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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
51

An investigation of 21st century skills in innovative pedagogical practices using technology

Lee, Yeung., 李陽. January 2009 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
52

The impact of temperament, personality, and perceived parenting on Chinese adolescents' achievement motivation and academic achievement

Chen, Chen, 陈陈 January 2010 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
53

Chinese students' self-concept: structure, frame of reference, and relation with academic achievement. / CUHK electronic theses & dissertations collection / Digital dissertation consortium

January 2000 (has links)
Chit-Kwong Kong. / "February 2000.' / Thesis (Ph.D.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (p. 158-170). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.
54

The built environment and children's academic performance

Sun, Hui., 孫輝. January 2009 (has links)
published_or_final_version / Real Estate and Construction / Doctoral / Doctor of Philosophy
55

The vicissitudes of student engagement in junior secondary school and their relationships with perceived teacher support

Wong, Pak-ho., 王柏豪. January 2011 (has links)
published_or_final_version / Psychology / Doctoral / Doctor of Philosophy
56

Preschool experience, school readiness, self-regulation, and academic achievement : a longitudinal study in rural China

Zhang, Li, 张莉 January 2013 (has links)
Research indicates that preschool experience significantly influences child development and this study examined the influence of preschool learning experiences on children’s school readiness, self-regulation and academic achievement. Participants were 190 children from an impoverished county in Southwest China and their teachers. Classroom observations were conducted and children were assessed in individual and group sessions. There were three different types of preschool programs (kindergartens, pre-primary classes; Grade 1) available in the county. A total of 18 teaching episodes provided in either the kindergarten or primary schools to 164 children were videotaped and analyzed. Results indicated marked variations in preschool quality and pedagogical practices to support children’s self-regulation across programs. Kindergartens had the best physical environments, the most resources and highly qualified teachers. The teachers provided children with meaningful learning opportunities, adequate instructions, clear structure and predictability, and diversified instructional formats. Pre-primary classes had limited resources and unqualified teachers who emphasized academic learning. Compared to kindergarten teachers, pre-primary class teachers prepared fewer activities and frequently required children to simply sit still and listen. Preschool age children who merely “sat in” Grade 1 classrooms were typically neglected by teachers and only received attention from the teacher when they were disruptive. Grade 1 children (89 girls) who had attended kindergarten (n = 60), separate pre-primary classes (n = 55), merely “sat in” Grade 1 classes before being formally enrolled in school (n = 54) or had no preschool experience (n = 21) were assessed at the beginning of Grade 1 (Wave 1), at the end of Grade 1 (Wave 2), and at the end of Grade 2 (Wave 3). Their school readiness was assessed in Wave 1. Their self-regulation skills were assessed using the modified Head-Toes-Knees-Shoulders task in Waves 1 and 2, and seven cognitive regulation tests in Wave 3. Their literacy and mathematics achievement was evaluated using curriculum-based tests across the three waves. Results indicated that children with some form of preschool experience outperformed those with none in almost all the three outcomes across the three waves. Children from the kindergarten had better school readiness than the other three groups and better self-regulation than those attending separate pre-primary classes at the start of school. Children attending separate pre-primary classes had significantly better literacy and mathematics than those from the kindergarten at the start of school and literacy at the end of Grade 2. Children “sitting in” Grade 1 classes achieved lower scores than those from the kindergarten and pre-primary classes on almost all child outcome measures. The growth of self-regulation within the first primary school year was significant and Wave 1 behavioral regulation predicted Wave 3 cognitive regulation. School readiness and self-regulation significantly predicted academic achievement in all three waves and school readiness mediated the close relationship between self-regulation and academic achievement. Findings highlight the importance of (i) preschool experience for children from economically disadvantaged families in rural China; and (ii) self-regulation in school preparedness and early academic attainment. They also have implications for scaling up and enhancing the quality of preschool programs. / published_or_final_version / Education / Doctoral / Doctor of Philosophy
57

Grade retention: the student' perception

Chin, Chi-yan., 錢誌恩. January 1995 (has links)
published_or_final_version / Education / Master / Master of Education
58

An expost facto study of the influence of age group swimmers' competitive experience on their causal attributions for success andfailure in academics

Chan, Mee-lee., 陳美莉. January 1996 (has links)
published_or_final_version / Education / Master / Master of Education
59

Academic, social and general self-concepts of students with learning disabilities

Yeung, Fung-yi., 揚鳳儀. January 2001 (has links)
published_or_final_version / Education / Master / Master of Education
60

The usefulness of thinking styles in reflecting how individuals think and explaining school performance

Lam, Pui-yin, Nora., 林佩賢. January 2000 (has links)
published_or_final_version / Education / Master / Master of Education

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