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Addis Ababa University
1.
KEFELEGN, TEFERA.
A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
.
Degree: 2012, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/1992
► It is obvious that the English courses (College English and Sophomore) offered in Addis Ababa University are based on the assumption that what is taught…
(more)
▼ It is obvious that the English courses (College English and Sophomore) offered in Addis
Ababa University are based on the assumption that what is taught and learned in these
classes would help students overcome their previous writing problems and write well in
their
subject area courses.
However, what may not be clear is how well students are able to use what they have
learned from writing courses into their content courses writing tasks or what exactly
subject area teachers expect of their students. This being the case, it will become
necessary to examine the academic writing practices, features, and expectations of the
Addis Ababa University
subject matter
instructors and their students to obtain the
features of academic writing
instructors require and expect.
The purpose of the study reported in this thesis, therefore, was to investigate the
students’ academic writing in relation to the instructors’ expectations in the context of
AAU. Focusing on four departments of the university and adopting a descriptive
approach, the study set out specifically to (a) determine the features of good academic
papers
instructors expect from their students and in this regard whether the students'
writing reflect the instructors’ expectations, (b) whether the students’ awareness of what
constitute good academic writing approximate (match with) their instructors’
expectations, (c) if the
instructors help the students meet the writing requirements and
(d) to see the extent to which
instructors actually look beyond content to language
errors in the students' writing. In addition, the study attempted to look at the order of the
seriousness of the problems, if any, in terms of content, writing skills, and language as
noticed by the
instructors and experienced by the students.
Two techniques of data gathering were employed in order to obtain the data required for
the study. One was a questionnaire, which was designed and distributed to both
subject
area
instructors and their students in the selected departments. The other was interview
by which information was gathered from the
instructors and the students. The data
gathered from the
instructors and their students were then analyzed
The results of the study tend to indicate that the students were actually less successful
in meeting or reflecting their instructors’ expectations of good academic papers in their
writing. The results also appear to show that what the students perceived as elements
of a good academic paper in most cases, agree with their instructors’ expectations.
However, even though, the students were aware of the qualities their papers should
satisfy, both the
instructors and the students themselves witnessed that they had
serious problems in fulfilling or demonstrating these features in their papers.
In this regard, students’ problems were manifested in terms of all the good features of
writing the
instructors expected. In more specific terms, student writing exhibited
weaknesses in lack of skills in expressing thoughts in logically organized and connected
discourse…
Advisors/Committee Members: DR. GEREMEW LEMU (advisor).
Subjects/Keywords: Students’ Academic Writing;
Instructors’ Expectations
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
KEFELEGN, T. (2012). A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
. (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/1992
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):
KEFELEGN, TEFERA. “A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
.” 2012. Thesis, Addis Ababa University. Accessed April 15, 2021.
http://etd.aau.edu.et/dspace/handle/123456789/1992.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
KEFELEGN, TEFERA. “A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
.” 2012. Web. 15 Apr 2021.
Vancouver:
KEFELEGN T. A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
. [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Apr 15].
Available from: http://etd.aau.edu.et/dspace/handle/123456789/1992.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
KEFELEGN T. A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
. [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/1992
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University
2.
KEFELEGN, TEFERA.
A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
.
Degree: 2012, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/2036
► It is obvious that the English courses (College English and Sophomore) offered in Addis Ababa University are based on the assumption that what is taught…
(more)
▼ It is obvious that the English courses (College English and Sophomore) offered in Addis
Ababa University are based on the assumption that what is taught and learned in these
classes would help students overcome their previous writing problems and write well in
their
subject area courses.
However, what may not be clear is how well students are able to use what they have
learned from writing courses into their content courses writing tasks or what exactly
subject area teachers expect of their students. This being the case, it will become
necessary to examine the academic writing practices, features, and expectations of the
Addis Ababa University
subject matter
instructors and their students to obtain the
features of academic writing
instructors require and expect.
The purpose of the study reported in this thesis, therefore, was to investigate the
students’ academic writing in relation to the instructors’ expectations in the context of
AAU. Focusing on four departments of the university and adopting a descriptive
approach, the study set out specifically to (a) determine the features of good academic
papers
instructors expect from their students and in this regard whether the students'
writing reflect the instructors’ expectations, (b) whether the students’ awareness of what
constitute good academic writing approximate (match with) their instructors’
expectations, (c) if the
instructors help the students meet the writing requirements and
(d) to see the extent to which
instructors actually look beyond content to language
errors in the students' writing. In addition, the study attempted to look at the order of the
seriousness of the problems, if any, in terms of content, writing skills, and language as
noticed by the
instructors and experienced by the students.
Two techniques of data gathering were employed in order to obtain the data required for
the study. One was a questionnaire, which was designed and distributed to both
subject
area
instructors and their students in the selected departments. The other was interview
by which information was gathered from the
instructors and the students. The data
gathered from the
instructors and their students were then analyzed
The results of the study tend to indicate that the students were actually less successful
in meeting or reflecting their instructors’ expectations of good academic papers in their
writing. The results also appear to show that what the students perceived as elements
of a good academic paper in most cases, agree with their instructors’ expectations.
However, even though, the students were aware of the qualities their papers should
satisfy, both the
instructors and the students themselves witnessed that they had
serious problems in fulfilling or demonstrating these features in their papers.
In this regard, students’ problems were manifested in terms of all the good features of
writing the
instructors expected. In more specific terms, student writing exhibited
weaknesses in lack of skills in expressing thoughts in logically organized and connected
discourse…
Advisors/Committee Members: DR. GEREMEW LEMU (advisor).
Subjects/Keywords: Students’ Academic Writing;
Instructors’ Expectations
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
KEFELEGN, T. (2012). A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
. (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2036
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):
KEFELEGN, TEFERA. “A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
.” 2012. Thesis, Addis Ababa University. Accessed April 15, 2021.
http://etd.aau.edu.et/dspace/handle/123456789/2036.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
KEFELEGN, TEFERA. “A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
.” 2012. Web. 15 Apr 2021.
Vancouver:
KEFELEGN T. A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
. [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Apr 15].
Available from: http://etd.aau.edu.et/dspace/handle/123456789/2036.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
KEFELEGN T. A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
. [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2036
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Manitoba
3.
Roberts, Tara L.
Understanding and use of emotional intelligence among clinical nursing instructors.
Degree: Nursing, 2018, University of Manitoba
URL: http://hdl.handle.net/1993/33052
► The purpose of this qualitative study was to explore clinical nursing instructors understanding and use of emotional intelligence (EI). Emotional intelligence can be defined as…
(more)
▼ The purpose of this qualitative study was to explore clinical nursing
instructors understanding and use of emotional intelligence (EI). Emotional intelligence can be defined as “the ability to monitor one’s own and other’s feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions” (Salovey & Mayer, 1990, p.189). Mayer and Salovey’s Four-Branch Model of Emotional Intelligence was used as a conceptual framework to examine nine clinical nursing instructors’ experiences of how they perceive and use EI in their clinical practice. Data was collected over a 3-month period using semi-structured interviews and analyzed using open coding to categorize and develop themes. Two major themes and several subthemes emerged from the data to describe clinical nursing instructors’ understanding and use of EI. The two themes identified were Emotional Awareness and Managing Emotions. This study demonstrated that clinical nursing
instructors have the ability to perceive and use emotions in themselves and others. This is an important finding, as advancing nursing education with emotionally intelligent educators will assist in meeting the demands of evolving health care needs. Although there are nursing studies that explore emotional intelligence in nursing and nursing students, there has only been one study examining emotional intelligence and clinical nursing
instructors. This exploratory, qualitative study adds to the knowledge of EI and clinical nursing
instructors, contributing to a better understanding of clinical nursing instructors’ perceptions and use of EI.
Advisors/Committee Members: Scanlan, Judith (Nursing) (supervisor), McMillan, Diana E. (Nursing) Janzen, Melanie (Curriculum, Teaching and Learning) (examiningcommittee).
Subjects/Keywords: Emotional intelligence; Clinical nursing instructors
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Roberts, T. L. (2018). Understanding and use of emotional intelligence among clinical nursing instructors. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33052
Chicago Manual of Style (16th Edition):
Roberts, Tara L. “Understanding and use of emotional intelligence among clinical nursing instructors.” 2018. Masters Thesis, University of Manitoba. Accessed April 15, 2021.
http://hdl.handle.net/1993/33052.
MLA Handbook (7th Edition):
Roberts, Tara L. “Understanding and use of emotional intelligence among clinical nursing instructors.” 2018. Web. 15 Apr 2021.
Vancouver:
Roberts TL. Understanding and use of emotional intelligence among clinical nursing instructors. [Internet] [Masters thesis]. University of Manitoba; 2018. [cited 2021 Apr 15].
Available from: http://hdl.handle.net/1993/33052.
Council of Science Editors:
Roberts TL. Understanding and use of emotional intelligence among clinical nursing instructors. [Masters Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/33052
4.
Goff, Erik Michael.
Effects Of Instructor Continuity On A Large-Scale Pilot Training Program.
Degree: MS, Economics & Finance, 2013, University of North Dakota
URL: https://commons.und.edu/theses/1426
► In a large-scale pilot training program, like those run by the United States Air Force, Navy or many civilian colleges, quality of instruction is…
(more)
▼ In a large-scale pilot training program, like those run by the United States Air Force, Navy or many civilian colleges, quality of instruction is a very important question. These programs will have large numbers of
instructors and students, but the effect of flying a student with a large number of different
instructors is unknown. This paper will use continuous performance and failure data to see if there is a relationship between flying with too many
instructors and failing or scoring poorly on a checkride. Multiple regression, difference in differencing, and probit analysis will be used to explore this question.
Advisors/Committee Members: Cullen Goenner.
Subjects/Keywords: Continuity; Flight Instructors; Flight Training
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Goff, E. M. (2013). Effects Of Instructor Continuity On A Large-Scale Pilot Training Program. (Masters Thesis). University of North Dakota. Retrieved from https://commons.und.edu/theses/1426
Chicago Manual of Style (16th Edition):
Goff, Erik Michael. “Effects Of Instructor Continuity On A Large-Scale Pilot Training Program.” 2013. Masters Thesis, University of North Dakota. Accessed April 15, 2021.
https://commons.und.edu/theses/1426.
MLA Handbook (7th Edition):
Goff, Erik Michael. “Effects Of Instructor Continuity On A Large-Scale Pilot Training Program.” 2013. Web. 15 Apr 2021.
Vancouver:
Goff EM. Effects Of Instructor Continuity On A Large-Scale Pilot Training Program. [Internet] [Masters thesis]. University of North Dakota; 2013. [cited 2021 Apr 15].
Available from: https://commons.und.edu/theses/1426.
Council of Science Editors:
Goff EM. Effects Of Instructor Continuity On A Large-Scale Pilot Training Program. [Masters Thesis]. University of North Dakota; 2013. Available from: https://commons.und.edu/theses/1426

Wayne State University
5.
Alasfor, Khalid Abdulaziz.
Social Media Adoption Among University Instructors In Saudi Arabia.
Degree: PhD, Instructional Technology, 2016, Wayne State University
URL: https://digitalcommons.wayne.edu/oa_dissertations/1618
► There is an orientation from the government of Saudi Arabia toward social media in general. The government of Saudi Arabia considers the significance of…
(more)
▼ There is an orientation from the government of Saudi Arabia toward social media in general. The government of Saudi Arabia considers the significance of social media in educating the Saudi community. The Saudi Ministry of Education founded the National Center for E- Learning and Distance Learning (NCeL) because it considered the importance of e-learning and distance learning for higher education (he.moe.gov.sa). NCeL supports and rewards university
instructors to integrate social media in the learning process (award.elc.edu.sa). Several studies proved the significance of social media with Saudi higher education students (Alkhalifa, 2008; Salem and Alghamdi, 2011; Almadhouni, 2011). Moreover, Saudi students indicated positive attitudes toward social media in their learning and would prefer attending classes that university
instructors use social media (Aifan, 2015). However, the adoption of social media for teaching students by university
instructors in Saudi Arabia is unclear.
