semiconductor roadmap estimates the design complexity for digital systems to continue to increase according to Moore's law. In the next years, embedded systems with 10ths of millions of transistors on one chip will be standard technology. SystemonChip (SOC) designs will integrate processor cores, memories and special purpose custom logic into a complete system fitting on a single die. However, the increased complexity of SOC designs requires more effort, more efficient tools and new methodologies. Increasing the design time is not an option due to market pressures. Systemlevel design reduces the complexity of the design models by raising the level of abstraction. Starting from an abstract specification model, the system is stepwise refined with the help of computeraided design (CAD) tools. Using codesign techniques, the system is partitioned into hardware and software parts and finally implemented on a target architecture. Established design methodologies for behavioral synthesis and standard software design are utilized. However, moving to higher abstraction levels is not sufficient. The key to cope with the complexity involved with SOC designs is the reuse of Intellectual Property (IP). The integration of complex components, which are predesigned and welltested, drastically reduces the design complexity and, thus, saves design time and allows a shorter timetomarket. Since the idea of IP reuse promises great benefits, it must become an integral part in the system design methodology. Furthermore, the use of IP components must be directly supported by the design models, the tools and the languages being used throughout the design process. For example, it must be easy to insert and replace IP components in the design model (``plugandplay''). This work addresses the main issues in SOC design, namely the system design methodology, systemlevel modeling, and the specification language. First, an IPcentric system design methodology is proposed which is based on the reuse of IP. It allows the reuse and integration of IP components at any level and at any time during the design process. Starting with an abstract executable specification of the system, architecture exploration and communication synthesis are performed in order to map the design model onto the target architecture. At any stage, the systems functionality and its characteristics can be evaluated and validated. The model being used in the methodology to represent the system must meet system design requirements. It must be suitable to represent abstract properties at early stages as well as specific details about design decisions later in the design process. In order to support IP, the model must clearly separate communication from computation. In this work, a hierarchical model is described which encapsu lates computation and communication in separate entities, namely behaviors and channels. This model naturally supports reuse, integration and protection of IP. In order to formally describe a design model, a language should be used…

Subjects/Keywords: embedded system; Formale Spezifikation; Hierarchisches Modell; intellectual property; Schaltungsentwurf; SpecC; Spezifikationssprache; Systemdesign; System-level design; System-on-chip; VLSI; 004

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Dömer, R. (2000). System level modeling and design with the SpecC language. (Thesis). Universität Dortmund. Retrieved from http://hdl.handle.net/2003/2767

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):

Dömer, Rainer. “System level modeling and design with the SpecC language.” 2000. Thesis, Universität Dortmund. Accessed March 04, 2021. http://hdl.handle.net/2003/2767.

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

MLA Handbook (7^th Edition):

Dömer, Rainer. “System level modeling and design with the SpecC language.” 2000. Web. 04 Mar 2021.

Vancouver:

Dömer R. System level modeling and design with the SpecC language. [Internet] [Thesis]. Universität Dortmund; 2000. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2003/2767.

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

Council of Science Editors:

Dömer R. System level modeling and design with the SpecC language. [Thesis]. Universität Dortmund; 2000. Available from: http://hdl.handle.net/2003/2767

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

6. Dömer, Rainer. System level modeling and design with the SpecC language.

Degree: 2000, Technische Universität Dortmund

URL: http://dx.doi.org/10.17877/DE290R-161

► The semiconductor roadmap estimates the design complexity for digital systems to continue to increase according to Moore's law. In the next years, embedded systems with… (more)

▼ The semiconductor roadmap estimates the design complexity for digital systems to continue to increase according to Moore's law. In the next years, embedded systems with 10ths of millions of transistors on one chip will be standard technology. SystemonChip (SOC) designs will integrate processor cores, memories and special purpose custom logic into a complete system fitting on a single die. However, the increased complexity of SOC designs requires more effort, more efficient tools and new methodologies. Increasing the design time is not an option due to market pressures. Systemlevel design reduces the complexity of the design models by raising the level of abstraction. Starting from an abstract specification model, the system is stepwise refined with the help of computeraided design (CAD) tools. Using codesign techniques, the system is partitioned into hardware and software parts and finally implemented on a target architecture. Established design methodologies for behavioral synthesis and standard software design are utilized. However, moving to higher abstraction levels is not sufficient. The key to cope with the complexity involved with SOC designs is the reuse of Intellectual Property (IP). The integration of complex components, which are predesigned and welltested, drastically reduces the design complexity and, thus, saves design time and allows a shorter timetomarket. Since the idea of IP reuse promises great benefits, it must become an integral part in the system design methodology. Furthermore, the use of IP components must be directly supported by the design models, the tools and the languages being used throughout the design process. For example, it must be easy to insert and replace IP components in the design model (``plugandplay''). This work addresses the main issues in SOC design, namely the system design methodology, systemlevel modeling, and the specification language. First, an IPcentric system design methodology is proposed which is based on the reuse of IP. It allows the reuse and integration of IP components at any level and at any time during the design process. Starting with an abstract executable specification of the system, architecture exploration and communication synthesis are performed in order to map the design model onto the target architecture. At any stage, the systems functionality and its characteristics can be evaluated and validated. The model being used in the methodology to represent the system must meet system design requirements. It must be suitable to represent abstract properties at early stages as well as specific details about design decisions later in the design process. In order to support IP, the model must clearly separate communication from computation. In this work, a hierarchical model is described which encapsu lates computation and communication in separate entities, namely behaviors and channels. This model naturally supports reuse, integration and protection of IP. In order to formally describe a design model, a language should be…

Subjects/Keywords: Systemdesign; SpecC; System-level design; VLSI; System-on-chip; Schaltungsentwurf; Spezifikationssprache; Hierarchisches Modell; Formale Spezifikation; embedded system; intellectual property; 004

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Dömer, R. (2000). System level modeling and design with the SpecC language. (Doctoral Dissertation). Technische Universität Dortmund. Retrieved from http://dx.doi.org/10.17877/DE290R-161

Chicago Manual of Style (16^th Edition):

Dömer, Rainer. “System level modeling and design with the SpecC language.” 2000. Doctoral Dissertation, Technische Universität Dortmund. Accessed March 04, 2021. http://dx.doi.org/10.17877/DE290R-161.

MLA Handbook (7^th Edition):

Dömer, Rainer. “System level modeling and design with the SpecC language.” 2000. Web. 04 Mar 2021.

Vancouver:

Dömer R. System level modeling and design with the SpecC language. [Internet] [Doctoral dissertation]. Technische Universität Dortmund; 2000. [cited 2021 Mar 04]. Available from: http://dx.doi.org/10.17877/DE290R-161.

Council of Science Editors:

Dömer R. System level modeling and design with the SpecC language. [Doctoral Dissertation]. Technische Universität Dortmund; 2000. Available from: http://dx.doi.org/10.17877/DE290R-161

7. Sarah Guimarães de Lima Malheiros. Estudo farmacobotânico de seis espécies de uso medicinal no nordeste brasileiro.

Degree: 2012, Universidade Federal da Paraíba

URL: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2646

►

Planta medicinal é todo e qualquer vegetal que possui, em um ou mais órgãos, substâncias que podem ser utilizadas com fins terapêuticos ou que sejam… (more)

▼

Planta medicinal é todo e qualquer vegetal que possui, em um ou mais órgãos, substâncias que podem ser utilizadas com fins terapêuticos ou que sejam precursores de fármacos semissintéticos. Os produtos naturais e seus derivados representam mais de 50% de todas as drogas de utilização clínica em todo o mundo, sendo as plantas superiores fornecedoras de pelo menos 25% desse total. Embora o crescimento do uso de plantas medicinais tenha sido evidente nas últimas décadas, há ainda uma significante carência de dados de pesquisas nesta área, especialmente no que diz respeito ao controle de qualidade de drogas vegetais. Este trabalho teve por objetivo o estudo farmacobotânico de seis espécies de angiospermas medicinais de uso comum no nordeste brasileiro, de forma a subsidiar o controle de qualidade de suas drogas vegetais, uma vez que os dados morfoanatômicos para essas espécies são escassos, embora a importância farmacológica de cada uma esteja bem definida. Para tanto, foram realizados estudos morfológicos e anatômicos de raízes, caules e folhas, e estudo ultraestrutural das superfícies foliares de Ageratum conyzoides, Justicia pectoralis, Cnidoscolus urens, Cnidoscolus infestus, Aristolochia papillaris e Aristolochia birostris. Os resultados encontrados, especialmente os dados anatômicos, como contorno da parede celular epidérmica, tipos de estômatos, tipo e distribuição de tricomas e organização dos feixes vasculares, evidenciaram caracteres particulares e distintivos de cada espécie. As análises morfoanatômicas das espécies em estudo possibilitaram a caracterização de cada uma delas, fornecendo subsídio para sua correta identificação e distinção das espécies próximas e morfologicamente semelhantes.

Medicinal plant is any plant that has, in one or more organs, substances that can be used for therapeutic purposes or which are precursor of semi-synthetic drugs. Natural products and their derivatives represent more than 50% of all drugs in clinical use worldwide, being higher plants supplying at least 25% of the total. Although the growing use of medicinal plants has been very large in recent decades, there is still a significant lack of research data in this area, especially with regard to quality control of herbal drugs. This work aimed the pharmacobotanical study of six angiosperms medicinal species commonly used in northeastern Brazil, in order to support the quality control of their herbal drugs, since the morphological and anatomical data for these species are scarce, although the pharmacological importance of each is well-defined. For this purpose, we performed morphological and anatomical studies of roots, stems and leaves and ultra-structural study of leaves surfaces of Ageratum conyzoides, Justicia pectoralis, Cnidoscolus urens, Cnidoscolus infestus, Aristolochia papillaris e Aristolochia birostris. The results showed, especially the anatomical data, such as contour epidermal cell wall, types of stomata, trichome type and distribution and organization of vascular bundles, showed particular and distinctive…

Advisors/Committee Members: Maria de Fátima Agra.

