Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Internship experiences). Showing records 1 – 3 of 3 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters

1. Splichal, Kevin L. Lived experiences of two pre-service teachers from a midwestern rural university during internships.

Degree: PhD, Curriculum and Instruction, 2015, Kansas State University

This phenomenological study explores the lived experiences of two elementary pre-service teachers in a Mid-western rural university in an attempt to heighten the quality and depth of those experiences as they pertain to pre-service teacher preparation prior to student teaching. The study analyzed the pre-service teachers’ descriptions of their lived experiences in elementary schools during internship experiences and how those experiences contributed to their personal growth as educators. Flick’s (2009) recommendations for phenomenological data analysis of personal journals and face-to-face interviews was used as a methodological framework for exploration of the two pre-service teachers’ lived experiences while Van Manen’s (1990) journal and interview methodologies were used for data collection. The findings were represented in thematic format and revealed transformational learning experiences for both participants. The six phenomenological themes captured the essences of teacher and student relationships and how classroom experiences contributed to personal learning opportunities for the pre-service teachers. Moreover, the findings of this study bolstered the necessity for pre-service teachers to reflect upon and evaluate interpersonal and intrapersonal lived experiences as they relate to the basic tenets of phenomenology in order to gain a fuller appreciation for how lived experiences of pre-service teachers, and their students, contribute to professional growth and improved decision-making skills. This study argues for a more attuned investigation of the basic tenets of phenomenology to increase student achievement through improved teacher and student relationships, and to enhance pre-service teachers’ personal and professional learning. Advisors/Committee Members: Debbie K. Mercer.

Subjects/Keywords: Pre-service teachers; Clinical based practices; Internships; Internship experiences; Phenomenology; Lived experiences; Curriculum Development (0727); Educational leadership (0449); Elementary Education (0524)

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Splichal, K. L. (2015). Lived experiences of two pre-service teachers from a midwestern rural university during internships. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/19151

Chicago Manual of Style (16th Edition):

Splichal, Kevin L. “Lived experiences of two pre-service teachers from a midwestern rural university during internships.” 2015. Doctoral Dissertation, Kansas State University. Accessed October 19, 2019. http://hdl.handle.net/2097/19151.

MLA Handbook (7th Edition):

Splichal, Kevin L. “Lived experiences of two pre-service teachers from a midwestern rural university during internships.” 2015. Web. 19 Oct 2019.

Vancouver:

Splichal KL. Lived experiences of two pre-service teachers from a midwestern rural university during internships. [Internet] [Doctoral dissertation]. Kansas State University; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2097/19151.

Council of Science Editors:

Splichal KL. Lived experiences of two pre-service teachers from a midwestern rural university during internships. [Doctoral Dissertation]. Kansas State University; 2015. Available from: http://hdl.handle.net/2097/19151


University of Florida

2. Jensen, Westin. The Internship.

Degree: 2013, University of Florida

In the past few years, there have been highs and lows for job-seekers in the construction management industry. There are some specific highlights employers look for on a résumé of prospective hires, but work experience always tops the list. In my research paper, I would like to provide a look at the internship process from start to finish from the perspective of the intern. This will be the first portion of the paper. The main points will include a timeline and in-depth review of each phase, including: preparation for career fair, career fair and interviews, job accepting, company integration, work experience, and close up. The work experience section will be broken into sub-section of field and office work and each of their benefits. The second part of the paper will focus on how this work experience compliments the classes taught in a typical construction management program. The main points will be on the differences in material learned in the classroom versus the field, as well as how the internship is viewed as an extended interview process. I will conclude with a summary of how to make the most out of and internship experience, providing examples from my own experience. ( en )

Subjects/Keywords: Classrooms; Construction management; Depth interviews; Electric fields; Employment interviews; Internships; Labor; Learning; Learning experiences; Project management; Apprentices; Internship programs

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jensen, W. (2013). The Internship. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00057356

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

Chicago Manual of Style (16th Edition):

Jensen, Westin. “The Internship.” 2013. Thesis, University of Florida. Accessed October 19, 2019. http://ufdc.ufl.edu/AA00057356.

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

MLA Handbook (7th Edition):

Jensen, Westin. “The Internship.” 2013. Web. 19 Oct 2019.

Vancouver:

Jensen W. The Internship. [Internet] [Thesis]. University of Florida; 2013. [cited 2019 Oct 19]. Available from: http://ufdc.ufl.edu/AA00057356.