A questionnaire was built based on Rogers’ Diffusion of Innovations theory for the study purpose. 387 university
instructors from all of the 28 Saudi public universities responded to the questionnaire. 47.5% of the participants were male university
instructors, while 51.7% were female university
instructors. .8% of the participants preferred not to disclose their gender.
130
47.8% of the participants were 35 years old or below, 29.2% were between 36-45 years old, and 17.8% were 46years old and more.
The results of this cross-sectional descriptive study that the Knowledge stage was the highest stage that university
instructors have identified themselves with the stages of the innovation-decision, followed by Decision stage, Persuasion stage, Confirmation stage, and Implementation stage. The findings of this study imply that the perceived relative advantage and compatibility of using social media in teaching students may increase university
instructors (in general and for all ages) future adoption decision of using social media in teaching students. Moreover, the findings of this study imply that the perceived relative advantage of using social media in teaching students may increase female university instructors’ future adoption decision of using social media in teaching students, whereas the perceived compatibility of using social media in teaching students may increase male university instructors’ future adoption decision of using social media in teaching students. Finally, the findings of this study imply that the perceived complexity, trialability, and observability of using social media in teaching students may have no influence on increasing university instructors’ future adoption decision of using social media in teaching students.
Advisors/Committee Members: Monica Tracey.
Subjects/Keywords: Social Media; University Instructors; Instructional Media Design
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Alasfor, K. A. (2016). Social Media Adoption Among University Instructors In Saudi Arabia. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1618
Chicago Manual of Style (16th Edition):
Alasfor, Khalid Abdulaziz. “Social Media Adoption Among University Instructors In Saudi Arabia.” 2016. Doctoral Dissertation, Wayne State University. Accessed April 15, 2021.
https://digitalcommons.wayne.edu/oa_dissertations/1618.
MLA Handbook (7th Edition):
Alasfor, Khalid Abdulaziz. “Social Media Adoption Among University Instructors In Saudi Arabia.” 2016. Web. 15 Apr 2021.
Vancouver:
Alasfor KA. Social Media Adoption Among University Instructors In Saudi Arabia. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2021 Apr 15].
Available from: https://digitalcommons.wayne.edu/oa_dissertations/1618.
Council of Science Editors:
Alasfor KA. Social Media Adoption Among University Instructors In Saudi Arabia. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1618
6.
Hoffman, Nicole Lynn.
Exploring how clinical nursing instructors understand and facilitate clinical judgment in nursing students.
Degree: 2019, Athabasca University
URL: http://hdl.handle.net/10791/295
► Clinical judgment is recognised as an essential skill for competent nursing practice. The clinical setting is an ideal place for students to explore clinical judgment.…
(more)
▼ Clinical judgment is recognised as an essential skill for competent nursing practice. The clinical setting is an ideal place for students to explore clinical judgment. Clinical judgment is often used interchangeably with clinical reasoning, critical thinking, and clinical decision-making. There is limited information from the perspective of clinical nursing instructors. This study was undertaken to explore the experiences of clinical nursing instructors with regards to their understanding of clinical judgment, their perspectives on what enhances and what hinders its development, and to obtain their recommendations for new instructors. Five study participants answered questions regarding these topics. Of interest, was the discussion on hindrances to the development of clinical judgment and participant recommendations for new clinical instructors. Study results can help new and experienced instructors explore and expand their practice, and could be used to help support new instructors during their first couple of years of practice.
2019-08
Advisors/Committee Members: Moore, Sharon Dr (Faculty of Health Disciplines, Athabasca University), Buchanan, Diane Dr (Queen's University), Lamarche, Kimberley Dr (Faculty of Health Disciplines, Athabasca University).
Subjects/Keywords: clinical judgment; nursing education; clinical instructors
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hoffman, N. L. (2019). Exploring how clinical nursing instructors understand and facilitate clinical judgment in nursing students. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/295
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):
Hoffman, Nicole Lynn. “Exploring how clinical nursing instructors understand and facilitate clinical judgment in nursing students.” 2019. Thesis, Athabasca University. Accessed April 15, 2021.
http://hdl.handle.net/10791/295.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hoffman, Nicole Lynn. “Exploring how clinical nursing instructors understand and facilitate clinical judgment in nursing students.” 2019. Web. 15 Apr 2021.
Vancouver:
Hoffman NL. Exploring how clinical nursing instructors understand and facilitate clinical judgment in nursing students. [Internet] [Thesis]. Athabasca University; 2019. [cited 2021 Apr 15].
Available from: http://hdl.handle.net/10791/295.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hoffman NL. Exploring how clinical nursing instructors understand and facilitate clinical judgment in nursing students. [Thesis]. Athabasca University; 2019. Available from: http://hdl.handle.net/10791/295
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
7.
Salentiny, Adrienne M.
Analysis Of Preservice Teacher And Instructor Technology Uses And Beliefs.
Degree: PhD, Teaching & Learning, 2012, University of North Dakota
URL: https://commons.und.edu/theses/1268
► In our technology-immersed society in which information is central to the economy, citizens should be fluent with technology and possess 21st century skills that…
(more)
▼ In our technology-immersed society in which information is central to the economy, citizens should be fluent with technology and possess 21st century skills that support responsible and effective technology use (e.g., Lin, 2000; P21, 2009). Given the role of public education in creating citizenry with the skills society needs, these qualities should be developed at the K-12 level. This is best done if teachers integrate technology into their lessons (e.g., ISTE, 2008; NCES, 2002). However, research shows that inservice teachers are not integrating technology enough because of negative attitudes, poor confidence, inadequate education, a conflicted teaching philosophy, and other barriers (e.g., Ertmer, 1999). Some suggest that this may change because the current generation of preservice teachers, presumed to be technology-savvy digital natives, will not face these barriers (e.g., Prensky, 2001, 2005). Contrasting research shows that this generation is not uniformly technical, and that what knowledge they have does not transfer to professional settings (e.g., Oblinger & Oblinger, 2005). Furthermore, preservice teachers may be even less technically-inclined than their peers, making them more likely to face the same barriers as inservice teachers (e.g., Lei, 2009; Salentiny, 2010). Preservice education
instructors may also face these barriers, and thus are unable to break the cycle (e.g., Ertmer, 2005).
If we are to encourage technology integration, we must understand more about the technology characteristics of preservice teachers, their
instructors, and the barriers (e.g., attitudes and beliefs) they face. To determine how to avoid preservice level barriers, research needs to explore these technology characteristics. This will help determine whether barriers are present or developing during preservice education. 198 preservice teachers and 21
instructors at a Midwestern university were surveyed about technology use and beliefs. In addition, nine preservice teachers and three
instructors were interviewed as follow up to this survey. Results indicate that preservice teachers and
instructors display positive attitudes about technology, but only mid-level confidence in their skills with it. Factors that could lead to barriers were found.
Instructors believed it was important for preservice teachers to learn pedagogical skills with technology. Implications for preservice education are discussed.
Advisors/Committee Members: Richard N. Van Eck.
Subjects/Keywords: barriers; education; fluency; instructors; preservice; technology
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Salentiny, A. M. (2012). Analysis Of Preservice Teacher And Instructor Technology Uses And Beliefs. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1268
Chicago Manual of Style (16th Edition):
Salentiny, Adrienne M. “Analysis Of Preservice Teacher And Instructor Technology Uses And Beliefs.” 2012. Doctoral Dissertation, University of North Dakota. Accessed April 15, 2021.
https://commons.und.edu/theses/1268.
MLA Handbook (7th Edition):
Salentiny, Adrienne M. “Analysis Of Preservice Teacher And Instructor Technology Uses And Beliefs.” 2012. Web. 15 Apr 2021.
Vancouver:
Salentiny AM. Analysis Of Preservice Teacher And Instructor Technology Uses And Beliefs. [Internet] [Doctoral dissertation]. University of North Dakota; 2012. [cited 2021 Apr 15].
Available from: https://commons.und.edu/theses/1268.
Council of Science Editors:
Salentiny AM. Analysis Of Preservice Teacher And Instructor Technology Uses And Beliefs. [Doctoral Dissertation]. University of North Dakota; 2012. Available from: https://commons.und.edu/theses/1268
8.
Thuss, Mary E.
Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter's and Spreitzer's Theories.
Degree: 2014, University of Western Ontario
URL: https://ir.lib.uwo.ca/etd/2180
► Clinical instructors (CIs) play a vital role in students’ development by facilitating learning in various health care practice environments. Quality nursing education hinges on the…
(more)
▼ Clinical instructors (CIs) play a vital role in students’ development by facilitating learning in various health care practice environments. Quality nursing education hinges on the CI’s ability to enact his or her professional role. The purpose of this study was to explore Rwandan nursing clinical instructors’ experiences of structural and psychological empowerment.
A descriptive qualitative method was used to obtain an understanding of CIs empowerment experiences in practice settings. Kanter’s (1993) Theory of Structural Power in Organizations and Spreitzer’s (1995) Psychological Empowerment Theory were used as a conceptual framework to interpret their experiences. Interview data from 21 nursing CIs in Rwanda were used to complete a secondary data analysis for this study.
Most study participants perceived the structural components of informal power, resources, and support while formal power and opportunity were limited, diminishing their sense of structural empowerment. Psychological empowerment for the CIs in Rwanda stemmed from a sense of competence, meaning, impact and self-determination they had for their teaching roles and responsibilities in the practice setting. Implications and recommendations for CIs and administration are suggested to support, recruit and retain clinical instructors.
Subjects/Keywords: NURSING CLINICAL INSTRUCTORS; EMPOWERMENT; RWANDA; Nursing
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Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Thuss, M. E. (2014). Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter's and Spreitzer's Theories. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/2180
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):
Thuss, Mary E. “Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter's and Spreitzer's Theories.” 2014. Thesis, University of Western Ontario. Accessed April 15, 2021.
https://ir.lib.uwo.ca/etd/2180.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Thuss, Mary E. “Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter's and Spreitzer's Theories.” 2014. Web. 15 Apr 2021.
Vancouver:
Thuss ME. Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter's and Spreitzer's Theories. [Internet] [Thesis]. University of Western Ontario; 2014. [cited 2021 Apr 15].
Available from: https://ir.lib.uwo.ca/etd/2180.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Thuss ME. Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter's and Spreitzer's Theories. [Thesis]. University of Western Ontario; 2014. Available from: https://ir.lib.uwo.ca/etd/2180
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Southern California
9.
Nakagawa, Linda Yumi.
Examining the role of instructors and instruction in an
after-school program.
Degree: EdD, Education, 2012, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111272/rec/2599
► This case study sought to provide a deeper understanding of after-school instructors’ characteristics and instructional practices. Examining one state-funded after-school program, the following overarching question…
(more)
▼ This case study sought to provide a deeper
understanding of after-school instructors’ characteristics and
instructional practices. Examining one state-funded after-school
program, the following overarching question anchored the research
design: In what ways and to what extent do instructor qualities and
practices in one elementary school’s state-funded after-school
program align with key, research-based principles of effective
after-school instruction? Findings suggested that misalignment
within and across case levels manifested in numerous ways and
seemed to pose some challenges for the people charged with engaging
in instruction. Without the alignment of resources to stated goals
and guidelines for purposefully activating those resources during
instruction, it is likely that the resources were not maximized. In
order to guide after-school programs toward providing students with
effective learning opportunities, recommendations are collaborative
goal setting, development of approaches, and utilization of
resources to support alignment within and among all collaborating
organizations, as well as ongoing assessment of progress in meeting
established goals to help meet ever-changing student needs.