Subjects/Keywords: Ageratum L.; morphoanatomy; Justicia L.; Cnidoscolus Pohl; Aristolochia L.; Aristolochia L.; Cnidoscolus Pohl; Justicia L.; Ageratum L.; morfoanatomia; FARMACOLOGIA

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Malheiros, S. G. d. L. (2012). Estudo farmacobotânico de seis espécies de uso medicinal no nordeste brasileiro. (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2646

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):

Malheiros, Sarah Guimarães de Lima. “Estudo farmacobotânico de seis espécies de uso medicinal no nordeste brasileiro.” 2012. Thesis, Universidade Federal da Paraíba. Accessed March 04, 2021. http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2646.

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

MLA Handbook (7^th Edition):

Malheiros, Sarah Guimarães de Lima. “Estudo farmacobotânico de seis espécies de uso medicinal no nordeste brasileiro.” 2012. Web. 04 Mar 2021.

Vancouver:

Malheiros SGdL. Estudo farmacobotânico de seis espécies de uso medicinal no nordeste brasileiro. [Internet] [Thesis]. Universidade Federal da Paraíba; 2012. [cited 2021 Mar 04]. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2646.

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

Council of Science Editors:

Malheiros SGdL. Estudo farmacobotânico de seis espécies de uso medicinal no nordeste brasileiro. [Thesis]. Universidade Federal da Paraíba; 2012. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2646

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

8. Pitt, Edward. Feedback in higher education : exploring students' appraisal, comprehension and utilisation.

Degree: PhD, 2014, University of Liverpool

URL: http://livrepository.liverpool.ac.uk/2014440/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638484

► Whilst at University students will experience many instances of feedback on their work. Quite often such feedback is facilitated by academic lecturers in the hope… (more)

▼ Whilst at University students will experience many instances of feedback on their work. Quite often such feedback is facilitated by academic lecturers in the hope that the student will utilise this and improve in their next assessment (Hester, 2001). Often feedback does not have the desired effect and is unpredictable in terms of enhancing a student’s motivation, self-confidence and subsequent effort in future assessments. The thesis reports the findings from three studies. Primarily the present thesis, inspired by phenomenography, explored student’s appraisal, comprehension and utilisation of feedback. The thesis also explored lecturer’s responses to the observed student experiences in order to offer comparative research findings. The primary data collection method utilised within the thesis was one-to-one interviews however in order to stimulate discussion prior to interview visual representations were employed. In the data collection with students (study two) a drawing activity took place prior to the interview. In the data collection with lecturers’ (study three) videos of student’s responses to feedback were shown to the lecturers. The interviews in study two were subjected to thematic data analysis and revealed 8 main themes for the students (Lecturers, Emotions, Feedback Cognitions, Efficacy Cognitions, Draft Work, Motivation, Effort and Grades) and 6 main themes for the lecturers (Efficacy Cognitions, Student Autonomy, Problems with Feedback, Effort Conceptions, Feedback Mechanisms and Understanding Students). The findings from study two with students indicated a multifaceted interpretation of the student experience. The outcome space revealed five categories of description (Broken relationship, needy, low achiever, emotionally charged and high achiever). The structure of the variation revealed a hierarchically inclusive pattern indicating how varying patterns of behaviour and emotional reactions interact to affect the students processing and subsequent utilisation of the feedback received. In study three with the lecturers, similarities in conceptions of feedback alongside mismatches between lecturers and students were very apparent. Conclusively the thesis suggests that understanding students individually through fostering lecturer and student relationships, alongside dialogic feedback, help to improve the student’s propensity to utilise the feedback received.

Subjects/Keywords: 370; L Education; L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Pitt, E. (2014). Feedback in higher education : exploring students' appraisal, comprehension and utilisation. (Doctoral Dissertation). University of Liverpool. Retrieved from http://livrepository.liverpool.ac.uk/2014440/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638484

Chicago Manual of Style (16^th Edition):

Pitt, Edward. “Feedback in higher education : exploring students' appraisal, comprehension and utilisation.” 2014. Doctoral Dissertation, University of Liverpool. Accessed March 04, 2021. http://livrepository.liverpool.ac.uk/2014440/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638484.

MLA Handbook (7^th Edition):

Pitt, Edward. “Feedback in higher education : exploring students' appraisal, comprehension and utilisation.” 2014. Web. 04 Mar 2021.

Vancouver:

Pitt E. Feedback in higher education : exploring students' appraisal, comprehension and utilisation. [Internet] [Doctoral dissertation]. University of Liverpool; 2014. [cited 2021 Mar 04]. Available from: http://livrepository.liverpool.ac.uk/2014440/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638484.

Council of Science Editors:

Pitt E. Feedback in higher education : exploring students' appraisal, comprehension and utilisation. [Doctoral Dissertation]. University of Liverpool; 2014. Available from: http://livrepository.liverpool.ac.uk/2014440/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638484

Universidade do Rio Grande do Sul

9. Zamberlan, Priscilla Mena. Filogenia de Passiflora L. (Passifloraceae) : questões infra-subgenéricas.

Degree: 2007, Universidade do Rio Grande do Sul

URL: http://hdl.handle.net/10183/13704

►

O gênero Passiflora L. (Passifloraceae) é composto por mais de 520 espécies, classificadas em quatro subgêneros: Astrophea, Decaloba, Deidamioides e Passiflora. Embora algumas análises filogenéticas… (more)

▼

O gênero Passiflora L. (Passifloraceae) é composto por mais de 520 espécies, classificadas em quatro subgêneros: Astrophea, Decaloba, Deidamioides e Passiflora. Embora algumas análises filogenéticas tenham sido realizadas nos últimos anos, sua classificação infra-subgenérica permanece em aberto. Com o objetivo de auxiliar na elucidação destas questões e caracterizar novos marcadores filogenéticos para o gênero Passiflora, análises com seqüências do gene plastidial que codifica a maior subunidade da enzima RNA-polimerase de cloroplasto (rpoC1), dos espaçadores internos transcritos do DNA ribossomal nuclear (ITS1 e ITS2) e do íntron b-c do gene nad1 do genoma mitocondrial, foram desenvolvidas para 121 espécies de Passiflora. As análises foram realizadas usando métodos de distância, máxima parcimônia, máxima verossimilhança e inferência bayesiana para cada subgênero em separado e para o conjunto total de dados. A monofilia dos subgêneros Astrophea, Decaloba e Passiflora foi confirmada, embora a monofilia do subgênero Deidamioides permaneça em aberto. Os resultados suportam, ainda, a existência de um quinto subgênero, Tryphostemmatoides. Análises realizadas para cada subgênero em separado demonstraram que esta estratégia é um método eficiente para a análise de marcadores com alta variabilidade entre os grupos, como é o caso dos subgêneros de Passiflora. ITS1 e ITS2 foram os marcadores moleculares mais informativos. Em geral, as superseções, seções e séries dos quatro subgêneros foram não-monofiléticas, sugerindo a necessidade de uma revisão cuidadosa dos caracteres morfológicos tipicamente usados em sua delimitação.

The Passiflora L. (Passifloraceae) genus is composed of more than 520 species, classified in four subgenera: Astrophea, Decaloba, Deidamioides and Passiflora. Although some molecular phylogenetic analyses have been carried out in the last years, its infrasubgeneric classification remains open. With the intent to help to elucidate these issues and to characterize new phylogenetic markers for the Passiflora genus, analyses with sequences of the plastidial gene that codifies the biggest subunit of the RNA-polymerase enzyme of chloroplast (rpoC1), the internal transcribed spacer of nuclear ribosomal DNA (ITS1 and ITS2), and nad1 b-c intron of the mitochondrial genome have been carried out in 121 Passiflora’s species. The analyses have been conduced using distance, parsimony, maximum likelihood, and Bayesian methods for each subgenus separately and for the whole data. The Astrophea, Decaloba and Passiflora subgenera monophyly were confirmed, although the Deidamioides monophyly remains open. The results also support the existence of a fifth subgenus, Tryphostemmatoides. Separated analyses for each subgenus demonstrated to be an efficient method for analysis of markers with high variability between groups, as it is the case of the Passiflora’s subgenera. The ITS1 and ITS2 have been the more informative molecular markers. In general, the supersections, sections and series of the four subgenera were found…

Advisors/Committee Members: Freitas, Loreta Brandao de.

Subjects/Keywords: Passiflora l.; Filogenia

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Zamberlan, P. M. (2007). Filogenia de Passiflora L. (Passifloraceae) : questões infra-subgenéricas. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/13704

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):

Zamberlan, Priscilla Mena. “Filogenia de Passiflora L. (Passifloraceae) : questões infra-subgenéricas.” 2007. Thesis, Universidade do Rio Grande do Sul. Accessed March 04, 2021. http://hdl.handle.net/10183/13704.

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

MLA Handbook (7^th Edition):

Zamberlan, Priscilla Mena. “Filogenia de Passiflora L. (Passifloraceae) : questões infra-subgenéricas.” 2007. Web. 04 Mar 2021.

Vancouver:

Zamberlan PM. Filogenia de Passiflora L. (Passifloraceae) : questões infra-subgenéricas. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2007. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10183/13704.

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

Council of Science Editors:

Zamberlan PM. Filogenia de Passiflora L. (Passifloraceae) : questões infra-subgenéricas. [Thesis]. Universidade do Rio Grande do Sul; 2007. Available from: http://hdl.handle.net/10183/13704

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

Anna University

10. Agalya A. Removal of textile dyes from Aqueous solutions by activated Carbon and polymer coated saw dust Composites of euphorbia tirucalli l Wood a comparative study;.

Degree: Removal of textile dyes from Aqueous solutions by activated Carbon and polymer coated saw dust Composites of euphorbia tirucalli l Wood a comparative study, 2015, Anna University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/41994

►

Water pollution is a major environmental problem faced by modern newlinesociety that leads to ecological disequilibrium and different health hazards newlineDue to rapid industrialization, contamination… (more)

Subjects/Keywords: Euphorbia Tirucalli L

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

A, A. (2015). Removal of textile dyes from Aqueous solutions by activated Carbon and polymer coated saw dust Composites of euphorbia tirucalli l Wood a comparative study;. (Thesis). Anna University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/41994

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):

A, Agalya. “Removal of textile dyes from Aqueous solutions by activated Carbon and polymer coated saw dust Composites of euphorbia tirucalli l Wood a comparative study;.” 2015. Thesis, Anna University. Accessed March 04, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/41994.