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

Council of Science Editors:

Jensen W. The Internship. [Thesis]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/AA00057356

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


Virginia Tech

3. Bava, Saliha. Transforming Performances: An Intern-Reseacher's Hypertextual Journey in a Postmodern Community.

Degree: PhD, Human Development, 2001, Virginia Tech

I present the dissertation web as a montage of a postmodern inquiry of my doctoral internship and research experiences—concerns and jubilation—positioned within the discourses of <a href="site_map2.htm#2">postmodern</a>, dissertation, academia, experimentalism and cyberspace innovations among others. I create a <a href="site_map2.htm#3">social constructionistic</a> interactive interplay, using <a href="site_map2.htm#5">hypertext</a>, among my various voices of an intern, a researcher and a person. In the dissertation web—my inquiry—I practice the characterization of postmodernism on numerous fronts—subject of study, context of study, methodology and re-presentation of the inquiry. Implicitly and explicitly, I articulate the various characterizations of postmodernism in my inquiry by challenging the traditional research practices (meta<a href="site_map2.htm#4">narratives</a>). I challenge the traditional praxis by alternate per<b>form</b>ances of research practices such as studying myself in a cultural context of an internship using the methodology of <a href="site_map2.htm#11">autoethnography</a> and performance. The <a href="site_map2.htm#5">hypertext</a> docuverse is a further characterization of postmodernism in the styles and structures that are used for re-presentation of the narratives. The styles of narration I useâ such as words and graphics, prose and poetry, first person conversational texts, narratives and collages—blur the boundary of "academic" writing, literature, and art. The hypertext is intended as a <a href="site_map2.htm#6">metaphorical</a> experiential, intertextual journey of an <a href="site_map2.htm#12">intern</a> and a <a href="site_map2.htm#14">researcher</a>. Rather than a fixed structure, I create numerous structures of possible structures to privilege the readers' <a href="site_map2.htm#1">navigational</a> choices. I anticipate that the reader's choices in the virtual space might create a sense of meaning-transformation as one traverses through the dissertation web, thus, valuing <a href="site_map2.htm#8">fragmentation</a> and connection as aspects of sense-making, which are contextualized (among others) by the reader's meaning frames and my hypertextual <a href="site_map2.htm#7">performances</a>. The dissertation is submitted in three formats—exclusive dissertation web.pdf, intertextual dissertation web.pdf, and xml version. The<b> <i>exclusive dissertation web.pdf</i> </b>is a web capture in pdf format of all the "files" that compose the dissertation web created in html. The <i><b>intertextual dissertation web.pdf</b> </i> is a web capture of my dissertation along with the capture of external web resources that contextualize my dissertation web, thus illustrating the intertextuality of hypertexts by making the dissertation part of the larger textual web. Due to the web capture, the "docuverse" is nonlinear and the pages do not follow any particular or author predefined sequences. So, <i>please use the internal links or the bookmarks… Advisors/Committee Members: Protinsky, Howard O. Jr. (committeechair), Anderson, Harlene (committee member), Nespor, Jan K. (committee member), Prouty, Anne M. (committee member), Piercy, Fred P. (committee member).

Subjects/Keywords: Collaborative Language Systems approach; art; qualitative; internship experiences; narrative; electronic referencing; family therapy training; analysis and interpretation; journal; intertextual; discourses; reporting; multimedia; representation; autobiographical; archiving; feminist; harlene anderson; performance; hypertext; postmodern; space; blurring boundaries; social construction; autoethnography; e-referencing; content and form; research methodology; methodology; collaborative learning; learning communities; writing

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bava, S. (2001). Transforming Performances: An Intern-Reseacher's Hypertextual Journey in a Postmodern Community. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/25951

Chicago Manual of Style (16th Edition):

Bava, Saliha. “Transforming Performances: An Intern-Reseacher's Hypertextual Journey in a Postmodern Community.” 2001. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/25951.

MLA Handbook (7th Edition):

Bava, Saliha. “Transforming Performances: An Intern-Reseacher's Hypertextual Journey in a Postmodern Community.” 2001. Web. 19 Oct 2019.

Vancouver:

Bava S. Transforming Performances: An Intern-Reseacher's Hypertextual Journey in a Postmodern Community. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/25951.

Council of Science Editors:

Bava S. Transforming Performances: An Intern-Reseacher's Hypertextual Journey in a Postmodern Community. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/25951

.