Additional after-school research is needed to identify what happens
in programs that accounts for those positive outcomes and how
findings can be used to improve preexisting and developing programs
and to ensure that youth receive the best possible opportunities
for learning—namely, opportunities that allow for active,
collaborative, and meaningful learning.
Advisors/Committee Members: Anderson, Lauren (Committee Chair), Stillman, Jamy (Committee Member), O'Cadiz, Maria del Pilar (Committee Member).
Subjects/Keywords: after-school; afterschool; after school; instruction; after-school instruction; afterschool instruction; after school instruction; after-school instructors; afterschool instructors; after school instructors; instructors; ASES; 21st CCLC
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Nakagawa, L. Y. (2012). Examining the role of instructors and instruction in an
after-school program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111272/rec/2599
Chicago Manual of Style (16th Edition):
Nakagawa, Linda Yumi. “Examining the role of instructors and instruction in an
after-school program.” 2012. Doctoral Dissertation, University of Southern California. Accessed April 15, 2021.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111272/rec/2599.
MLA Handbook (7th Edition):
Nakagawa, Linda Yumi. “Examining the role of instructors and instruction in an
after-school program.” 2012. Web. 15 Apr 2021.
Vancouver:
Nakagawa LY. Examining the role of instructors and instruction in an
after-school program. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2021 Apr 15].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111272/rec/2599.
Council of Science Editors:
Nakagawa LY. Examining the role of instructors and instruction in an
after-school program. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111272/rec/2599

Loughborough University
10.
Richardson, Emma V.
Resisting disablism in the gym : a narrative exploration of the journey from disabled client to disabled instructor.
Degree: PhD, 2017, Loughborough University
URL: http://hdl.handle.net/2134/26422
► It is imperative that individuals with physical impairments maintain an active lifestyle to enhance various aspects of well-being and overall quality of life. This population,…
(more)
▼ It is imperative that individuals with physical impairments maintain an active lifestyle to enhance various aspects of well-being and overall quality of life. This population, however, are also one of the most sedentary in society. One identified reason for this is the ableism which exists in many fitness establishments that promotes acceptance of one particular body; the strong, physically athletic, muscular body is given value. Individuals who do not align to his particular physical reality may be subject to discrimination which can have a detrimental effect on their psycho-emotional well-being and deter them from exercising. Surprisingly, there is an increasing number of disabled individuals who are becoming gym instructors and further integrating themselves into a space which is deemed to oppress them. The purpose of this PhD is to explore these individuals' journey from gym clients to gym instructors. Framed by interpretivism and with particular focus on narrative inquiry, various qualitative analysis techniques were applied to explore 1) participants experiences exercising in the gym, 2) participants' motivations to be gym instructors, 3) how participants made sense of their gym instructor training and, 4)what impact participants perceived they had in the gym as instructors. This thesis has made original contributions to the literature by crafting a deep understanding of disabled people s experiences in the gym and why people enact social missions. For example, this thesis contextualizes disability in the gym and identifies that despite the numerous health benefits disabled people experience by exercising in this space, the psycho-emotional disablism they are subject to acts as a barrier for individuals to exercise here. Importantly, although disablism acted as a barrier to continued exercise for participants, it was also a facilitator in their decision to become a gym instructor. Essentially, participants described their own negative gym experiences as fuelling their desires to enact positive change in this space and do social missions in the gym. To be a gym instructor, participants went through a training programme specifically designed to train disabled people to embody this role. At this training, participants initially experienced a sense of validation and belonging through peer group exercise and were able to craft a collective story which allowed them to resist the oppressive disablism they experienced in the gym. However, as training continued and evolved so too did the narratives participants crafted to make sense of their experiences. Instead of one united story, participants crafted two conflicting narratives which redefined their relationship with each other and InstructAbility, and ultimately determined why some participants continued their training and others did not. For those who did continue to become fully qualified gym instructors, they felt they had a positive influence in promoting inclusion, exercise and diversity in the gym. In light of these findings, there are several practical…
Subjects/Keywords: 613.7; Disability; Gyms; Instructors; Disablism; Narrative
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Richardson, E. V. (2017). Resisting disablism in the gym : a narrative exploration of the journey from disabled client to disabled instructor. (Doctoral Dissertation). Loughborough University. Retrieved from http://hdl.handle.net/2134/26422
Chicago Manual of Style (16th Edition):
Richardson, Emma V. “Resisting disablism in the gym : a narrative exploration of the journey from disabled client to disabled instructor.” 2017. Doctoral Dissertation, Loughborough University. Accessed April 15, 2021.
http://hdl.handle.net/2134/26422.
MLA Handbook (7th Edition):
Richardson, Emma V. “Resisting disablism in the gym : a narrative exploration of the journey from disabled client to disabled instructor.” 2017. Web. 15 Apr 2021.
Vancouver:
Richardson EV. Resisting disablism in the gym : a narrative exploration of the journey from disabled client to disabled instructor. [Internet] [Doctoral dissertation]. Loughborough University; 2017. [cited 2021 Apr 15].
Available from: http://hdl.handle.net/2134/26422.
Council of Science Editors:
Richardson EV. Resisting disablism in the gym : a narrative exploration of the journey from disabled client to disabled instructor. [Doctoral Dissertation]. Loughborough University; 2017. Available from: http://hdl.handle.net/2134/26422

California State University – Sacramento
11.
Aguirre, Samia.
Basic skills mathematics: the perspectives of community college mathematics instructors regarding factors affecting student success.
Degree: 2013, California State University – Sacramento
URL: http://hdl.handle.net/10211.9/2231
► Basic skills education is one of the greater challenges facing higher educational institutions in the United States in the 21st century. Each year, students around…
(more)
▼ Basic skills education is one of the greater challenges facing higher educational institutions in the United States in the 21st century. Each year, students around the United States graduate high school unprepared to handle the demands of higher education. The following qualitative phenomenological study examines basic skills mathematics
instructors??? perceptions regarding teaching methods, expectations, and attitudes that facilitate the success of basic skills mathematics students at community colleges. Interviews were conducted with seven community college basic skills mathematics
instructors who currently teach basic skills mathematics at a Northern California community college. The three research questions were:
1. What are the basic skills mathematics
instructors??? perceptions regarding the teaching methods that are most useful for facilitating student success in community college basic skills mathematics courses?
2. What are basic skills mathematics
instructors??? perceptions regarding the impact of teachers??? expectations on student success in their basic skills mathematics courses?
3. What are basic skills mathematics
instructors??? perceptions regarding the impact of teachers??? attitudes on student success in their basic skills mathematics courses?
Data analysis included text analysis, identifying and coding emerging themes, and interpreting the findings. During the data analysis process, the researcher identified the following emerging themes: tailored classroom instruction, supplemental instruction, innovative instruction, students willing to engage in the learning process, and connecting and building positive rapport with the students.
The findings of the study answered the three research questions. In answering research question one, the researcher concluded that the participants perceived that the flexibility they have in using diverse teaching methods allows them to meet the students??? needs, enhance the students??? receptivity of the
subject taught, and create a supportive teaching and learning environment that facilitates students??? success. In answering the second research question, the researcher determined that the participants perceived that their high expectations for students to actively engage in the learning process and take charge of their own learning helps the students persist and succeed in any learning environment. In answering the final research question the researcher concluded that participants perceived that their positive attitudes help build positive relationships with the students that include clear communication, trust and mutual respect. This study concludes that there is not one isolated factor that promotes students??? learning and success, but rather it is a combination of the participants??? teaching methods, expectations, and attitudes that help create a positive nurturing environment conducive to teaching and learning basic skills mathematics.
Advisors/Committee Members: Pritchard, Robert Henry, 1947-.
Subjects/Keywords: College remedial mathematics; Community college; Math instructors
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Aguirre, S. (2013). Basic skills mathematics: the perspectives of community college mathematics instructors regarding factors affecting student success. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/2231
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):
Aguirre, Samia. “Basic skills mathematics: the perspectives of community college mathematics instructors regarding factors affecting student success.” 2013. Thesis, California State University – Sacramento. Accessed April 15, 2021.
http://hdl.handle.net/10211.9/2231.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Aguirre, Samia. “Basic skills mathematics: the perspectives of community college mathematics instructors regarding factors affecting student success.” 2013. Web. 15 Apr 2021.
Vancouver:
Aguirre S. Basic skills mathematics: the perspectives of community college mathematics instructors regarding factors affecting student success. [Internet] [Thesis]. California State University – Sacramento; 2013. [cited 2021 Apr 15].
Available from: http://hdl.handle.net/10211.9/2231.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Aguirre S. Basic skills mathematics: the perspectives of community college mathematics instructors regarding factors affecting student success. [Thesis]. California State University – Sacramento; 2013. Available from: http://hdl.handle.net/10211.9/2231
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Georgia State University
12.
Strader, Ryan.
A Comparative Study of Army ROTC Writing Pedagogy.
Degree: PhD, English, 2019, Georgia State University
URL: https://scholarworks.gsu.edu/english_diss/214
► As composition instructors, we often describe ourselves as capacitating students for complex work environments, and we often describe ourselves as capacitating students for civic…
(more)
▼ As composition
instructors, we often describe ourselves as capacitating students for complex work environments, and we often describe ourselves as capacitating students for civic responsibility. Meanwhile, there is a large community of young men and women preparing to work in a military environment, and we have very little understanding of their writing needs as future officers, or the writing exigencies of the military workplace. We work on campuses with Army ROTC
instructors who teach writing strategies and prepare their students for a writing-heavy work environment, yet have very little understanding of what ROTC
instructors do as writing teachers. It becomes easy for composition
instructors to believe that the education of future military officers is a task taking place in some far off space by people they have nothing in common with.
This qualitative project explores the writing pedagogy of Army ROTC
instructors through interview data and curricular materials. A generalizable description of Army ROTC writing pedagogy is offered, using concepts from the field of writing studies to map and clarify the kind of writing processes, pedagogy, axiology, and epistemology that generally governs Army ROTC writing pedagogy. Interview data is described through the development of five interview profiles, presented with accompanying analysis. To further explicate themes that emerge from interview data and ground the description of Army ROTC writing pedagogy, there is commentary on Army Regulation 25-50 and the Army ROTC suggested writing assignments. These items reveal a unique pedagogical challenge that influences Army writing pedagogy:
instructors are constantly trying to balance teaching the “science” of being a soldier with the “art” of being a soldier. The final chapter offers reflection on how this work opens up a new space in the scholarship of teaching and writing studies. This new space envisions military classrooms as sites of important composition pedagogy, and brings together composition and military
instructors as pedagogical partners and colleagues.
Advisors/Committee Members: Ashley Holmes, George Pullman, Mary Hocks.
Subjects/Keywords: Writing pedagogy; Workplace-based writing; Writing studies; Army writing; Army instructors; Writing instructors
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Strader, R. (2019). A Comparative Study of Army ROTC Writing Pedagogy. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/english_diss/214
Chicago Manual of Style (16th Edition):
Strader, Ryan. “A Comparative Study of Army ROTC Writing Pedagogy.” 2019. Doctoral Dissertation, Georgia State University. Accessed April 15, 2021.
https://scholarworks.gsu.edu/english_diss/214.
MLA Handbook (7th Edition):
Strader, Ryan. “A Comparative Study of Army ROTC Writing Pedagogy.” 2019. Web. 15 Apr 2021.