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

MLA Handbook (7^th Edition):

A, Agalya. “Removal of textile dyes from Aqueous solutions by activated Carbon and polymer coated saw dust Composites of euphorbia tirucalli l Wood a comparative study;.” 2015. Web. 04 Mar 2021.

Vancouver:

A A. Removal of textile dyes from Aqueous solutions by activated Carbon and polymer coated saw dust Composites of euphorbia tirucalli l Wood a comparative study;. [Internet] [Thesis]. Anna University; 2015. [cited 2021 Mar 04]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/41994.

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

Council of Science Editors:

A A. Removal of textile dyes from Aqueous solutions by activated Carbon and polymer coated saw dust Composites of euphorbia tirucalli l Wood a comparative study;. [Thesis]. Anna University; 2015. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/41994

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

Dalhousie University

11. Ghazinour Naini, Seyed Kamrooz. Inferring Templates from Spreadsheets.

Degree: Master of Computer Science, Faculty of Computer Science, 2011, Dalhousie University

URL: http://hdl.handle.net/10222/14277

► Spreadsheets for critical applications, such as financial reporting, are widely created and used by many people with no expertise in programming or software development. It… (more)

Subjects/Keywords: L-sheets; Spreadsheets

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Ghazinour Naini, S. K. (2011). Inferring Templates from Spreadsheets. (Masters Thesis). Dalhousie University. Retrieved from http://hdl.handle.net/10222/14277

Chicago Manual of Style (16^th Edition):

Ghazinour Naini, Seyed Kamrooz. “Inferring Templates from Spreadsheets.” 2011. Masters Thesis, Dalhousie University. Accessed March 04, 2021. http://hdl.handle.net/10222/14277.

MLA Handbook (7^th Edition):

Ghazinour Naini, Seyed Kamrooz. “Inferring Templates from Spreadsheets.” 2011. Web. 04 Mar 2021.

Vancouver:

Ghazinour Naini SK. Inferring Templates from Spreadsheets. [Internet] [Masters thesis]. Dalhousie University; 2011. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10222/14277.

Council of Science Editors:

Ghazinour Naini SK. Inferring Templates from Spreadsheets. [Masters Thesis]. Dalhousie University; 2011. Available from: http://hdl.handle.net/10222/14277

12. 加藤, 光司. Purification of a novel lectin from the dorsal spines of the stonefish, Synanceia verrucosa : 沖縄産オニダルマオコゼの背鰭に由来するレクチンの精製.

Degree: 博士（歯学）, 2017, Osaka Dental University / 大阪歯科大学

URL: http://id.nii.ac.jp/1392/00000127/

►

A novel lectin was purified from the dorsal spines of the stonefish, Synanceia verrucosa, using a combination of affinity chromatography techniques. A single band was… (more)

Subjects/Keywords: Stonefish l Synanceia verrucosa l dorsal spine l piscine venom l lectin

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

加藤, �. (2017). Purification of a novel lectin from the dorsal spines of the stonefish, Synanceia verrucosa : 沖縄産オニダルマオコゼの背鰭に由来するレクチンの精製. (Thesis). Osaka Dental University / 大阪歯科大学. Retrieved from http://id.nii.ac.jp/1392/00000127/

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):

加藤, 光司. “Purification of a novel lectin from the dorsal spines of the stonefish, Synanceia verrucosa : 沖縄産オニダルマオコゼの背鰭に由来するレクチンの精製.” 2017. Thesis, Osaka Dental University / 大阪歯科大学. Accessed March 04, 2021. http://id.nii.ac.jp/1392/00000127/.

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

MLA Handbook (7^th Edition):

加藤, 光司. “Purification of a novel lectin from the dorsal spines of the stonefish, Synanceia verrucosa : 沖縄産オニダルマオコゼの背鰭に由来するレクチンの精製.” 2017. Web. 04 Mar 2021.

Vancouver:

加藤 �. Purification of a novel lectin from the dorsal spines of the stonefish, Synanceia verrucosa : 沖縄産オニダルマオコゼの背鰭に由来するレクチンの精製. [Internet] [Thesis]. Osaka Dental University / 大阪歯科大学; 2017. [cited 2021 Mar 04]. Available from: http://id.nii.ac.jp/1392/00000127/.

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

Council of Science Editors:

加藤 �. Purification of a novel lectin from the dorsal spines of the stonefish, Synanceia verrucosa : 沖縄産オニダルマオコゼの背鰭に由来するレクチンの精製. [Thesis]. Osaka Dental University / 大阪歯科大学; 2017. Available from: http://id.nii.ac.jp/1392/00000127/

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

University of Huddersfield

13. Brownlow, Rosalind. Tales from the Cardioverse: Exploring the Lived Experiences of Learning Through Online Entertainment-Education.

Degree: 2015, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/25439/1/ROSALIND%20BROWNLOW%20TALES%20FROM%20THE%20CARDIOVERSE%2027%20JUNE%202015.pdf

► In the last decade entertainment-education has emerged as a key educational approach to promoting personal and social change amongst the general population in mass media… (more)

▼ In the last decade entertainment-education has emerged as a key educational approach to promoting personal and social change amongst the general population in mass media contexts such as radio and television. Audiences of entertainment-education are commonly presented with educational messages embedded in soap-opera style dramas that are designed to prompt individuals to explore their values and beliefs and make positive choices about their actions and behaviours. Its use with learners in higher education is however limited and there is a paucity of research regarding its transferability to the online learning environment. In order to understand how nurses learn through online entertainment-education in the higher education context I interviewed nine registered nurses who had studied in these circumstances using Interview Plus technique. The interviews were taped, transcribed and subsequently analysed using Smith and Osborne’s (2003) steps for Interpretive Phenomenological Analysis. Parasocial learning emerged from nurse learners’ experience of entertainment-education as an active, reflective response to an emotional encounter between a nurse learner and an online character. It promoted changes in nurse learners’ attitudes leading them to act as change agents in the clinical environment. Alternatively nurse learners engaged in monophonic learning. This unilateral approach appeared lead to a reduction in their communicative capacity and their sense of therapeutic agency. The online learning environment appeared to enhance the experience of learning through entertainment-education by facilitating social support for learning. Nurse learners were able to increase their social capital through online social networking; a sense of identity concealment in the form of a virtual mask appeared to liberate them to participate. Some nurse learners however seemed to experience a sense of identity revelation in the form of a virtual window which inhibited their willingness to contribute. By promoting parasocial learning it seems entertainment-education has the potential to enrich the nursing curriculum. It places the patient voice at the centre of the educational experience and stimulates nurse learners to shape care. It seems entertainment-education can be usefully adopted in higher education with nurse learners. The online learning environment appears to be an appropriate media for learning through-entertainment-education. It affords an increase in social capital through meaningful social interaction and promotes freedom to participate through a sense of identity concealment. As liberation through identity concealment was not a universal experience approaches to identity concealment/revelation would need to be carefully considered. Monophonic learning emerged as an alternative experience of learning through entertainment-education. As the factors that influence the adoption of monophonic learning remain unclear they would benefit from further exploration.

Subjects/Keywords: L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Brownlow, R. (2015). Tales from the Cardioverse: Exploring the Lived Experiences of Learning Through Online Entertainment-Education. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/25439/1/ROSALIND%20BROWNLOW%20TALES%20FROM%20THE%20CARDIOVERSE%2027%20JUNE%202015.pdf

Chicago Manual of Style (16^th Edition):

Brownlow, Rosalind. “Tales from the Cardioverse: Exploring the Lived Experiences of Learning Through Online Entertainment-Education.” 2015. Doctoral Dissertation, University of Huddersfield. Accessed March 04, 2021. http://eprints.hud.ac.uk/id/eprint/25439/1/ROSALIND%20BROWNLOW%20TALES%20FROM%20THE%20CARDIOVERSE%2027%20JUNE%202015.pdf.

MLA Handbook (7^th Edition):

Brownlow, Rosalind. “Tales from the Cardioverse: Exploring the Lived Experiences of Learning Through Online Entertainment-Education.” 2015. Web. 04 Mar 2021.

Vancouver:

Brownlow R. Tales from the Cardioverse: Exploring the Lived Experiences of Learning Through Online Entertainment-Education. [Internet] [Doctoral dissertation]. University of Huddersfield; 2015. [cited 2021 Mar 04]. Available from: http://eprints.hud.ac.uk/id/eprint/25439/1/ROSALIND%20BROWNLOW%20TALES%20FROM%20THE%20CARDIOVERSE%2027%20JUNE%202015.pdf.

Council of Science Editors:

Brownlow R. Tales from the Cardioverse: Exploring the Lived Experiences of Learning Through Online Entertainment-Education. [Doctoral Dissertation]. University of Huddersfield; 2015. Available from: http://eprints.hud.ac.uk/id/eprint/25439/1/ROSALIND%20BROWNLOW%20TALES%20FROM%20THE%20CARDIOVERSE%2027%20JUNE%202015.pdf

University of Huddersfield

14. Olukoga, Titilola. The perceptions of FE teachers about the impact of in-service initial teacher education on their professional development and practice.

Degree: 2015, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/25506/1/tolukogafinalthesis.pdf

► Since 1997, successive governments in England have consistently introduced a range of interventions aimed at developing the quality of training of FE teachers. It has… (more)

▼ Since 1997, successive governments in England have consistently introduced a range of interventions aimed at developing the quality of training of FE teachers. It has been suggested that these should engender better teaching, which in turn should improve achievement of learners, and subsequently produce a workforce with global competitive advantage. This study explores and analyses the views of a sample of FE teachers and their managers on the impact of an in-service initial teacher education programme on teachers’ development and practice. The case study research uses online questionnaires and semi-structured interviews to collect data from participants drawn from both academic and vocational curriculum areas of a large FE college. The study employs Bourdieu’s concepts of habitus, field and capital and Giddens’ structuration framework of structure and agency to interpret and explain social practices and actions. Even though the past can frame agents’ dispositions, agents also have the capacity to accommodate and integrate new conditions in shaping future practices. An understanding of power relations within and between fields has been useful in explaining practitioners’ actions, and the concept of capital has been beneficial in analysing practitioners’ influence, and some factors that drive their actions. Initial findings from this study indicate that while structure can constrain agents’ actions, it can also be enabling. Although teachers have faced some constraints and challenges whilst on the training programme, there is a significant positive perception of the knowledge, skills and competencies that they have acquired. Findings also indicate that the social-cultural construction of knowledge approach and teachers’ own passion are significant to their professional development. The thesis proposes a case for reflexive breakout, a phrase used to portray the transformative capacity of teachers in developing their professional practice. This perhaps has some implications for further research in understanding the professional development of trainee teachers.

Subjects/Keywords: L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Olukoga, T. (2015). The perceptions of FE teachers about the impact of in-service initial teacher education on their professional development and practice. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/25506/1/tolukogafinalthesis.pdf

Chicago Manual of Style (16^th Edition):

Olukoga, Titilola. “The perceptions of FE teachers about the impact of in-service initial teacher education on their professional development and practice.” 2015. Doctoral Dissertation, University of Huddersfield. Accessed March 04, 2021. http://eprints.hud.ac.uk/id/eprint/25506/1/tolukogafinalthesis.pdf.

MLA Handbook (7^th Edition):

Olukoga, Titilola. “The perceptions of FE teachers about the impact of in-service initial teacher education on their professional development and practice.” 2015. Web. 04 Mar 2021.

Vancouver:

Olukoga T. The perceptions of FE teachers about the impact of in-service initial teacher education on their professional development and practice. [Internet] [Doctoral dissertation]. University of Huddersfield; 2015. [cited 2021 Mar 04]. Available from: http://eprints.hud.ac.uk/id/eprint/25506/1/tolukogafinalthesis.pdf.

Council of Science Editors:

Olukoga T. The perceptions of FE teachers about the impact of in-service initial teacher education on their professional development and practice. [Doctoral Dissertation]. University of Huddersfield; 2015. Available from: http://eprints.hud.ac.uk/id/eprint/25506/1/tolukogafinalthesis.pdf

University of Huddersfield

15. Rushton, Ian. Acting like teachers: re-thinking educational identities in the Lifelong Learning Sector.

Degree: 2014, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/34155/1/Ian%20Rushton%20-Thesis%20-%20post-viva%20version%20at%204-7-14.pdf

► This thesis is a story and the research that underpins it is intended as a significant contribution to an under-researched body of knowledge concerned with… (more)

▼ This thesis is a story and the research that underpins it is intended as a significant contribution to an under-researched body of knowledge concerned with the pedagogical encounters of trainee teachers in the English Lifelong Learning Sector. The research emerged from my interest in the values and individual dispositions that trainee mature teachers bring with them to the teaching role from myriad lived and vocational experiences, why those values are held and how they are embodied in pedagogical acts in the sector. Yet the particular nuances of the sector, imbued as it is with governmentally and institutionally-inscribed politics, tensions and contestations axiomatic of the neo-liberal agenda that drives the sector, surface in trainees’ sites of practice and threaten to expunge their values from them. Therefore, as an Initial Teacher Educator in the sector, I have an emancipatory interest in attempting to make sense of these sites of political struggle in order to better prepare future generations of teachers for the sector. Data collection included questionnaire responses from 156 second year trainee teachers, 81 of whom were observed teaching and subsequently engaged in dialogue in order to examine what occurs in the transaction between dialogue and pedagogy in relation to their sites of teaching practice as a critically reflexive emancipatory endeavour. Here, the political and critical theoretical works of Jacques Rancière were central in attempting to interpret how trainees’ perceived values and discourses sit alongside the realities and sites of pedagogical practice as concepts that can be worked with, rather than simply identified. The findings of the research amount to a plethora of shifting individual identities, localised political acts and the emergence of new political subjectivities which sometimes work in powerful ways to both unsettle reified sectoral norms and occasionally allow the voice of otherness to be heard. In doing so, the thesis builds on much of the available literature and research in the sector and offers teacher educators tangible ways in which they can engage and work with trainees’ potential for personal and pedagogic skill growth.

Subjects/Keywords: L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Rushton, I. (2014). Acting like teachers: re-thinking educational identities in the Lifelong Learning Sector. (Thesis). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/34155/1/Ian%20Rushton%20-Thesis%20-%20post-viva%20version%20at%204-7-14.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):

Rushton, Ian. “Acting like teachers: re-thinking educational identities in the Lifelong Learning Sector.” 2014. Thesis, University of Huddersfield. Accessed March 04, 2021. http://eprints.hud.ac.uk/id/eprint/34155/1/Ian%20Rushton%20-Thesis%20-%20post-viva%20version%20at%204-7-14.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):

Rushton, Ian. “Acting like teachers: re-thinking educational identities in the Lifelong Learning Sector.” 2014. Web. 04 Mar 2021.

Vancouver:

Rushton I. Acting like teachers: re-thinking educational identities in the Lifelong Learning Sector. [Internet] [Thesis]. University of Huddersfield; 2014. [cited 2021 Mar 04]. Available from: http://eprints.hud.ac.uk/id/eprint/34155/1/Ian%20Rushton%20-Thesis%20-%20post-viva%20version%20at%204-7-14.pdf.

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

Council of Science Editors:

Rushton I. Acting like teachers: re-thinking educational identities in the Lifelong Learning Sector. [Thesis]. University of Huddersfield; 2014. Available from: http://eprints.hud.ac.uk/id/eprint/34155/1/Ian%20Rushton%20-Thesis%20-%20post-viva%20version%20at%204-7-14.pdf

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

University of Huddersfield

16. Naveed, Maryam. The Impact of Primary Teachers' Pedagogical Knowledge and Autonomy on the Teaching of Early Reading.

Degree: 2016, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/34425/1/FINAL%20THESIS%20-%20Naveed.pdf

► There has been considerable controversy over the effective approach to teach early reading known as phonics versus whole language. However, synthetic phonics as prime method… (more)

Subjects/Keywords: L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Naveed, M. (2016). The Impact of Primary Teachers' Pedagogical Knowledge and Autonomy on the Teaching of Early Reading. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/34425/1/FINAL%20THESIS%20-%20Naveed.pdf

Chicago Manual of Style (16^th Edition):

Naveed, Maryam. “The Impact of Primary Teachers' Pedagogical Knowledge and Autonomy on the Teaching of Early Reading.” 2016. Doctoral Dissertation, University of Huddersfield. Accessed March 04, 2021. http://eprints.hud.ac.uk/id/eprint/34425/1/FINAL%20THESIS%20-%20Naveed.pdf.

MLA Handbook (7^th Edition):

Naveed, Maryam. “The Impact of Primary Teachers' Pedagogical Knowledge and Autonomy on the Teaching of Early Reading.” 2016. Web. 04 Mar 2021.

Vancouver:

Naveed M. The Impact of Primary Teachers' Pedagogical Knowledge and Autonomy on the Teaching of Early Reading. [Internet] [Doctoral dissertation]. University of Huddersfield; 2016. [cited 2021 Mar 04]. Available from: http://eprints.hud.ac.uk/id/eprint/34425/1/FINAL%20THESIS%20-%20Naveed.pdf.

Council of Science Editors:

Naveed M. The Impact of Primary Teachers' Pedagogical Knowledge and Autonomy on the Teaching of Early Reading. [Doctoral Dissertation]. University of Huddersfield; 2016. Available from: http://eprints.hud.ac.uk/id/eprint/34425/1/FINAL%20THESIS%20-%20Naveed.pdf

University of Huddersfield

17. Tweddell, Simon. Introducing Team-Based Learning in a Pharmacy Curriculum: A Qualitative Study of Staff and Student Experiences.

Degree: 2018, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/34528/1/Simon%20Tweddell%20FINAL%20THESIS.PDF

► There is an increasing move towards an outcomes-based approach to educating healthcare professionals including the development of key skills such as problem-solving and critical thinking.… (more)

▼ There is an increasing move towards an outcomes-based approach to educating healthcare professionals including the development of key skills such as problem-solving and critical thinking. Some healthcare regulators have changed accreditation criteria to ensure that graduates can apply knowledge and skills, analyse complex situations, and develop the skills to learn independently. There is a move to ensure that curricula are designed to take into account modern educational theory and research and promote active and deep approaches to learning. Accordingly, educators have redesigned curricula to be delivered by more learner-centred approaches involving active problem solving and peer and collaborative learning. These approaches require educators to adapt from the role of content deliverer to that of learning architect and facilitator of learning. This qualitative research study takes a phenomenological approach to consider the experiences of pharmacy educators and students in a pharmacy school that has designed its curriculum to be delivered predominantly by team-based learning (TBL). The findings of the study include: a dissatisfaction with traditional methods in engaging and motivating students; mixed feelings about the initial idea of TBL; the need for substantial resources for planning, staff training, designing and quality assuring resources when transitioning to TBL; improved student engagement and student preparation with TBL; staff benefits in working more collaboratively and enhanced enjoyment of teaching using TBL; perceived benefits of peer learning and transferable skills development; substantially higher staff workload during transition; challenges in writing effective application exercises, and developing the facilitation skills needed for a learner-centred classroom. In addition there is the need for substantial planning around timetabling, sourcing suitable rooms, ensuring consistency of approach across educators, and the development of bespoke quality assurance processes. Overall this research suggests that the majority of participants supported the implementation of TBL in the curriculum and that the benefits outweighed the challenges.

Subjects/Keywords: L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Tweddell, S. (2018). Introducing Team-Based Learning in a Pharmacy Curriculum: A Qualitative Study of Staff and Student Experiences. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/34528/1/Simon%20Tweddell%20FINAL%20THESIS.PDF

Chicago Manual of Style (16^th Edition):

Tweddell, Simon. “Introducing Team-Based Learning in a Pharmacy Curriculum: A Qualitative Study of Staff and Student Experiences.” 2018. Doctoral Dissertation, University of Huddersfield. Accessed March 04, 2021. http://eprints.hud.ac.uk/id/eprint/34528/1/Simon%20Tweddell%20FINAL%20THESIS.PDF.

MLA Handbook (7^th Edition):

Tweddell, Simon. “Introducing Team-Based Learning in a Pharmacy Curriculum: A Qualitative Study of Staff and Student Experiences.” 2018. Web. 04 Mar 2021.

Vancouver:

Tweddell S. Introducing Team-Based Learning in a Pharmacy Curriculum: A Qualitative Study of Staff and Student Experiences. [Internet] [Doctoral dissertation]. University of Huddersfield; 2018. [cited 2021 Mar 04]. Available from: http://eprints.hud.ac.uk/id/eprint/34528/1/Simon%20Tweddell%20FINAL%20THESIS.PDF.