Vancouver:
Strader R. A Comparative Study of Army ROTC Writing Pedagogy. [Internet] [Doctoral dissertation]. Georgia State University; 2019. [cited 2021 Apr 15].
Available from: https://scholarworks.gsu.edu/english_diss/214.
Council of Science Editors:
Strader R. A Comparative Study of Army ROTC Writing Pedagogy. [Doctoral Dissertation]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/english_diss/214

NSYSU
13.
Yang, Chia-Wei.
Study in Qualification,Rights and Obligations of the Taiwanese and Chinese Teacher.
Degree: Master, ICAPS, 2017, NSYSU
URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0812117-153710
► Taiwan and China have once shared mutual historical background and both of them own similar races, languages and cultures. All the above reasons make them…
(more)
▼ Taiwan and China have once shared mutual historical background and both of them own similar races, languages and cultures. All the above reasons make them inseparable from long time ago. Though democracy creates distinct society of Taiwan from one created by Chinese communism , both sides braves the stable force from education despite different political systems.The phenomenon indicates the importance of educational policy and revolution by both sides, particularly
instructors, the heart and soul of execution. Therefore, the author hope the thesis can conduct not only the merit system of
instructors and the revolution of their rights and obligation of both sides, but also more of Taiwanese and Chinese policies for
instructors and systems for education from the comparison and analysis.The thesis analyzes and differentiates Taiwanese and Chinese merit system as well as rights and obligation for
instructors. The main method is comparative research by polish educationist George Bereday and also literature review will be used to collect needed documents or bibliographies. The development and revolution of merit system as well as rights and obligation for
instructors are involved.
ããThe conclusion for the thesis is briefed as follows:(1)Both Taiwan and China requires educational background for instructor qualification. However, one loses qualification if he/she fails to obtain diploma in Taiwan. In China, one could still qualified as
instructors for schools at any level through national teacher qualification certificate examination even if he/she fails to obtain diploma.(2)In Taiwan, test and examination are two ways to qualify as
instructors. Test is for
instructors qualifies for senior schools and below, two rounds are required. Examination is for
instructors for Junior College and above, two rounds are required. In China,qualification for
instructors requires application regardless of schools for all levels.(3)Both Taiwan and China implement appointment system for hiring
instructors. However, the vast territory and serious influence peddling in China preventes the implementation of appointment system.(4)For rights of
instructors, Taiwanese
instructors assures right to profession association, right to educational neutralism and right to counsel for business lawsuit.(5)For obligation of
instructors, Taiwanese
instructors are under obligation to confidentiality and to be homeroom teachers. As for Chinese
instructors, they are under obligation to tutor patriotism and to teach political thoughts.(6)Laws have already been made for
instructors on merit system as well as rights and obligation for both Taiwan and China.(7)In regard to merit system as well as rights and obligation for
instructors, division still lies between regulation and operation for both Taiwan and China.
Advisors/Committee Members: Hsien-Chao Chang (chair), Bing-Kuan Lu (chair), Jeng-Rong Shyu (committee member).
Subjects/Keywords: instructors of two sides; literature review method; policy for instructors; comparative research methodology; rights and obligations; merit system
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Yang, C. (2017). Study in Qualification,Rights and Obligations of the Taiwanese and Chinese Teacher. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0812117-153710
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):
Yang, Chia-Wei. “Study in Qualification,Rights and Obligations of the Taiwanese and Chinese Teacher.” 2017. Thesis, NSYSU. Accessed April 15, 2021.
http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0812117-153710.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Yang, Chia-Wei. “Study in Qualification,Rights and Obligations of the Taiwanese and Chinese Teacher.” 2017. Web. 15 Apr 2021.
Vancouver:
Yang C. Study in Qualification,Rights and Obligations of the Taiwanese and Chinese Teacher. [Internet] [Thesis]. NSYSU; 2017. [cited 2021 Apr 15].
Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0812117-153710.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Yang C. Study in Qualification,Rights and Obligations of the Taiwanese and Chinese Teacher. [Thesis]. NSYSU; 2017. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0812117-153710
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Brigham Young University
14.
Harper, Lena May.
"What More Could I Have Done?" A Graduate Student's Experience Teaching Writing About Writing.
Degree: MA, 2017, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8226&context=etd
► As writing about writing (WAW) research enters its "second wave," characterized not only by an increase in data-driven studies that theorize and assess the…
(more)
▼ As writing about writing (WAW) research enters its "second wave," characterized not only by an increase in data-driven studies that theorize and assess the effectiveness of WAW curricula (Downs) but also by an increase in its prominence and adaptation, particularly among emerging writing studies scholars and teachers (e.g., Bird et al.), a space has opened for more and varied types of research, especially empirical research, to determine its effectiveness and to produce more solid recommendations for training and curriculum development, especially for those who are new to the field. This case study, which highlights how a novice teacher responds to a new teaching experience, aims to address the dearth of empirical research on WAW curricula and to aid other graduate instructors interested in teaching WAW or program administrators interested in implementing WAW. The study reports results from data collected (e.g., interviews, in-class observations, teachings logs) on the experience of a second-year MA graduate student in composition and rhetoric as he taught a WAW-based curriculum in a first-year composition (FYC) class in the beginning of 2016. His twenty students were also research subjects, but only a small portion of their data is reported here. The instructor's experience, chronicled in narrative form, began optimistically, though with a hint of skepticism, and ended in discouragement and even pessimism. These results were largely unexpected due to the instructor's confidence with and knowledge of WAW history, assumptions, and pedagogy and experience teaching FYC. However, his struggle with the approach reveals and confirms several important points for anyone hoping to teach or implement WAW. Particularly, new WAW instructors need sustained training, support, and mentoring to help them properly temper their expectations for the course, correctly and usefully interpret their experiences teaching WAW, successfully transfer prior teaching knowledge and methods to the WAW classroom, and ultimately find their place in WAW instruction.
Subjects/Keywords: writing about writing; WAW; first-year composition; FYC; threshold concepts; graduate student instructors; new writing instructors; case study
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Harper, L. M. (2017). "What More Could I Have Done?" A Graduate Student's Experience Teaching Writing About Writing. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8226&context=etd
Chicago Manual of Style (16th Edition):
Harper, Lena May. “"What More Could I Have Done?" A Graduate Student's Experience Teaching Writing About Writing.” 2017. Masters Thesis, Brigham Young University. Accessed April 15, 2021.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8226&context=etd.
MLA Handbook (7th Edition):
Harper, Lena May. “"What More Could I Have Done?" A Graduate Student's Experience Teaching Writing About Writing.” 2017. Web. 15 Apr 2021.
Vancouver:
Harper LM. "What More Could I Have Done?" A Graduate Student's Experience Teaching Writing About Writing. [Internet] [Masters thesis]. Brigham Young University; 2017. [cited 2021 Apr 15].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8226&context=etd.
Council of Science Editors:
Harper LM. "What More Could I Have Done?" A Graduate Student's Experience Teaching Writing About Writing. [Masters Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8226&context=etd

NSYSU
15.
Kuei, Wen.
An Investigation on the Factors of the Successful Training Program in the Life Insurance Industry: Based on the Financed Agents Program of N Company.
Degree: Master, EMBA, 2012, NSYSU
URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0727112-030429
► This study is to investigate the factors for successful training programs in the life insurance industry. From the aspects of curriculum design, instructorsâ arrangements, and…
(more)
▼ This study is to investigate the factors for successful training programs in the life insurance industry. From the aspects of curriculum design, instructorsâ arrangements, and trainersâ self-evaluation on their efforts in the training program, this study analyzed the trained and on-schedule promoted trainers to understand how much the trainers identify with the program arrangements. This study further pointed out that, on the premise of the same
instructors and curriculum, the traineesâ quality and how their supervisors do the mentoring determine if the training program will succeed. This study used the survey and randomly chose 180 trainees to be the research participants, with 143 valid responses. This study concludes some traineesâ and their supervisorsâ qualities that tend to generate the training success. The qualities will be used as some referential indicators for recruitment and adjusting curriculum in the future.
Advisors/Committee Members: Ying-Fang Huang (chair), Bih-Shiaw Jaw (committee member), ChristinaYu-Ping Wang (chair), Wan-ching Chen (chair).
Subjects/Keywords: curriculum design; instructors; life insurance industry; personal qualities; education training
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kuei, W. (2012). An Investigation on the Factors of the Successful Training Program in the Life Insurance Industry: Based on the Financed Agents Program of N Company. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0727112-030429
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):
Kuei, Wen. “An Investigation on the Factors of the Successful Training Program in the Life Insurance Industry: Based on the Financed Agents Program of N Company.” 2012. Thesis, NSYSU. Accessed April 15, 2021.
http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0727112-030429.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kuei, Wen. “An Investigation on the Factors of the Successful Training Program in the Life Insurance Industry: Based on the Financed Agents Program of N Company.” 2012. Web. 15 Apr 2021.
Vancouver:
Kuei W. An Investigation on the Factors of the Successful Training Program in the Life Insurance Industry: Based on the Financed Agents Program of N Company. [Internet] [Thesis]. NSYSU; 2012. [cited 2021 Apr 15].
Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0727112-030429.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kuei W. An Investigation on the Factors of the Successful Training Program in the Life Insurance Industry: Based on the Financed Agents Program of N Company. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0727112-030429
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Lithuanian Academy of Physical Education
16.
Valeikaitė,
Ieva.
Lietuvos sveikatingumo centrų aerobikos
instruktorių kompetencijas atskleidžiančios
dimensijos.
Degree: Master, Marketing and
Administration, 2008, Lithuanian Academy of Physical Education
URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080618_121427-12091
;
► Nuolat kintančios aplinkos reikalavimai Lietuvai įstojus į ES, skatina organizacijas ir dirbančiuosius nuolat tobulintis, plėsti savo kompetencijas, sudarant palankesnes sąlygas ne tik dalyvauti darbo rinkoje,…
(more)
▼ Nuolat kintančios aplinkos reikalavimai
Lietuvai įstojus į ES, skatina organizacijas ir dirbančiuosius
nuolat tobulintis, plėsti savo kompetencijas, sudarant palankesnes
sąlygas ne tik dalyvauti darbo rinkoje, bet ir skatinti
sveikatingumo centrų aerobikos instruktorių darbo kokybę.
Sveikatingumo centrų specialistų kompetencijų svarba apima ne tik
pavienių asmenų aukštų aspiracijų įgyvendinimą, karjeros siekimą,
bet ir pačių organizacijų galimybes dalyvauti konkurencinėje
rinkoje teikiant profesionalias paslaugas. Ši tema yra aktuali, nes
Lietuvoje sveikatingumo centruose nėra jokios sistemos, kuri galėtų
ne tik atskleisti, bet ir nustatyti aerobikos instruktorių
kompetencijas ir kvalifikacijas. Remdamiesi Europos Sveikatos ir
Fitneso Asociacijos (EHFA) patirtimi, galėtume sukurti arba
pritaikyti panašią sistemą, kuri būtų naudinga Lietuvos sporto
rinkai. Šio darbo tikslas - nustatyti Lietuvos sveikatingumo centrų
aerobikos instruktorių kompetencijas atskleidžiančias dimensijas
(klientų pažiūriu), kad palyginti atitikimą su EHFA standartais.
Tyrimo objektas – Lietuvos sveikatingumo centrų aerobikos
instruktorių kompetencijas atskleidžiančios dimensijos. Tyrime
aptariamos suaugusiųjų švietimo formos ir apžvelgiamos neformalios
mokymosi patirties pripažinimo galimybės. Tyrimo tikslas yra
nustatyti aerobikos instruktorių turimas kvalifikacijas ir
kompetencijas, bei aerobikos instruktorių kompetencijų raišką. Taip
pat nagrinėjama ar Lietuvos sveikatingumo centrų aerobikos...