Council of Science Editors:

Tweddell S. Introducing Team-Based Learning in a Pharmacy Curriculum: A Qualitative Study of Staff and Student Experiences. [Doctoral Dissertation]. University of Huddersfield; 2018. Available from: http://eprints.hud.ac.uk/id/eprint/34528/1/Simon%20Tweddell%20FINAL%20THESIS.PDF

University of Huddersfield

18. Baker, Tina. Vocation for Vocations Sake.

Degree: 2018, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/34538/1/Tina%20Baker%20FINAL%20THESIS.PDF

► Under the Coalition Government the Education system within the UK was subject to much change and the Further Education section was among the most affected.… (more)

▼ Under the Coalition Government the Education system within the UK was subject to much change and the Further Education section was among the most affected. With the funding strategy changes, the move from established National Qualification Framework (NQF) courses to Qualification Credit framework (QCF) caused disruption and the end to the traditional vocational model in some disciplines. It is on course model changes in IT and the attempt to identify the delivery of robust vocational skills that this dissertation will focus. This research will present a curriculum model that maps to a teaching framework for developing computing practical or computer / Information Technology (IT) / network engineering (vocational) skills at level 3, which has developed in response to external levers. This study compares the experiences of learners within the context of their Level 3 IT vocational course from two Further Education Colleges in the North of England. This research is based upon empirical research and experience conducted while teaching the curriculum, is a theoretical model of best practice and identifies a holistic view of skills development throughout the IT curriculum in response to changes in college, Government and economic policy. The paper will critically assess this Vocational Education and Training (VET) model, using a wide range of qualitative and quantitative data including survey data, interview findings, examination of qualifications frameworks material also the student experience, success rates etc, to determine the success or otherwise of this IT VET model. This research aims to contribute to existing knowledge in the following areas: • The study will examine Government Education policy interventions and initiatives from 2010 to 2014 which are directly related to the provision of VET at level 3 for 16+ learners. • It will further attempt to identify coherence through courses by the exam boards pre and post the policy changes in terms of assessment methods • The case study will present a report on an empirical enquiry undertaken in 2010-2015 under the Coalition Government which examines the relationship with VET in IT at level 3 and skills transfer at two Further Education Colleges in the North. • The intention is to establish if the evidence of skills transfer on the vocational level 3 IT programs support the theory of improving the economic market in supplying a skilled workforce and looks at the interaction and interface between the level 3 IT provision and progression The paper will consider how the identified external levers affect the structure and delivery of vocational curriculum so that a deeper understanding may be reached.

Subjects/Keywords: L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Baker, T. (2018). Vocation for Vocations Sake. (Masters Thesis). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/34538/1/Tina%20Baker%20FINAL%20THESIS.PDF

Chicago Manual of Style (16^th Edition):

Baker, Tina. “Vocation for Vocations Sake.” 2018. Masters Thesis, University of Huddersfield. Accessed March 04, 2021. http://eprints.hud.ac.uk/id/eprint/34538/1/Tina%20Baker%20FINAL%20THESIS.PDF.

MLA Handbook (7^th Edition):

Baker, Tina. “Vocation for Vocations Sake.” 2018. Web. 04 Mar 2021.

Vancouver:

Baker T. Vocation for Vocations Sake. [Internet] [Masters thesis]. University of Huddersfield; 2018. [cited 2021 Mar 04]. Available from: http://eprints.hud.ac.uk/id/eprint/34538/1/Tina%20Baker%20FINAL%20THESIS.PDF.

Council of Science Editors:

Baker T. Vocation for Vocations Sake. [Masters Thesis]. University of Huddersfield; 2018. Available from: http://eprints.hud.ac.uk/id/eprint/34538/1/Tina%20Baker%20FINAL%20THESIS.PDF

University of Huddersfield

19. Dyer, Mary A. What does it mean to be an early years practitioner: an investigation into the professional identity of graduate early years practitioners.

Degree: 2018, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/34584/1/Mary%20Dyer%20%20FINAL%20THESIS.PDF

► This study explores the impact of government-driven change (DfEE, 198; DfES, 2006, DCSF, 2008; DfE, 2017b), within a sector largely comprising privately owned and managed… (more)

▼ This study explores the impact of government-driven change (DfEE, 198; DfES, 2006, DCSF, 2008; DfE, 2017b), within a sector largely comprising privately owned and managed organisations, on how individual practitioners understand their role and their professional identity. Workforce reform strategies included the introduction of sector-endorsed degrees to promote the use of critical reflection to raise the quality of practice, a skill understood to develop confidence, autonomy and agency in practitioners (Moss, 2006; Osgood, 2010), for which a personal vision of practice (Dyer and Taylor, 2012) is required. This raises a potential tension between the empowering nature of reflection, and expectations of compliance with government-led standards and practice guidance. This study explores how this shapes graduate practitioners’ understanding and articulation of professional identity, and their understanding of their professional status and agency. 23 semi-structured interviews were conducted, within which participants shared narratives of their practice experience, discussing what they considered to be strong and weak practice, and how they prioritised the different aspects of their role. These were analysed using the Listening Guide (Doucet and Mauthner, 2008), an approach selected for its effectiveness in drawing attention to the voice and the stories of narrators, to understand how they perceive their world and themselves within it. The data analysis draws on literature exploring the nature of early years practice, power relations within the sector, and the formation of professions. This study shows that these participants understand professionalism and their role in terms of the relationships they form within their own organisations, privileging interpersonal skills over abstract, high level knowledge, and presenting these as personal values rather than professional ethics. By using Bronfenbrenner’s ecological model of development (Bronfenbrenner, 1979; 1986), this study identifies that these participants engage with their sector largely within the micro-and meso-systems of early years practice, limiting their agency as a professional workforce. It is isolation, rather than lack of knowledge, that restricts their agency, from other practitioners within the workforce, from the politics that drive change within the sector, and also from the research community that produces the knowledge they use to underpin their practice. This study concludes with curricular and pedagogic implications for professional educators within the sector, and also identifies how the workforce itself might more closely engage with the wider systems that impact on their sector.

Subjects/Keywords: L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Dyer, M. A. (2018). What does it mean to be an early years practitioner: an investigation into the professional identity of graduate early years practitioners. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/34584/1/Mary%20Dyer%20%20FINAL%20THESIS.PDF

Chicago Manual of Style (16^th Edition):

Dyer, Mary A. “What does it mean to be an early years practitioner: an investigation into the professional identity of graduate early years practitioners.” 2018. Doctoral Dissertation, University of Huddersfield. Accessed March 04, 2021. http://eprints.hud.ac.uk/id/eprint/34584/1/Mary%20Dyer%20%20FINAL%20THESIS.PDF.

MLA Handbook (7^th Edition):

Dyer, Mary A. “What does it mean to be an early years practitioner: an investigation into the professional identity of graduate early years practitioners.” 2018. Web. 04 Mar 2021.

Vancouver:

Dyer MA. What does it mean to be an early years practitioner: an investigation into the professional identity of graduate early years practitioners. [Internet] [Doctoral dissertation]. University of Huddersfield; 2018. [cited 2021 Mar 04]. Available from: http://eprints.hud.ac.uk/id/eprint/34584/1/Mary%20Dyer%20%20FINAL%20THESIS.PDF.

Council of Science Editors:

Dyer MA. What does it mean to be an early years practitioner: an investigation into the professional identity of graduate early years practitioners. [Doctoral Dissertation]. University of Huddersfield; 2018. Available from: http://eprints.hud.ac.uk/id/eprint/34584/1/Mary%20Dyer%20%20FINAL%20THESIS.PDF

University of Huddersfield

20. Alshibany, Entessar. Libyan Teachers’ Beliefs about Teaching English as a Foreign Language at Preparatory and Secondary Schools: Teaching Methodology, Curriculum and Professional Development.

Degree: 2018, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/34604/1/Entessar%20Alshibany%20Final%20thesis.pdf

► This thesis aims to develop an understanding and explanation about what Libyan teachers think and believe about teaching English. It examines how they regard themselves… (more)

▼ This thesis aims to develop an understanding and explanation about what Libyan teachers think and believe about teaching English. It examines how they regard themselves as English language teachers, addresses their beliefs about classroom practices and the current curriculum, and what might be regarded as professionalism within the Libyan educational context. This interpretive qualitative case study was conducted in the southern part of Libya and involved fifteen teachers of English from seven public schools who were purposively chosen and then observed and interviewed to generate data. Four inspectors and the head of a university English department were also interviewed to elucidate the wider context. This research adopted Ajzen’s (2005) Planned Behaviour Theory (PBT) and Desimone’s (2009) model of professional development as a theoretical base for the study. PBT underpinned an exploration and explanation of teachers’ beliefs, taking into consideration a variety of motivational factors. The way teachers’ intentions acclimatised to certain practices were analysed with regard to the three main determinants of PBT: behavioural, normative and control beliefs. Desimone’s model of professional development then was implemented as a relevant basis to explore the change required with respect to teachers’ current practices and their professional development in an evolving context such as Libya. The findings of this research confirm that Libyan teachers’ pedagogical practices are largely traditional. However, it also demonstrates that this occurs, in some cases, despite initial teacher training, since there were those participants who had had a pre- service background in teaching methodologies but, nevertheless, still adopted a traditional role once in the classroom. Significant factors which influenced this were: firstly, a lack of alignment between the Libyan assessment system and the principles of the English curriculum; secondly, an inconsistency between the official inspection regime and the principles of the current curriculum; thirdly, inadequacy in initial training and in any subsequent continued professional development (CPD). The Libyan inspection regime itself also displayed inconsistencies owing to inspectors’ incongruent views about what constitutes effective teaching in Libyan English language classrooms. Moreover, the research findings regarding teachers’ beliefs, as they emerged from the data and were interpreted under the main aspects of PBT, suggest that the participant teachers hold a range of beliefs which influence their practices. Those beliefs were formed in various ways initially as a result of background factors: their previous preparatory and secondary school experiences as language learners, and then advice from inspectors and other colleagues. However, significantly, the Libyan public examining system encouraged them to teach to the test and define success solely in terms of assessment while defining their concept of professionalism exclusively as years of teaching experience. …

Subjects/Keywords: L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Alshibany, E. (2018). Libyan Teachers’ Beliefs about Teaching English as a Foreign Language at Preparatory and Secondary Schools: Teaching Methodology, Curriculum and Professional Development. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/34604/1/Entessar%20Alshibany%20Final%20thesis.pdf

Chicago Manual of Style (16^th Edition):

Alshibany, Entessar. “Libyan Teachers’ Beliefs about Teaching English as a Foreign Language at Preparatory and Secondary Schools: Teaching Methodology, Curriculum and Professional Development.” 2018. Doctoral Dissertation, University of Huddersfield. Accessed March 04, 2021. http://eprints.hud.ac.uk/id/eprint/34604/1/Entessar%20Alshibany%20Final%20thesis.pdf.

MLA Handbook (7^th Edition):

Alshibany, Entessar. “Libyan Teachers’ Beliefs about Teaching English as a Foreign Language at Preparatory and Secondary Schools: Teaching Methodology, Curriculum and Professional Development.” 2018. Web. 04 Mar 2021.

Vancouver:

Alshibany E. Libyan Teachers’ Beliefs about Teaching English as a Foreign Language at Preparatory and Secondary Schools: Teaching Methodology, Curriculum and Professional Development. [Internet] [Doctoral dissertation]. University of Huddersfield; 2018. [cited 2021 Mar 04]. Available from: http://eprints.hud.ac.uk/id/eprint/34604/1/Entessar%20Alshibany%20Final%20thesis.pdf.

Council of Science Editors:

Alshibany E. Libyan Teachers’ Beliefs about Teaching English as a Foreign Language at Preparatory and Secondary Schools: Teaching Methodology, Curriculum and Professional Development. [Doctoral Dissertation]. University of Huddersfield; 2018. Available from: http://eprints.hud.ac.uk/id/eprint/34604/1/Entessar%20Alshibany%20Final%20thesis.pdf

University of Huddersfield

21. Woodhouse, Fiona. Selecting potential teachers-gatekeepers and gut feelings.

Degree: 2009, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/7057/1/fwoodhousefinalthesis.pdf

► One route to becoming a qualified teacher in England is to complete a Post Graduate Certificate in Education. The first obstacle for these potential teachers… (more)

▼ One route to becoming a qualified teacher in England is to complete a Post Graduate Certificate in Education. The first obstacle for these potential teachers is to be successfully selected onto a course. The potential teachers need to possess the appropriate personal and intellectual qualities required to become teachers. This study has sought to uncover how the gatekeepers to the teaching profession- the subject tutors and practising teachers involved in the selection process make the decisions as to whether a potential teacher has these appropriate personal qualities. The study considered what the potential teachers own construct of a teacher was, as they arrived for the selection interview. It explored what the practising teachers and subject tutors consider as appropriate qualities for these potential teachers. This research used grounded theory as the methodology for exploring how these potential teachers are selected onto an Initial Teacher Education programme. The analysis of the research has led to five emerging themes and a possible model to illustrate how the subject tutors and teachers select these potential teachers. The research highlights that the subject tutor interviews are semi structured in nature. It suggests that subject tutors expect these potential teachers to exhibit some evidence of six groups of ‘qualities’. These include; personal qualities (including the ability to reflect on their own development), subject knowledge for teaching, enthusiasm for the subject, experiences of observing or working with pupils, some knowledge of schools settings and some knowledge of the teaching profession. The practising teachers similarly expect potential teachers to have, personal qualities, vocational qualities, some knowledge of their subject and some knowledge of teaching. The research suggests that there is congruence between what the gatekeepers to the teaching profession often refer to as their ‘gut feelings’ about the potential teachers and the qualities referred to in research studies. This may give the gatekeepers greater confidence that their professional judgements are secure, and that ‘gut feelings’ masquerading as professional judgment can be relied upon!

Subjects/Keywords: L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Woodhouse, F. (2009). Selecting potential teachers-gatekeepers and gut feelings. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/7057/1/fwoodhousefinalthesis.pdf

Chicago Manual of Style (16^th Edition):

Woodhouse, Fiona. “Selecting potential teachers-gatekeepers and gut feelings.” 2009. Doctoral Dissertation, University of Huddersfield. Accessed March 04, 2021. http://eprints.hud.ac.uk/id/eprint/7057/1/fwoodhousefinalthesis.pdf.

MLA Handbook (7^th Edition):

Woodhouse, Fiona. “Selecting potential teachers-gatekeepers and gut feelings.” 2009. Web. 04 Mar 2021.

Vancouver:

Woodhouse F. Selecting potential teachers-gatekeepers and gut feelings. [Internet] [Doctoral dissertation]. University of Huddersfield; 2009. [cited 2021 Mar 04]. Available from: http://eprints.hud.ac.uk/id/eprint/7057/1/fwoodhousefinalthesis.pdf.

Council of Science Editors:

Woodhouse F. Selecting potential teachers-gatekeepers and gut feelings. [Doctoral Dissertation]. University of Huddersfield; 2009. Available from: http://eprints.hud.ac.uk/id/eprint/7057/1/fwoodhousefinalthesis.pdf

University of Huddersfield

22. Swift, John. Education and Employment: the influences on young people’s career decision making in Antigua and the UK.

Degree: 2009, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/7064/1/jswiftfinalthesis.pdf

► The thesis looks at the issue of career choice and decision-making through the eyes of young people in Antigua and in England. It provides an… (more)

▼ The thesis looks at the issue of career choice and decision-making through the eyes of young people in Antigua and in England. It provides an account of their views and attitudes in relation to various jobs and careers and the factors which have influenced these views. It asks young people about the way in which they are making their career choices and the sort of factors which influence them into making these choices. The study begins by first providing a brief overview of education and training in both countries and the way in which education is presented in both countries as being essential for economic growth. At the centre of this study is the realisation that after many years of vocational initiatives young people still appear to be reluctant to enter vocational courses and or careers. Nonetheless, from a socio/economic viewpoint, various governments over the last quarter of a century, at least, have placed much emphasis on the relationship between education and the country’s economic performance. The three specific aims of the study are: • To explore young peoples’ employment aspirations in Antigua and the UK • To investigate young people’s attitudes towards jobs and careers • To evaluate the various influences on their career choices. Since vocational education prepares individuals for gainful employment, the participants were therefore questioned about their career aspirations; particularly in terms of whether they are considering academic or vocational type courses or careers. In order to ascertain if the participants had made informed choices/decisions regarding subjects and career choices it was necessary to look at the types of information with which they are provided as well as the sources of the information. The research also questions whether the information provided is adequate and without bias. Conducted within two schools and two colleges in the North of England and two schools and a college in the Caribbean island of Antigua, the study employs the use of both Questionnaires and interviews so as to obtain a rich texture of data. However, as it seeks to give a voice to the young people themselves, it leans more towards the qualitative side of the interview data. The study reveals that the term vocational is not widely understood and attributes this to the narrow approach of careers education and guidance being provided to young people. Thus, it raises questions of how well young people are being prepared for the world of work. It however has found that young people do not make their choices based upon whether the career is a vocational or academic career. They are more concerned about the money and status which a career or job earns them and they are more likely to take advice from parents, siblings and even friends than from careers advisers.

Subjects/Keywords: L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Swift, J. (2009). Education and Employment: the influences on young people’s career decision making in Antigua and the UK. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/7064/1/jswiftfinalthesis.pdf

Chicago Manual of Style (16^th Edition):

Swift, John. “Education and Employment: the influences on young people’s career decision making in Antigua and the UK.” 2009. Doctoral Dissertation, University of Huddersfield. Accessed March 04, 2021. http://eprints.hud.ac.uk/id/eprint/7064/1/jswiftfinalthesis.pdf.

MLA Handbook (7^th Edition):

Swift, John. “Education and Employment: the influences on young people’s career decision making in Antigua and the UK.” 2009. Web. 04 Mar 2021.

Vancouver:

Swift J. Education and Employment: the influences on young people’s career decision making in Antigua and the UK. [Internet] [Doctoral dissertation]. University of Huddersfield; 2009. [cited 2021 Mar 04]. Available from: http://eprints.hud.ac.uk/id/eprint/7064/1/jswiftfinalthesis.pdf.

Council of Science Editors:

Swift J. Education and Employment: the influences on young people’s career decision making in Antigua and the UK. [Doctoral Dissertation]. University of Huddersfield; 2009. Available from: http://eprints.hud.ac.uk/id/eprint/7064/1/jswiftfinalthesis.pdf

University of Huddersfield

23. Kniveton, Karen. Conceptualising collaboration in context: an exploration of the collaborative experiences of academics in health and social care.

Degree: 2009, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/9044/1/kknivetonfinalthesis.pdf

► This thesis contains the findings of a qualitative research project that addressed the question ‘why collaborate? Focus was on the experiences of academics in health… (more)

Subjects/Keywords: L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Kniveton, K. (2009). Conceptualising collaboration in context: an exploration of the collaborative experiences of academics in health and social care. (Thesis). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/9044/1/kknivetonfinalthesis.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):

Kniveton, Karen. “Conceptualising collaboration in context: an exploration of the collaborative experiences of academics in health and social care.” 2009. Thesis, University of Huddersfield. Accessed March 04, 2021. http://eprints.hud.ac.uk/id/eprint/9044/1/kknivetonfinalthesis.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):

Kniveton, Karen. “Conceptualising collaboration in context: an exploration of the collaborative experiences of academics in health and social care.” 2009. Web. 04 Mar 2021.

Vancouver:

Kniveton K. Conceptualising collaboration in context: an exploration of the collaborative experiences of academics in health and social care. [Internet] [Thesis]. University of Huddersfield; 2009. [cited 2021 Mar 04]. Available from: http://eprints.hud.ac.uk/id/eprint/9044/1/kknivetonfinalthesis.pdf.

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

Council of Science Editors:

Kniveton K. Conceptualising collaboration in context: an exploration of the collaborative experiences of academics in health and social care. [Thesis]. University of Huddersfield; 2009. Available from: http://eprints.hud.ac.uk/id/eprint/9044/1/kknivetonfinalthesis.pdf

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

University of Huddersfield

24. Byrne, Victoria. Emotion and professional identities: A comparative study of professionals in Further Education and learning disability support services.