[toliau žr. visą tekstą]
Since Lithuania‘s accession to the EU,
rapidly changing requirements encourage organizations and employees
to improve and expand their competences constantly by creating
better conditions to not only participate in the market, but also
to enhance the quality of health aerobic instructors’ work.
Continuous improvement is both important to the instructors for the
career purposes and the health centres to be able to compete in the
competitive market by offering high quality services. The subject
of the thesis is of importance to Lithuanian health centres since
there seems to be no working system to determine the qualifications
needed to become an aerobic instructor. Using European Health and
Fitness Association’s experience, a similar system could be created
that would be of use to the Lithuanian market. The objective of the
thesis was to determine the competences of aerobic instructors from
the customers‘ point of view and to compare them with the European
Health and Fitness Association standards. The object of the
investigation was the dimensions that reveal the competences of
aerobic instructors at the Lithuanian health centres. Numerous
forms of adult education and possibilities to acknowledge informal
education were dealt with in the thesis. The research aimed to
examine the qualifications and competences that instructors in
Lithuanian health centres have, the expression of competences, and
to investigate they comply with the standards of the European
Health and Fitness... [to full text]
Advisors/Committee Members: Urbanskienė, Rūta (Master’s degree committee chair), Navickas, Valentinas (Master’s degree committee member), Laskienė, Skaistė (Master’s degree committee member), Vasiljevienė, Nijolė (Master’s degree committee member), Mikalauskas, Rimantas (Master’s degree committee member), Mejerytė, Kristina (Master’s degree session secretary), Čingienė, Vilma (Master’s thesis supervisor), Laskienė, Skaistė (Master’s thesis reviewer).
Subjects/Keywords: Aerobikos
instruktotiai; Kompetencijos; Veikatingumo
klubai; Aerobic
instructors; Competences; Health
centres
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Valeikaitė,
Ieva. (2008). Lietuvos sveikatingumo centrų aerobikos
instruktorių kompetencijas atskleidžiančios
dimensijos. (Masters Thesis). Lithuanian Academy of Physical Education. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080618_121427-12091 ;
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
Valeikaitė,
Ieva. “Lietuvos sveikatingumo centrų aerobikos
instruktorių kompetencijas atskleidžiančios
dimensijos.” 2008. Masters Thesis, Lithuanian Academy of Physical Education. Accessed April 15, 2021.
http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080618_121427-12091 ;.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
Valeikaitė,
Ieva. “Lietuvos sveikatingumo centrų aerobikos
instruktorių kompetencijas atskleidžiančios
dimensijos.” 2008. Web. 15 Apr 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
Valeikaitė,
Ieva. Lietuvos sveikatingumo centrų aerobikos
instruktorių kompetencijas atskleidžiančios
dimensijos. [Internet] [Masters thesis]. Lithuanian Academy of Physical Education; 2008. [cited 2021 Apr 15].
Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080618_121427-12091 ;.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
Valeikaitė,
Ieva. Lietuvos sveikatingumo centrų aerobikos
instruktorių kompetencijas atskleidžiančios
dimensijos. [Masters Thesis]. Lithuanian Academy of Physical Education; 2008. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080618_121427-12091 ;
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Manchester
17.
Hawley, Helen.
The role of the exercise instructor in older adults' uptake and adherence to exercise classes.
Degree: PhD, 2012, University of Manchester
URL: https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-the-exercise-instructor-in-older-adults-uptake-and-adherence-to-exercise-classes(6ea1e5fe-f798-4635-9fc4-3c1d65bca92b).html
;
http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553331
► Encouraging older adults to become more active and maintain that activity is critical to the promotion of their health and well-being, social networks and independence.…
(more)
▼ Encouraging older adults to become more active and maintain that activity is critical to the promotion of their health and well-being, social networks and independence. Leadership behaviour and quality of instruction is important in influencing engagement of older adults in exercise classes. Instructors' attitudes could influence older adults' uptake and adherence to classes, but little is known about the relationship between attitudes and characteristics of instructors and their delivery in relation to uptake and adherence of older adults to exercise classes. Methods: Underpinned by the Theory of Planned Behaviour and using a mixed methods approach this thesis uses three studies to:1) Survey 731 United Kingdom exercise instructors with Level 3 older adults exercise qualification to investigate instructors' characteristics and attitudes towards older-adults' participation in exercise. 2) Interview 19 instructors to further explore instructors' attitudes, experiences and beliefs in relation to their exercise classes for older adults and how their attitudes, experiences and beliefs are influenced by their training and characteristics.3) Follow up a cohort of 16 instructors and 193 of their class participants over 6 months to explore what characteristics of exercise instructors, the group and class participants influence adherence and also whether instructors influence uptake and adherence to home exercise. Results and Conclusion: The first study establishes that there is a relationship between instructors' training, experience, characteristics and their attitudes. The second study supports these findings and demonstrates how instructors' think that these factors and others not only influence how they deliver and promote their classes but also influence older adults' uptake and adherence to exercise classes. The final study enables us to look at the relationship between instructor variables and the participant within the exercise class setting. Class participants' mental well-being, education and housing were key factors related to their attendance. Having attended the class for more than six months at baseline was an important factor related to adherence. Individual factors such as participants' attitudes, beliefs about group cohesion and instructor variables such as personality traits and experience emerged in the final models both in relation to participant attendance and adherence. There are a series of complex interactions between the instructor, participant, the group and others which influences beliefs and attitudes. It is clear that the instructor can influence participants and they have an important role to play in creating an atmosphere and environment of which participants want to be a part of.
Subjects/Keywords: 361; older adults; instructors; Uptake; Adherence; exercise classes
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hawley, H. (2012). The role of the exercise instructor in older adults' uptake and adherence to exercise classes. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-the-exercise-instructor-in-older-adults-uptake-and-adherence-to-exercise-classes(6ea1e5fe-f798-4635-9fc4-3c1d65bca92b).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553331
Chicago Manual of Style (16th Edition):
Hawley, Helen. “The role of the exercise instructor in older adults' uptake and adherence to exercise classes.” 2012. Doctoral Dissertation, University of Manchester. Accessed April 15, 2021.
https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-the-exercise-instructor-in-older-adults-uptake-and-adherence-to-exercise-classes(6ea1e5fe-f798-4635-9fc4-3c1d65bca92b).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553331.
MLA Handbook (7th Edition):
Hawley, Helen. “The role of the exercise instructor in older adults' uptake and adherence to exercise classes.” 2012. Web. 15 Apr 2021.
Vancouver:
Hawley H. The role of the exercise instructor in older adults' uptake and adherence to exercise classes. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2021 Apr 15].
Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-the-exercise-instructor-in-older-adults-uptake-and-adherence-to-exercise-classes(6ea1e5fe-f798-4635-9fc4-3c1d65bca92b).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553331.
Council of Science Editors:
Hawley H. The role of the exercise instructor in older adults' uptake and adherence to exercise classes. [Doctoral Dissertation]. University of Manchester; 2012. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-the-exercise-instructor-in-older-adults-uptake-and-adherence-to-exercise-classes(6ea1e5fe-f798-4635-9fc4-3c1d65bca92b).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553331
18.
Quong, Jennifer.
Child development instructors' and undergraduates' perspectives and experiences in online education through second culture acquisition and cognitive load lenses: A mixed methods study.
Degree: PhD, Child Development, 2012, Texas Woman's University
URL: https://twu-ir.tdl.org/handle/11274/10482
► The educational landscape of higher education is shifting to include more online education courses. This shift has produced successes and struggles for instructors and undergraduates.…
(more)
▼ The educational landscape of higher education is shifting to include more online education courses. This shift has produced successes and struggles for
instructors and undergraduates. The purpose of this study was to explore child development
instructors' and undergraduates' perspectives and experiences in online education through the theoretical lenses of second culture acquisition and cognitive load, and the discipline of child development. These lenses were used to explain online teaching and learning as one acquiring a second culture and ways to decrease the negative experience of transition shock.
This research study employed an exploratory mixed methods design. Quantitative data, consisting of an online researcher-created questionnaire, were collected from 268 participants (12
instructors and 256 undergraduates). Qualitative data consisted of 15 instructor interviews, six undergraduate focus groups (n=14), and researcher's reflexive documents. The total number of particpants was 297. Quantitative data were analyzed for relationships, predictive value, and group differences. Qualitative data analysis was analyzed using a 4-level coding system.
Findings revealed strong relationships between transition shock reduction and (a) motivation to acculturate into the new environment and (b) confidence of educational technology skills. The current online teaching and learning culture can be viewed as a pidgin language and has emerged as the interlanguage of the traditional teaching and learning and technology cultures. This new culture is in the process of acquiring Discourse with a unique language, rules, roles, responsibilities, and customs.
Instructors and undergraduates both experienced a transitional experience, which can resolve either positively or negatively. The data showed
instructors were beginning to have more experiences and Discourse development than the undergraduates, which allowed them to emerge as expert users of the culture. Child development
instructors incorporated a variety of child development strategies to provide an active learning environment and scaffold undergraduates' learning.
Advisors/Committee Members: Snider, Sharla (Committee Chair), Buckley, Rhonda (committee member), Rose, Katherine (committee member).
Subjects/Keywords: Education; Child development instructors; Cognitive load; Online; Second culture; Undergraduates
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Quong, J. (2012). Child development instructors' and undergraduates' perspectives and experiences in online education through second culture acquisition and cognitive load lenses: A mixed methods study. (Doctoral Dissertation). Texas Woman's University. Retrieved from https://twu-ir.tdl.org/handle/11274/10482
Chicago Manual of Style (16th Edition):
Quong, Jennifer. “Child development instructors' and undergraduates' perspectives and experiences in online education through second culture acquisition and cognitive load lenses: A mixed methods study.” 2012. Doctoral Dissertation, Texas Woman's University. Accessed April 15, 2021.
https://twu-ir.tdl.org/handle/11274/10482.
MLA Handbook (7th Edition):
Quong, Jennifer. “Child development instructors' and undergraduates' perspectives and experiences in online education through second culture acquisition and cognitive load lenses: A mixed methods study.” 2012. Web. 15 Apr 2021.
Vancouver:
Quong J. Child development instructors' and undergraduates' perspectives and experiences in online education through second culture acquisition and cognitive load lenses: A mixed methods study. [Internet] [Doctoral dissertation]. Texas Woman's University; 2012. [cited 2021 Apr 15].
Available from: https://twu-ir.tdl.org/handle/11274/10482.
Council of Science Editors:
Quong J. Child development instructors' and undergraduates' perspectives and experiences in online education through second culture acquisition and cognitive load lenses: A mixed methods study. [Doctoral Dissertation]. Texas Woman's University; 2012. Available from: https://twu-ir.tdl.org/handle/11274/10482

University of Illinois – Urbana-Champaign
19.
Allen, Crystal Ann.
Learning styles and multiple intelligences in animal science: college instructors and their students.