Degree: 2011, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/11192/1/vbyrnefinalthesis.pdf

► This research observes and compares the emotions and professional identities of professionals working in Further Education in the Metropolitan Borough of Kirklees, and for a… (more)

▼ This research observes and compares the emotions and professional identities of professionals working in Further Education in the Metropolitan Borough of Kirklees, and for a learning disability charity in the North of England. I wanted to identify the rewards and pressures in order to develop an understanding of how emotional demands inform professional identities. In relation to this, both groups of professionals have obligations with regards providing care for the people they serve, whilst also fulfilling other responsibilities which appear to contrast with this. Education professionals must facilitate achievement, whilst support workers must enable service users to live as independently as possible. Twenty semi-structured, intensive interviews were conducted with participants who were gathered using purposive sampling. It was an exploratory study, broadly following an interpretive grounded theory approach. My findings indicate a positive sense of professional identity is facilitated when the professionals feel they are significant within their professional environment; have a certain amount of control or agency; and hold values which are aligned with the organisation. Professionals were most passionate about their work when they were working with underprivileged or „forgotten‟ members of society, such as low achieving students and people with learning disabilities. Decisions made outside the working environment seemed to negatively affect professionals most. Issues relating to current policy, targets and management pressures were evidenced as concerns for professionals in Further Education. Professionals at the Mencap affiliated organisation involved in the research cited increased paperwork as an issue as it undermined their sense of agency; they felt they were being unnecessarily monitored. The professionals working with people with learning disabilities have great pride in their organisation and worry about the prospect of policy altering the way they work. The findings indicate that greater agency; a less businesslike approach; and the alignment of organisational and personal values proves beneficial to professional identity.

Subjects/Keywords: L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Byrne, V. (2011). Emotion and professional identities: A comparative study of professionals in Further Education and learning disability support services. (Masters Thesis). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/11192/1/vbyrnefinalthesis.pdf

Chicago Manual of Style (16^th Edition):

Byrne, Victoria. “Emotion and professional identities: A comparative study of professionals in Further Education and learning disability support services.” 2011. Masters Thesis, University of Huddersfield. Accessed March 04, 2021. http://eprints.hud.ac.uk/id/eprint/11192/1/vbyrnefinalthesis.pdf.

MLA Handbook (7^th Edition):

Byrne, Victoria. “Emotion and professional identities: A comparative study of professionals in Further Education and learning disability support services.” 2011. Web. 04 Mar 2021.

Vancouver:

Byrne V. Emotion and professional identities: A comparative study of professionals in Further Education and learning disability support services. [Internet] [Masters thesis]. University of Huddersfield; 2011. [cited 2021 Mar 04]. Available from: http://eprints.hud.ac.uk/id/eprint/11192/1/vbyrnefinalthesis.pdf.

Council of Science Editors:

Byrne V. Emotion and professional identities: A comparative study of professionals in Further Education and learning disability support services. [Masters Thesis]. University of Huddersfield; 2011. Available from: http://eprints.hud.ac.uk/id/eprint/11192/1/vbyrnefinalthesis.pdf

University of Huddersfield

25. Dangerfield, Anthony Samuel. School self-evaluation in action: A case study in the North-West of England.

Degree: 2012, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/14043/1/Anthony_Dangerfield_Final_Thesis.pdf

► research examines the development of a self-evaluation model within a secondary school environment. The study investigates the contributing factors that influence the development of a… (more)

Subjects/Keywords: L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Dangerfield, A. S. (2012). School self-evaluation in action: A case study in the North-West of England. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/14043/1/Anthony_Dangerfield_Final_Thesis.pdf

Chicago Manual of Style (16^th Edition):

Dangerfield, Anthony Samuel. “School self-evaluation in action: A case study in the North-West of England.” 2012. Doctoral Dissertation, University of Huddersfield. Accessed March 04, 2021. http://eprints.hud.ac.uk/id/eprint/14043/1/Anthony_Dangerfield_Final_Thesis.pdf.

MLA Handbook (7^th Edition):

Dangerfield, Anthony Samuel. “School self-evaluation in action: A case study in the North-West of England.” 2012. Web. 04 Mar 2021.

Vancouver:

Dangerfield AS. School self-evaluation in action: A case study in the North-West of England. [Internet] [Doctoral dissertation]. University of Huddersfield; 2012. [cited 2021 Mar 04]. Available from: http://eprints.hud.ac.uk/id/eprint/14043/1/Anthony_Dangerfield_Final_Thesis.pdf.

Council of Science Editors:

Dangerfield AS. School self-evaluation in action: A case study in the North-West of England. [Doctoral Dissertation]. University of Huddersfield; 2012. Available from: http://eprints.hud.ac.uk/id/eprint/14043/1/Anthony_Dangerfield_Final_Thesis.pdf

University of Huddersfield

26. Peng, Ying. The New Teaching Requirements and the Influence of Assessment: A Case Study of College English Reform in China.

Degree: 2011, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/14052/1/Final_Thesis_11-05-12.pdf

► College English reform is one of the main elements in the drive to improve the quality of higher education in China so that it meets… (more)

Subjects/Keywords: L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Peng, Y. (2011). The New Teaching Requirements and the Influence of Assessment: A Case Study of College English Reform in China. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/14052/1/Final_Thesis_11-05-12.pdf

Chicago Manual of Style (16^th Edition):

Peng, Ying. “The New Teaching Requirements and the Influence of Assessment: A Case Study of College English Reform in China.” 2011. Doctoral Dissertation, University of Huddersfield. Accessed March 04, 2021. http://eprints.hud.ac.uk/id/eprint/14052/1/Final_Thesis_11-05-12.pdf.

MLA Handbook (7^th Edition):

Peng, Ying. “The New Teaching Requirements and the Influence of Assessment: A Case Study of College English Reform in China.” 2011. Web. 04 Mar 2021.

Vancouver:

Peng Y. The New Teaching Requirements and the Influence of Assessment: A Case Study of College English Reform in China. [Internet] [Doctoral dissertation]. University of Huddersfield; 2011. [cited 2021 Mar 04]. Available from: http://eprints.hud.ac.uk/id/eprint/14052/1/Final_Thesis_11-05-12.pdf.

Council of Science Editors:

Peng Y. The New Teaching Requirements and the Influence of Assessment: A Case Study of College English Reform in China. [Doctoral Dissertation]. University of Huddersfield; 2011. Available from: http://eprints.hud.ac.uk/id/eprint/14052/1/Final_Thesis_11-05-12.pdf

University of Huddersfield

27. Conlon, Jo. A Case Study to Investigate the Reconceptualization of an Undergraduate Module as a Collaborative Learning Space Mimicking Industrial Practice to Provide the Opportunity for Participation and Practice and to Enhance Learning and Employability.

Degree: 2012, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/15993/1/Jo_Conlon_DMX0160_Dissertation.pdf

► The research presents a case study undertaken as part of postgraduate research. This postgraduate qualification in professional development was undertaken by the researcher to facilitate… (more)

Subjects/Keywords: L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Conlon, J. (2012). A Case Study to Investigate the Reconceptualization of an Undergraduate Module as a Collaborative Learning Space Mimicking Industrial Practice to Provide the Opportunity for Participation and Practice and to Enhance Learning and Employability. (Masters Thesis). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/15993/1/Jo_Conlon_DMX0160_Dissertation.pdf

Chicago Manual of Style (16^th Edition):

Conlon, Jo. “A Case Study to Investigate the Reconceptualization of an Undergraduate Module as a Collaborative Learning Space Mimicking Industrial Practice to Provide the Opportunity for Participation and Practice and to Enhance Learning and Employability.” 2012. Masters Thesis, University of Huddersfield. Accessed March 04, 2021. http://eprints.hud.ac.uk/id/eprint/15993/1/Jo_Conlon_DMX0160_Dissertation.pdf.

MLA Handbook (7^th Edition):

Conlon, Jo. “A Case Study to Investigate the Reconceptualization of an Undergraduate Module as a Collaborative Learning Space Mimicking Industrial Practice to Provide the Opportunity for Participation and Practice and to Enhance Learning and Employability.” 2012. Web. 04 Mar 2021.

Vancouver:

Conlon J. A Case Study to Investigate the Reconceptualization of an Undergraduate Module as a Collaborative Learning Space Mimicking Industrial Practice to Provide the Opportunity for Participation and Practice and to Enhance Learning and Employability. [Internet] [Masters thesis]. University of Huddersfield; 2012. [cited 2021 Mar 04]. Available from: http://eprints.hud.ac.uk/id/eprint/15993/1/Jo_Conlon_DMX0160_Dissertation.pdf.

Council of Science Editors:

Conlon J. A Case Study to Investigate the Reconceptualization of an Undergraduate Module as a Collaborative Learning Space Mimicking Industrial Practice to Provide the Opportunity for Participation and Practice and to Enhance Learning and Employability. [Masters Thesis]. University of Huddersfield; 2012. Available from: http://eprints.hud.ac.uk/id/eprint/15993/1/Jo_Conlon_DMX0160_Dissertation.pdf

University of Huddersfield

28. Bennett, Elizabeth. Learning from the early adopters: Web 2.0 tools, pedagogic practices and the development of the digital practitioner.