Degree: PhD, Animal Sciences, 2015, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/88938
► There is a disconnection between how college students are taught and what the research has shown to be the most effective teaching methods. A majority…
(more)
▼ There is a disconnection between how college students are taught and what the research has shown to be the most effective teaching methods. A majority of college
instructors currently teach primarily using lectures, PowerPoint presentations and written or online tests to assess knowledge. It is not known why these methods are still so prominent in college classrooms since they have repeatedly been found have inadequate effects on learning. The purpose of our study was to characterize the Learning Styles (LS) and Multiple Intelligences (MI) of both the
instructors and students and to determine the similarities and differences between those. Using online assessments data was collected from 20
instructors who taught animal science courses and 448 students enrolled in those courses. Our working hypothesis was that there would be differences of the LS and MI between
instructors and students. In addition, we hypothesized the
instructors were not familiar with LS/MI, were not conscious of their own LS/MI and most likely taught in a manner that accommodated their own LS/MI without being aware of the LS/MI of their students. Results from the Index of Learning Styles (ILS) indicated that the LS preferences of the
instructors and students were generally more closely aligned than predicted by our original hypothesis. A statistically significant difference was shown in the sensing/intuitive dimension and the sequential/global dimension of LS. Multiple intelligences of the
instructors and students were profiled by the Multiple Intelligences Developmental Assessment Scales (MIDAS) and were generally more closely aligned than predicted by our original hypothesis. Both
instructors and students were ranked in the high category for the naturalist MI scale. In addition, it was discovered that the
instructors were not familiar with LS or MI and determined that most of the
instructors had the desire to alter their courses to address LS/MI of their students. Based on these findings,
instructors and students possessed a spectrum of the LS preferences as well as exhibited a wide range of scores on the MI scales. The best instructional plan would include teaching methods and pedagogy that address all LS and MI within each course, allowing for students to use their strong capacities as well as strengthen their weaker ones.
Advisors/Committee Members: Hurley, Walter L (advisor), Hurley, Walter L (Committee Chair), Nowak, Romana A (committee member), Shike, Daniel W (committee member), Rosch, David M (committee member).
Subjects/Keywords: Animal Science; Learning Styles; Multiple Intelligences; College Students; College Instructors
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Allen, C. A. (2015). Learning styles and multiple intelligences in animal science: college instructors and their students. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/88938
Chicago Manual of Style (16th Edition):
Allen, Crystal Ann. “Learning styles and multiple intelligences in animal science: college instructors and their students.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 15, 2021.
http://hdl.handle.net/2142/88938.
MLA Handbook (7th Edition):
Allen, Crystal Ann. “Learning styles and multiple intelligences in animal science: college instructors and their students.” 2015. Web. 15 Apr 2021.
Vancouver:
Allen CA. Learning styles and multiple intelligences in animal science: college instructors and their students. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2021 Apr 15].
Available from: http://hdl.handle.net/2142/88938.
Council of Science Editors:
Allen CA. Learning styles and multiple intelligences in animal science: college instructors and their students. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/88938

University of Minnesota
20.
Straub, Miranda.
An Empirical Model of Physics Instructors' Beliefs about the Purpose, Actions, and Context of Doing Homework.
Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota
URL: http://hdl.handle.net/11299/202132
► Over the past half century, researchers and curriculum developers studying physics education have created dozens of innovative curricula and educational tools, broadly referred to as…
(more)
▼ Over the past half century, researchers and curriculum developers studying physics education have created dozens of innovative curricula and educational tools, broadly referred to as research-based instructional strategies (RBIS), to fit almost any classroom situation. However, the rate of adoption of RBIS remains relatively low. A national survey of post-secondary physics instructors in 2012 showed that only half of physics instructors have ever implemented any RBIS in their classrooms, and many of them ceased to do so after implementation difficulties. Why aren’t these effective strategies being implemented at larger rates? Part of removing barriers to RBIS adoption may be understanding what instructors believe about how students learn. In order to answer a small portion of this question, I studied physics instructors’ beliefs about homework. This study is taken up in two parts. First, I analyzed 25 interviews with physics instructors from various types of institutions in Minnesota. The intent of the interviews was to elicit instructors’ beliefs about the role of problem solving in the student learning of introductory physics. I focused on portions of the interviews where instructors spoke about what students should do or learn while they are solving problems independent of instructor assistance (homework). Using analytical methods in line with grounded theory methodology, I performed cycles of vertical and horizontal analyses on these interviews to gain insight into actions, mindsets, contexts, and processes by which students learn physics through doing homework. Six themes regarding homework that emerged from this analysis were: 1) an obligated to do homework, 2) things students should do or not do while they do homework, 3) specific processes students should perform while doing homework, 4) things students should think about or understand while they do homework, 5) mindsets that students should have while doing homework, and 6) working in the context of a group or alone. The second part of the study was to use the themes from the interview analysis to create a survey, which was then sent to physics instructors in the state of Minnesota. I incorporated best practices of survey creation including question ordering, question posing, triangulation, and having both open-ended and fixed-choice responses. I estimate that between 37% and 64% of eligible postsecondary Minnesota physics instructors began the survey, with a completion rate of 88%. Using both the interview analysis and the survey responses, I created an empirical model of physics instructors’ beliefs about homework. There were four main results. First, there is agreement that the goals of doing homework are to learn problem solving and physics principles. Second, homework is seen as necessary for learning physics by a strong majority of instructors, but it is not seen as sufficient for learning. Third, there is a limited number of tasks or actions that instructors believe that students should do while they are solving problems to learn. Fourth, there is…
Subjects/Keywords: Homework; Instructors' beliefs; Physics Education Research; Problem solving
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Straub, M. (2018). An Empirical Model of Physics Instructors' Beliefs about the Purpose, Actions, and Context of Doing Homework. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/202132
Chicago Manual of Style (16th Edition):
Straub, Miranda. “An Empirical Model of Physics Instructors' Beliefs about the Purpose, Actions, and Context of Doing Homework.” 2018. Doctoral Dissertation, University of Minnesota. Accessed April 15, 2021.
http://hdl.handle.net/11299/202132.
MLA Handbook (7th Edition):
Straub, Miranda. “An Empirical Model of Physics Instructors' Beliefs about the Purpose, Actions, and Context of Doing Homework.” 2018. Web. 15 Apr 2021.
Vancouver:
Straub M. An Empirical Model of Physics Instructors' Beliefs about the Purpose, Actions, and Context of Doing Homework. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2021 Apr 15].
Available from: http://hdl.handle.net/11299/202132.
Council of Science Editors:
Straub M. An Empirical Model of Physics Instructors' Beliefs about the Purpose, Actions, and Context of Doing Homework. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/202132

University of Southern California
21.
Huang, Fang-Ping.
Increasing instructors' performance in recruitment services
at Kao Yuan University: a gap analysis.
Degree: EdD, Global Executive, 2014, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/521257/rec/3453
► In the context of competition for decreasing numbers of students by more universities, many vocational colleges and universities in Taiwan have suffered from recruitment pressure…
(more)
▼ In the context of competition for decreasing numbers
of students by more universities, many vocational colleges and
universities in Taiwan have suffered from recruitment pressure and
financial challenge due to insufficient enrollment, especially
private universities whose daily operation relies heavily on the
tuition and fees (Tseng, Chang, & Kuo, 2009). The purpose of
this study was to conduct a gap analysis (Clark & Estes, 2008)
to examine the causes that might inhibit instructors’ performance
in recruitment services at Kao Yuan University. The analysis
focused on causes for this problem due to gaps in the areas of
knowledge and skill, motivation, and organizational issues. The
analysis began by generating a list of possible or assumed causes
and then by examining these systematically to focus on actual or
validated causes. Assumed causes for the performance gap were
generated based on personal knowledge and related literature. These
causes were validated by using surveys, interviews, literature
review and document analysis. 310
instructors at KYU participated
in the survey and 10 of them were selected for individual
interview. In general, the results indicated that,
instructors
needed more supports to effectively practice and assess their
performance in recruitment services. The forms of support could be
tangible, intangible, intrinsic and extrinsic incentives. The
result led analysis of the largest gaps in each category, which
were then specifically addressed for solutions and implementation
plans. The major implication of the study is that when these issues
are solved, student enrollment and operational revenue at KYU will
most likely increase, leading to university sustainability. KYU
will also be able to provide recommendations for management
schemes, marketing strategies and act as a role model to other
private universities in Taiwan.
Advisors/Committee Members: Robison, Mark Power (Committee Chair), Diamond, Michael A. (Committee Member), Picus, Lawrence O. (Committee Member).
Subjects/Keywords: recruitment; Taiwan; higher education; instructors' performance; low birth rate
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Huang, F. (2014). Increasing instructors' performance in recruitment services
at Kao Yuan University: a gap analysis. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/521257/rec/3453
Chicago Manual of Style (16th Edition):
Huang, Fang-Ping. “Increasing instructors' performance in recruitment services
at Kao Yuan University: a gap analysis.” 2014. Doctoral Dissertation, University of Southern California. Accessed April 15, 2021.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/521257/rec/3453.
MLA Handbook (7th Edition):
Huang, Fang-Ping. “Increasing instructors' performance in recruitment services
at Kao Yuan University: a gap analysis.” 2014. Web. 15 Apr 2021.
Vancouver:
Huang F. Increasing instructors' performance in recruitment services
at Kao Yuan University: a gap analysis. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2021 Apr 15].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/521257/rec/3453.
Council of Science Editors:
Huang F. Increasing instructors' performance in recruitment services
at Kao Yuan University: a gap analysis. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/521257/rec/3453

University of Arizona
22.
Black, Rebecka A.
Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses
.
Degree: 2018, University of Arizona
URL: http://hdl.handle.net/10150/627693
► In this qualitative study, I explore how perceptions of student and teacher identity, acting within classroom power dynamics, influence student engagement and pedagogy in undergraduate…
(more)
▼ In this qualitative study, I explore how perceptions of student and teacher identity, acting within
classroom power dynamics, influence student engagement and pedagogy in undergraduate art
history survey courses. Student engagement in undergraduate art history survey courses has been
a concern of art historians for decades (Gioffre, 2012; Phelan et al., 2005; Rubin, 2011) and
remains so. However, few art historians have explored how identity and power dynamics in the
art history classroom influence student engagement and pedagogy. Umbach and Wawrzynski
(2005) note that faculty attitudes influence what and how they teach content as well as how
learners engage with content. And these same factors influence how students engage. Despite
ample scholarship of educator identity and pedagogy among studio art teachers and students
(Buffington et al., 2016; Check, 2002; Kraehe, 2015) there is limited scholarship regarding
educator identity of art history
instructors and students in undergraduate art history survey
courses. Through multiple interviews and observations of three
instructors, including myself, and
nine students in undergraduate art history survey courses at a public university in southeastern
Texas, in this study that spans 13 weeks I explore the perceptions of students and
instructors
regarding self, each other, course content, teaching style, and expectations of one another to
understand how identity and power influence pedagogy and student engagement. I explored
these perceptions through the theoretical Foucault's (1995) concepts of power, Deleuzoguattarian
(1987) concepts of educator identity and Butler’s (2004) discussion of citational practice. The
results of this study may offer insight as to how we address perceptions of declining student
engagement in undergraduate art history courses (Phelan et al., 2005; Rubin, 2011)
Advisors/Committee Members: Hochtritt, Lisa (advisor), Garber, Elizabeth (committeemember), Sharma, Manisha (committeemember), Plax, Julie (committeemember).
Subjects/Keywords: art history;
engagement;
instructors;
pedagogy;
perceptions of power;
identity;
undergraduate students
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
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Manager
APA (6th Edition):
Black, R. A. (2018). Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses
. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/627693
Chicago Manual of Style (16th Edition):
Black, Rebecka A. “Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses
.” 2018. Doctoral Dissertation, University of Arizona. Accessed April 15, 2021.
http://hdl.handle.net/10150/627693.
MLA Handbook (7th Edition):
Black, Rebecka A. “Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses
.” 2018. Web. 15 Apr 2021.
Vancouver:
Black RA. Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses
. [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2021 Apr 15].
Available from: http://hdl.handle.net/10150/627693.
Council of Science Editors:
Black RA. Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses
. [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/627693

University of Tennessee – Knoxville
23.
Williams, Michele Heide.
On the Same Page: The Experience of Instructors and Students as They Give and Receive Written Feedback in Higher Education.
Degree: 2012, University of Tennessee – Knoxville
URL: https://trace.tennessee.edu/utk_graddiss/1449
► Academic writing in higher education remains a chief means of assessing student understanding, making instructor response to student writing an important way of providing summative…
(more)
▼ Academic writing in higher education remains a chief means of assessing student understanding, making instructor response to student writing an important way of providing summative and formative feedback for students. Writing and response offer insights into the ways in which students construct understanding within disciplinary contexts and the ways in which instructors facilitate those efforts. The present study explores two aspects of writing in higher education:1) the experience of faculty members who require and respond to writing from students, and 2) the experience of students as recipients of instructor responses to their academic writing. To explore the experience of response, this study employs existential phenomenology as a method of investigation. Data for this study were obtained by open-ended interviews. Following procedures suggested by Thomas and Pollio (2002), the transcripts of the interviews were analyzed until a thematic structure formed. Four figural themes and one ground theme formed the structure of the experience for each group. The instructor-participants’ experience was structured against the ground: Providing feedback is a responsibility that I take feedback seriously. Emerging from this ground, were two themes specific to the instructors’ experience: I want to join in a dialogue with the student; and I get caught up in the papers. The students’ ground theme was: You discard the things that don't work and hold on to the things that do work, representing the students’ need for useful feedback, and their resolve to maintain control of their thoughts and the writing process. Against this ground theme, stood two student themes: It's nice to have another opportunity to do the best that you can…. and I know what it must be like to be an instructor. Two additional themes were shared by both the instructors and students and constituted figural themes three and four for both groups of participants: I remember feedback from the past….and I don’t think they read what I wrote!
Subjects/Keywords: writing; higher education; response to writing; written feedback; instructors; students; Education
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Chicago ·
MLA ·
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CSE |
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Manager
APA (6th Edition):
Williams, M. H. (2012). On the Same Page: The Experience of Instructors and Students as They Give and Receive Written Feedback in Higher Education. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/1449
Chicago Manual of Style (16th Edition):
Williams, Michele Heide. “On the Same Page: The Experience of Instructors and Students as They Give and Receive Written Feedback in Higher Education.” 2012. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed April 15, 2021.
https://trace.tennessee.edu/utk_graddiss/1449.
MLA Handbook (7th Edition):
Williams, Michele Heide. “On the Same Page: The Experience of Instructors and Students as They Give and Receive Written Feedback in Higher Education.” 2012. Web. 15 Apr 2021.
Vancouver:
Williams MH. On the Same Page: The Experience of Instructors and Students as They Give and Receive Written Feedback in Higher Education. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2012. [cited 2021 Apr 15].
Available from: https://trace.tennessee.edu/utk_graddiss/1449.
Council of Science Editors:
Williams MH. On the Same Page: The Experience of Instructors and Students as They Give and Receive Written Feedback in Higher Education. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2012. Available from: https://trace.tennessee.edu/utk_graddiss/1449
24.
Hayes, Christopher Michael.
Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies.
Degree: MA, English (Composition, 2017, California State University – Sacramento
URL: http://hdl.handle.net/10211.3/195829
► In the fall of the 2016 academic year, I conducted a study that examined what composition instructors were doing to teach students to regulate their…
(more)
▼ In the fall of the 2016 academic year, I conducted a study that examined what composition
instructors were doing to teach students to regulate their use of metacognitive strategies. I explored the level of training and method of teaching of the
instructors as well as the types of metacognitive activities used in their classroom in relation to the teaching of metacognitive strategies. I discovered that a large proportion of the
instructors lacked any formal training when it came to teaching students to be metacognitively aware. I also found that the
instructors used numerous metacognitive activities during the planning, monitoring, and evaluating phase of a writing assignment, but they did not explicitly teach the students how to regulate their use of metacognitive strategies. I recommend staff development training with regards to teaching students to monitor and regulate their use of metacognitive strategies.
Advisors/Committee Members: Heckathorn, Amy.
Subjects/Keywords: Metacognition; Composition; Instructors
…it was from my instructors or my peers, I learned how to approach learning. I
learned about… …used a mixed method approach to research what
composition instructors were doing to teach… …other
instructors were doing to teach their students to be metacognitively aware. This in turn… …that as my jumping off point I set off to see what composition instructors here at CSU… …an invitation to all composition instructors to participate in the study.
The questionnaire…
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hayes, C. M. (2017). Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/195829
Chicago Manual of Style (16th Edition):
Hayes, Christopher Michael. “Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies.” 2017. Masters Thesis, California State University – Sacramento. Accessed April 15, 2021.
http://hdl.handle.net/10211.3/195829.
MLA Handbook (7th Edition):
Hayes, Christopher Michael. “Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies.” 2017. Web. 15 Apr 2021.
Vancouver:
Hayes CM. Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies. [Internet] [Masters thesis]. California State University – Sacramento; 2017. [cited 2021 Apr 15].
Available from: http://hdl.handle.net/10211.3/195829.
Council of Science Editors:
Hayes CM. Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies. [Masters Thesis]. California State University – Sacramento; 2017. Available from: http://hdl.handle.net/10211.3/195829

University of Lethbridge
25.
University of Lethbridge. Faculty of Health Sciences.
Exploring the experiences of novice sessional clinical nursing instructors
.
Degree: 2016, University of Lethbridge
URL: http://hdl.handle.net/10133/4455
► The purpose of this qualitative descriptive study was to explore and describe the experiences of novice sessional clinical nursing instructors. Ethical approval was obtained from…
(more)
▼ The purpose of this qualitative descriptive study was to explore and describe the experiences of novice sessional clinical nursing instructors. Ethical approval was obtained from the appropriate ethics review boards. Sampling consisted of nine novice instructors from three educational institutions in Southern Alberta. Data were analyzed using thematic analysis. The identified themes, which outline the experiences of the participants, include professional responsibility, preparation, support, seeking mentors, familiarity, and growth. The resultant findings indicate that the current trend of hastily hiring sessional instructors can result in novice instructors facing many challenges when entering academia. As a result of the findings in this study, formal recommendations were developed that would assist the novice sessional in understanding and performing more effectively in the role of clinical nursing instructor.
Subjects/Keywords: education;
novice sessional instructors;
nurse clinician;
nurse educator;
retention;
support
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APA ·
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MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sciences, U. o. L. F. o. H. (2016). Exploring the experiences of novice sessional clinical nursing instructors
. (Thesis). University of Lethbridge. Retrieved from http://hdl.handle.net/10133/4455
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):
Sciences, University of Lethbridge. Faculty of Health. “Exploring the experiences of novice sessional clinical nursing instructors
.” 2016. Thesis, University of Lethbridge. Accessed April 15, 2021.
http://hdl.handle.net/10133/4455.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sciences, University of Lethbridge. Faculty of Health. “Exploring the experiences of novice sessional clinical nursing instructors
.” 2016. Web. 15 Apr 2021.
Vancouver:
Sciences UoLFoH. Exploring the experiences of novice sessional clinical nursing instructors
. [Internet] [Thesis]. University of Lethbridge; 2016. [cited 2021 Apr 15].
Available from: http://hdl.handle.net/10133/4455.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sciences UoLFoH. Exploring the experiences of novice sessional clinical nursing instructors
. [Thesis]. University of Lethbridge; 2016. Available from: http://hdl.handle.net/10133/4455
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
26.
Gillison, Constance M.
Individualizing certification requirements and professional development for adult ESOL teachers: Differences between full-time, part-time, and volunteer teachers.
Degree: 2012, James Madison University
URL: https://commons.lib.jmu.edu/master201019/222
► Certification and professional development are widely discussed topics in the field of adult education. What is less discussed is the role and impact of those…
(more)
▼ Certification and professional development are widely discussed topics in the field of adult education. What is less discussed is the role and impact of those topics for adult ESOL (English for Speakers of Other Languages) instructors specifically. This research examined the certification requirements for ESOL instructors to determine how those requirements could be individualized for full-time, part-time, and volunteer ESL instructors and tutors. The impact of teacher preparation on the in-service professional development preferences of adult ESOL instructors was also studied. The research design involved a mixed methods approach, employing the use of a survey and semi-structured individual interviews. This study used purposive and convenience sampling to recruit full-time, part-time, and volunteer adult ESOL instructors and tutors. Results suggested an individualized approach to the implementation of certification and professional development requirements for adult ESOL instructors with varying roles as full-time, part-time, and volunteer instructors. Findings from this research will be used to inform policy makers, program administrators, instructors, and all other adult education practitioners about the needs, preferences, and perspectives of adult ESOL instructors, and their individual preferences as related to their work status.
Subjects/Keywords: adult ESOL instructors; adult ESOL certification; ESL professional development; Education
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APA ·
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MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gillison, C. M. (2012). Individualizing certification requirements and professional development for adult ESOL teachers: Differences between full-time, part-time, and volunteer teachers. (Masters Thesis). James Madison University. Retrieved from https://commons.lib.jmu.edu/master201019/222
Chicago Manual of Style (16th Edition):
Gillison, Constance M. “Individualizing certification requirements and professional development for adult ESOL teachers: Differences between full-time, part-time, and volunteer teachers.” 2012. Masters Thesis, James Madison University. Accessed April 15, 2021.
https://commons.lib.jmu.edu/master201019/222.
MLA Handbook (7th Edition):
Gillison, Constance M. “Individualizing certification requirements and professional development for adult ESOL teachers: Differences between full-time, part-time, and volunteer teachers.” 2012. Web. 15 Apr 2021.
Vancouver:
Gillison CM. Individualizing certification requirements and professional development for adult ESOL teachers: Differences between full-time, part-time, and volunteer teachers. [Internet] [Masters thesis]. James Madison University; 2012. [cited 2021 Apr 15].
Available from: https://commons.lib.jmu.edu/master201019/222.
Council of Science Editors:
Gillison CM. Individualizing certification requirements and professional development for adult ESOL teachers: Differences between full-time, part-time, and volunteer teachers. [Masters Thesis]. James Madison University; 2012. Available from: https://commons.lib.jmu.edu/master201019/222

University of Georgia
27.
Webster, Collin Andrew.
A comparison of expert and novice golf instructors from a communication perspective.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/23555
► The purpose of this study was to compare expert and novice golf instructors from a communication perspective. Specifically, expert and novice communication concerns, behaviors, and…
(more)
▼ The purpose of this study was to compare expert and novice golf instructors from a communication perspective. Specifically, expert and novice communication concerns, behaviors, and strategies were investigated, as was the impact of expert
and novice instructional communication on student recall and perceptions of learning. Four experts and four novices were selected for participation based on a theory of expertise in teaching (Berliner, 1986; 1994). Questionnaires were used to solicit the
instructors’ communication concerns and to collect background information on the instructors’ teaching experiences and credentials. Data in regard to the instructors’ communication behaviors and strategies were collected by videotaping each instructor
teach a golf lesson to a student and, directly afterward, interviewing the instructor through stimulated recall about her communication strategies during the lesson. Telephone interviews were conducted with each instructor to further inquire about her
communication behaviors and strategies when teaching. Student perceptions of expert and novice instructional communication were gathered via a telephone interview with each student approximately two weeks following her or his golf lesson. Data were
analyzed using techniques for data management and reduction described by Huberman and Miles (1994). Trustworthiness was addressed through data triangulation, member checks, and an audit trail. Quantitative and qualitative differences emerged between
expert and novice communication concerns, behaviors, and strategies. The experts had more concerns, used more behaviors, and engaged more strategies than the novices as communicators when teaching. In addition, the novices primarily expressed concerns
about clearly communicating their understanding of golf to the student, whereas the experts were mostly concerned about being effective listeners when teaching. Similarly, the novices’ communication behaviors and strategies centered on conveying lesson
content from the perspective of the teacher, whereas the experts’ behaviors and strategies centered on gathering information from the student and constructing instructional messages based on that information. Support was found for a direct relationship
between communication concerns and instructional behaviors of experts and novices. The experts’ students recalled different teacher behaviors than the novices’ students, but both groups of students primarily linked perceptions of learning with behaviors
the instructors’ used in relation to the constructs of immediacy and clarity.