Degree: 2012, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/17486/1/E_Bennett_-_Final_Thesis.pdf

► The radical and transformative potential of Web 2.0 tools to impact on learning has been widely discussed. Their promise is of participative, collaborative learning in… (more)

▼ The radical and transformative potential of Web 2.0 tools to impact on learning has been widely discussed. Their promise is of participative, collaborative learning in which students are producers of knowledge, connected in learning communities. This thesis examines Web 2.0 tools in use in teaching and learning in a ‘post 1992’ university in the United Kingdom between 2009 and 2012. The focus is on how lecturers make use of the tools in their teaching; how the radical potential of these tools is harnessed in practice and how tensions and contradictions between Web 2.0 and traditional ways of learning are mediated. This phenomenological in-depth study utilises a small sample of lecturers, the ‘early adopters’ of Web 2.0 technologies, and focuses on their personal journeys in relation to making changes in their pedagogic and broader academic and professional practices. The study concludes that early adopters have similarities, independent of the subject that they teach, in terms of their beliefs and attributes: they are willing to experiment with change: they are confident in their approach to Technology Enhanced Learning: they understand the radical pedagogical possibilities of the application of Web 2.0 tools: they balance risks associated with adopting new practices with an understanding of their potential: they are willing to invest time in exploring and evaluating Technology Enhanced Learning. The motivation that drives the early adopters to adopt new Technology Enhanced Learning practices is their commitment to enhancing their students’ experience by making the learning more participative and collaborative. They believe that Web 2.0 practices have the potential to support this objective. Whilst change can be ontologically challenging when adopting practices which are disruptive to existing norms and routines, these early adopters do not experience adoption of Web 2.0 tools in this way. This thesis argues that this is because the changes are concomitant with the early adopters’ orientation to teaching and learning. The study also highlights the complexities of the decision to adopt new practices which can be emotionally challenging, associated with feelings of uncertainly or liminality, and involve juggling conflicted notions of the self and ideas of ‘giving up’. The study adapts Sharpe and Beetham’s Digital Literacies Framework and proposes the Digital Practitioner Framework depicting lecturers’ characteristics in relation to the adoption of Technology Enhanced Learning practices. The model is holistic, in that it represents not just the skills associated with being a digital practitioner, but also beliefs and values, practices and access. The model is used to understand the process of adoption of technology mediated learning by the early adopters in this higher education institution. The implications for lecturers’ development are also discussed.

Subjects/Keywords: L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Bennett, E. (2012). Learning from the early adopters: Web 2.0 tools, pedagogic practices and the development of the digital practitioner. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/17486/1/E_Bennett_-_Final_Thesis.pdf

Chicago Manual of Style (16^th Edition):

Bennett, Elizabeth. “Learning from the early adopters: Web 2.0 tools, pedagogic practices and the development of the digital practitioner.” 2012. Doctoral Dissertation, University of Huddersfield. Accessed March 04, 2021. http://eprints.hud.ac.uk/id/eprint/17486/1/E_Bennett_-_Final_Thesis.pdf.

MLA Handbook (7^th Edition):

Bennett, Elizabeth. “Learning from the early adopters: Web 2.0 tools, pedagogic practices and the development of the digital practitioner.” 2012. Web. 04 Mar 2021.

Vancouver:

Bennett E. Learning from the early adopters: Web 2.0 tools, pedagogic practices and the development of the digital practitioner. [Internet] [Doctoral dissertation]. University of Huddersfield; 2012. [cited 2021 Mar 04]. Available from: http://eprints.hud.ac.uk/id/eprint/17486/1/E_Bennett_-_Final_Thesis.pdf.

Council of Science Editors:

Bennett E. Learning from the early adopters: Web 2.0 tools, pedagogic practices and the development of the digital practitioner. [Doctoral Dissertation]. University of Huddersfield; 2012. Available from: http://eprints.hud.ac.uk/id/eprint/17486/1/E_Bennett_-_Final_Thesis.pdf

University of Huddersfield

29. Hyams-Ssekasi, Denis. The Transition of International Sub-Saharan African Students into the UK University system with reference to a University in the North of England.

Degree: 2012, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/17493/1/Final_Thesis.pdf

► The study seeks to examine the transition of international Sub-Saharan African students joining a UK University situated in the North of England. This research study… (more)

▼ The study seeks to examine the transition of international Sub-Saharan African students joining a UK University situated in the North of England. This research study examines the existing literature on the transition of international students into higher education; the factors that influence universities in recruiting international students; the motives of students to study in the UK; the issues prospective international Sub-Saharan African students experience in the process; and the support mechanisms universities have in place. Using interviews as the primary research method, an empirical inquiry has enabled the researcher to explore areas of transition where no substantive theory existed. The interviews were conducted with international Sub-Saharan African students who were new to the country and had been in the University for only six weeks. The interviews covered the international Sub-Saharan African students’ background, their decision to study in the UK and their transitional experiences. The research enquiry found that the majority of respondents in the study were first generations pursuing higher education outside their country of origin. Generally, the international Sub-Saharan African students in this study agreed that their previous upbringing and educational experiences had impacted on their studies. In retrospect, the decision to come to study in the UK was influenced by their parents, the prestige of obtaining a UK degree, enhancing future prospects and assisting the families in their own countries. The international Sub-Saharan African students encountered a catalogue of problems which had a great impact on their transitions to a UK university. In the name of “education” and a UK qualification, the international African students were prepared to endure difficulties. Such findings regarding these included: limited support during the transition process, in particular prior to the student arriving in the UK, and also upon arriving at a UK airport, but prior to arriving at the University. Induction programmes are conducted generally in academic institutions, but this research shows they are not targeted at meeting the needs of international African students. Prior learning of international students is not considered. There was also inadequate support for students arriving at the University after the induction process. This research explains perceptions the international Sub-Saharan African students held about their transitional experiences, and personal strategies they deployed in order to cope with their new environment. Whilst the results of the inquiry are in agreement with much of the current literature about international students, this study contributes to the existing knowledge on transition and provides a number of recommendations to the University in order to help improve its transitional processes for international Sub-Saharan African students.

Subjects/Keywords: L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Hyams-Ssekasi, D. (2012). The Transition of International Sub-Saharan African Students into the UK University system with reference to a University in the North of England. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/17493/1/Final_Thesis.pdf

Chicago Manual of Style (16^th Edition):

Hyams-Ssekasi, Denis. “The Transition of International Sub-Saharan African Students into the UK University system with reference to a University in the North of England.” 2012. Doctoral Dissertation, University of Huddersfield. Accessed March 04, 2021. http://eprints.hud.ac.uk/id/eprint/17493/1/Final_Thesis.pdf.

MLA Handbook (7^th Edition):

Hyams-Ssekasi, Denis. “The Transition of International Sub-Saharan African Students into the UK University system with reference to a University in the North of England.” 2012. Web. 04 Mar 2021.

Vancouver:

Hyams-Ssekasi D. The Transition of International Sub-Saharan African Students into the UK University system with reference to a University in the North of England. [Internet] [Doctoral dissertation]. University of Huddersfield; 2012. [cited 2021 Mar 04]. Available from: http://eprints.hud.ac.uk/id/eprint/17493/1/Final_Thesis.pdf.

Council of Science Editors:

Hyams-Ssekasi D. The Transition of International Sub-Saharan African Students into the UK University system with reference to a University in the North of England. [Doctoral Dissertation]. University of Huddersfield; 2012. Available from: http://eprints.hud.ac.uk/id/eprint/17493/1/Final_Thesis.pdf

University of Huddersfield

30. Shaheen, Nisbah. International Students at UK Universities: Critical Thinking- Related Challenges to Academic Writing.

Degree: 2012, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/17499/1/Nisbah_Shaheen_-_Final_Thesis.pdf

► Universities in the UK host considerable numbers of international students pursuing higher degrees, which raises questions about the extent of their adaptation to a new… (more)

▼ Universities in the UK host considerable numbers of international students pursuing higher degrees, which raises questions about the extent of their adaptation to a new academic environment. Critical thinking is a key skill expected of university graduates in the British education system, and it has been an increasing focus of attention in recent years. Concerns about international students’ lack of critical thinking in academic writing have been raised by teaching professionals. A review of previous literature shows that little research has been undertaken on issues related to critical thinking for a culturally and linguistically diverse range of students. Furthermore, in those research studies which have been undertaken, the learner’s voice has not been clearly evident. The present thesis, therefore, seeks to explore the problems faced by international students with regard to their approaches towards critical thinking, often derived from their previous cultures where people prefer a collective style of learning rather than an individual one, and where they respect and avoid criticizing the work of other scholars. The experiences of international students studying at two British universities were investigated by means of face-to-face individual interviews, self-reports, learners’ diaries and a case study, based on qualitative data. As a result of these findings, it was clear that the students held various conceptions of critical thinking which were based on their socialization and either their present experience of the practice of these intellectual skills, or the absence of this practice in their respective cultures. Majority of the students were found to choose surface rather than deep learning strategies. The analysis of data revealed that students from non-Western traditions are very different in approaching critical thinking tasks such as formulating and evaluating arguments, analysing critically and making sound judgements etc. Particular features of their previous educational experiences were identified as major barriers in the students’ development of critical thinking. International students, in particular, felt that their previous educational background had not developed them in a way which encouraged them to think analytically and creatively. However, the analysis also highlights the fact that EAP language support programmes have been unable to address students’ specific academic writing needs in order to bridge the skills gap of culturally diverse student bodies. The indepth findings may support developments designed to enhance students’ experiences in the British context. Overall, the present thesis investigates cross-cultural issues by providing explanations for specific areas of difficulty related to students’poor writing performance, as a result of the fact that critical thinking skills are crucial elements of the basic assessment tools in British universities. The thesis thus aims to make a modest contribution to broadening the understanding of international students’ problems and…

Subjects/Keywords: L Education (General)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Shaheen, N. (2012). International Students at UK Universities: Critical Thinking- Related Challenges to Academic Writing. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/17499/1/Nisbah_Shaheen_-_Final_Thesis.pdf

Chicago Manual of Style (16^th Edition):

Shaheen, Nisbah. “International Students at UK Universities: Critical Thinking- Related Challenges to Academic Writing.” 2012. Doctoral Dissertation, University of Huddersfield. Accessed March 04, 2021. http://eprints.hud.ac.uk/id/eprint/17499/1/Nisbah_Shaheen_-_Final_Thesis.pdf.

MLA Handbook (7^th Edition):

Shaheen, Nisbah. “International Students at UK Universities: Critical Thinking- Related Challenges to Academic Writing.” 2012. Web. 04 Mar 2021.

Vancouver:

Shaheen N. International Students at UK Universities: Critical Thinking- Related Challenges to Academic Writing. [Internet] [Doctoral dissertation]. University of Huddersfield; 2012. [cited 2021 Mar 04]. Available from: http://eprints.hud.ac.uk/id/eprint/17499/1/Nisbah_Shaheen_-_Final_Thesis.pdf.

Council of Science Editors:

Shaheen N. International Students at UK Universities: Critical Thinking- Related Challenges to Academic Writing. [Doctoral Dissertation]. University of Huddersfield; 2012. Available from: http://eprints.hud.ac.uk/id/eprint/17499/1/Nisbah_Shaheen_-_Final_Thesis.pdf

		in
And / Or
		in
And / Or
		in
And / Or
		in

Open Access Theses and Dissertations