Subjects/Keywords: Expert teaching; experts and novices; instructional communication; sport instruction; golf instructors
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Webster, C. A. (2014). A comparison of expert and novice golf instructors from a communication perspective. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/23555
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):
Webster, Collin Andrew. “A comparison of expert and novice golf instructors from a communication perspective.” 2014. Thesis, University of Georgia. Accessed April 15, 2021.
http://hdl.handle.net/10724/23555.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Webster, Collin Andrew. “A comparison of expert and novice golf instructors from a communication perspective.” 2014. Web. 15 Apr 2021.
Vancouver:
Webster CA. A comparison of expert and novice golf instructors from a communication perspective. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Apr 15].
Available from: http://hdl.handle.net/10724/23555.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Webster CA. A comparison of expert and novice golf instructors from a communication perspective. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/23555
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Toronto
28.
Farren, Vanessa Rosemary.
Experiencing the Activity of Teaching “At-Risk” College Mathematics Students: Perspectives of Two College Teachers.
Degree: PhD, 2018, University of Toronto
URL: http://hdl.handle.net/1807/91825
► This study investigates how two mathematics instructors experience the activity of teaching ‘at-risk’ learners in preparatory college courses. This study was borne out of the…
(more)
▼ This study investigates how two mathematics
instructors experience the activity of teaching ‘at-risk’ learners in preparatory college courses. This study was borne out of the need to understand and articulate how to engage and teach the ‘at-risk’ college mathematics learner.
This study employs qualitative methods to describe, analyze and compare the instruction of ‘at-risk’ college mathematics learners. The two case studies reveal the similarities and differences in experiencing instruction that arise when teaching ‘at-risk’ college mathematics learners.
Specifically, this study examined three areas with respect to teacher experience and understanding of: (a) teaching strategies; (b) non-cognitive/affective issues; and, (c) open and responsive learning environments. There are eight major findings that were influential in the participants negotiation of teaching ‘at-risk' college mathematics students as it related to the above areas: (1) Conferences are a good way to provide individual attention to ‘at-risk’ college mathematics students; (2) Both individualized or lecture style delivery methods could be used; (3) College
instructors of ‘at-risk’ mathematics students believe that they could create positive attitudes about mathematics by using humour, using praise, being caring, being patient, engaging in personal life stories, recognizing confusion and frustration in their students and being sensitive to outside pressures experienced by students; (4) The positive learning environment created by the College
instructors of ‘at-risk’ mathematics students lead to self-regulation by the student. Providing conferences for personal attention, providing individualized educational plans and providing constant teacher feedback kept students focused on their end goals; (5) College
instructors of ‘at-risk’ mathematics students believe that the emotional state of their students is important to their overall learning and that more could be done to access emotional support for students; (6) College
instructors of ‘at-risk’ mathematics students used minimal technology and did not believe that the use of technology would enhance their instruction; (7) College
instructors of ‘at-risk’ mathematics students were mindful and responsive to the individual differences among their students; and (8) By encouraging students to articulate their lack of understanding,
instructors were able to identify areas of individual needs and assist their ‘at-risk’ students.
Advisors/Committee Members: McDougall, Douglas, Curriculum, Teaching and Learning.
Subjects/Keywords: At-risk; College Mathematics; Instructors Experience; Learning Environments; Non-cognitive Issues; Teaching Strategies; 0280
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Farren, V. R. (2018). Experiencing the Activity of Teaching “At-Risk” College Mathematics Students: Perspectives of Two College Teachers. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/91825
Chicago Manual of Style (16th Edition):
Farren, Vanessa Rosemary. “Experiencing the Activity of Teaching “At-Risk” College Mathematics Students: Perspectives of Two College Teachers.” 2018. Doctoral Dissertation, University of Toronto. Accessed April 15, 2021.
http://hdl.handle.net/1807/91825.
MLA Handbook (7th Edition):
Farren, Vanessa Rosemary. “Experiencing the Activity of Teaching “At-Risk” College Mathematics Students: Perspectives of Two College Teachers.” 2018. Web. 15 Apr 2021.
Vancouver:
Farren VR. Experiencing the Activity of Teaching “At-Risk” College Mathematics Students: Perspectives of Two College Teachers. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2021 Apr 15].
Available from: http://hdl.handle.net/1807/91825.
Council of Science Editors:
Farren VR. Experiencing the Activity of Teaching “At-Risk” College Mathematics Students: Perspectives of Two College Teachers. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91825

University of Toronto
29.
Jennings, Anita.
The Pedagogical Practices of Clinical Nurse Educators.
Degree: PhD, 2017, University of Toronto
URL: http://hdl.handle.net/1807/79027
► Clinical practica forms an important component in undergraduate nursing education, which directly involves clinical nurse educators who are primarily involved in teaching student nurses. The…
(more)
▼ Clinical practica forms an important component in undergraduate nursing education, which directly involves clinical nurse educators who are primarily involved in teaching student nurses. The purpose of this study was twofold: to theorize the pedagogical practices of clinical nurse educators and to explore the challenges that they encountered while teaching in the clinical arena. These participants taught in undergraduate nursing programs in a large metropolitan city in Ontario, Canada.
Grounded theory methodology forwarded by Charmaz (2010) was used in this study design, and semi-structured interviews were conducted with twelve clinical nurse educator participants. Coding strategies forwarded by Corbin and Strauss (2008, 2015) and Charmaz (2010, 2011), such as constant comparison and theoretical sampling, were used to analyze the data. Study results were further analyzed using a constructivist approach to learning and a critical pedagogical approach to education.
Initially, five main concepts emerged from the data and these concepts were further conceptualized to form the central theory that underpins this study. The substantive theory in this study is: The pedagogical practices of clinical nurse educators and the navigation of constraints in complex educational institutions. This central theory encompasses the main concepts and includes, the forms of knowledge that participants portrayed in their teaching, the ethics in teaching that underpin their practice, varied approaches to teaching that emerged from the data, and the context which describes the teaching milieu.
The results from this study provide a deeper and broader understanding of teaching in the clinical arena. The results also reveal a traditional and progressive approach to teaching in nursing education and how each approach effects curricula development, pedagogy, and the building of teacher-student partnerships.
The results from this study led to two important recommendations: the first, an education program for all nurse educators so as to improve their knowledge and understanding in developing curricula and pedagogy in nursing education; and the second provides a re-conceptualist approach to developing undergraduate nursing curricula and re-conceptualizing of patient safety concepts in the development, design and implementation of nursing curricula in undergraduate nursing programs.
Advisors/Committee Members: Brett, Clare, Curriculum, Teaching and Learning.
Subjects/Keywords: Clinical Nurse Instructors; Grounded Theory; Nursing; Patient Safety; Pedagogy; Undegraduate Curricula; 0515
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Jennings, A. (2017). The Pedagogical Practices of Clinical Nurse Educators. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/79027
Chicago Manual of Style (16th Edition):
Jennings, Anita. “The Pedagogical Practices of Clinical Nurse Educators.” 2017. Doctoral Dissertation, University of Toronto. Accessed April 15, 2021.
http://hdl.handle.net/1807/79027.
MLA Handbook (7th Edition):
Jennings, Anita. “The Pedagogical Practices of Clinical Nurse Educators.” 2017. Web. 15 Apr 2021.
Vancouver:
Jennings A. The Pedagogical Practices of Clinical Nurse Educators. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2021 Apr 15].
Available from: http://hdl.handle.net/1807/79027.
Council of Science Editors:
Jennings A. The Pedagogical Practices of Clinical Nurse Educators. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79027

Southern Illinois University
30.
Vu, Lan Thi.
A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY.
Degree: PhD, English, 2017, Southern Illinois University
URL: https://opensiuc.lib.siu.edu/dissertations/1394
► Although the use of peer assessment in MOOCs is common, there has been little empirical research about peer assessment in MOOCs, especially composition MOOCs.…
(more)
▼ Although the use of peer assessment in MOOCs is common, there has been little empirical research about peer assessment in MOOCs, especially composition MOOCs. This study aimed to address issues in peer assessment in a MOOC-based composition course, in particular student perceptions, peer-grading scores versus instructor-grading scores, and peer commentary versus instructor commentary. The findings provided evidence that peer assessment was well received by the majority of student participants from their perspective as both peer evaluators of other students’ papers and as students being evaluated by their peers. However, many student participants also expressed negative feelings about certain aspects of peer assessment, for example peers’ lack of qualifications, peers’ negative and critical comments, and unfairness of peer grading. Statistical analysis of grades given by student peers and
instructors revealed a consistency among grades given by peers but a low consistency between grades given by peers and those given by
instructors, with the peer grades tending to be higher than those assigned by
instructors. In addition, analysis of peer and instructor commentary revealed that peers’ commentary differed from instructors’ on specific categories of writing issues (idea development, organization, or sentence-level). For instance, on average peers focused a greater percentage of their comments (70%) on sentence-level issues than did
instructors (64.7%), though both groups devoted more comments to sentence-level issues than to the two other issue categories. Peers’ commentary also differed from instructors’ in the approaches their comments took to communicating the writing issue (through explanation, question, or correction). For example, in commenting on sentence-level errors, on average 85% of peers’ comments included a correction as compared to 96% of instructors’ comments including that approach. In every comment category (idea development, organization, sentence-level), peers used a lower percentage of explanation—at least 10% lower—than did
instructors. Overall, findings and conclusions of the study have limitations due to (1) the small size of composition MOOC studied and small sample size of graded papers used for the analysis, (2) the lack of research and scarcity of document archives on issues the study discussed, (3) the lack of examination of factors (i.e. level of education, cultural background, and English language proficiency) that might affect student participants’ perception of peer assessment, and (4) the lack of analysis of head notes, end notes, and length of comments. However, the study has made certain contributions to the existing literature, especially student perception of peer assessment in the composition MOOC in this study. Analysis of the grades given by peers and
instructors in the study provides evidence-based information about whether online peer assessment should be used in MOOCs, especially composition MOOCs and what factors might affect the applicability and consistency of peer…
Advisors/Committee Members: McClure, Lisa, Cogie, Jane.
Subjects/Keywords: Composition MOOCs; Instructors' Comments; Peer Assessment; Peer-Grading Scores; Peers' Comments; Student Perception
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APA (6th Edition):
Vu, L. T. (2017). A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY. (Doctoral Dissertation). Southern Illinois University. Retrieved from https://opensiuc.lib.siu.edu/dissertations/1394
Chicago Manual of Style (16th Edition):
Vu, Lan Thi. “A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY.” 2017. Doctoral Dissertation, Southern Illinois University. Accessed April 15, 2021.
https://opensiuc.lib.siu.edu/dissertations/1394.
MLA Handbook (7th Edition):
Vu, Lan Thi. “A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY.” 2017. Web. 15 Apr 2021.
Vancouver:
Vu LT. A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY. [Internet] [Doctoral dissertation]. Southern Illinois University; 2017. [cited 2021 Apr 15].
Available from: https://opensiuc.lib.siu.edu/dissertations/1394.
Council of Science Editors:
Vu LT. A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY. [Doctoral Dissertation]. Southern Illinois University; 2017. Available from: https://opensiuc.lib.siu.edu/dissertations/1394
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