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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.
41

Academic achievement among secondary school students the effects of language of instruction during primary school years /

Chan, How-kei. January 1991 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1991. / Includes bibliographical references (leaves 56-60). Also available in print.
42

Students' perceptions of the medium of instruction in science subjects a case study /

Chu, Chun-pong. January 1995 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leave [103-106]). Also available in print.
43

The medium of instruction on the academic achievement of secondary one students

Chung, Chi-hung, Christopher. January 1996 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 98-103). Also available in print.
44

Beliefs of tertiary-level teachers of English in the People's Republic of China about medium of instruction

Song, Yanan. January 2005 (has links)
Thesis (Ph. D.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.
45

Effectiveness of Brain Breaks on Concentration and Ability to Answer Higher Order Questions in a 7th Grade Language Arts Class

Stone, Jacqueline 16 June 2017 (has links)
<p>This study examined the effects of brain breaks on students' concentration and higher order thinking skills (N=23) in a 7th grade Language Arts classroom during 50-minute periods. The study spanned four weeks during which the teacher-researcher alternated days with and without brain breaks in order to compare the results. The study was implemented during NJASK testing to monitor students' concentration during long stretches of test taking. Data collection methods consisted of questionnaires, teacher-researcher observations, and two higher order thinking tasks with rubrics. The results of this study mainly supported the overall hypotheses that brain breaks support to students' concentration as well as their cognitive abilities.
46

Do on-line courses support certification needs for West Virginia K-12 teachers of Spanish?

Gallivan, Kathleen C. January 2007 (has links)
Thesis (Ed. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains x, 133 p. : map. Includes abstract. Includes bibliographical references (p. 93-100).
47

A contrast of bilingual and monolingual children in regards to semantic and syntactic language acquisition /

Pfister, Jessica Michelle. January 2009 (has links)
Thesis (B.A.) Magna Cum Laude --Butler University, 2009. / Includes bibliographical references (leaves 37-43).
48

The choice of medium of instruction and its implications for CMI schools : case study = Chu zhong yi zhong wen shou ke de zhong xue zhong si ji jiao xue yu yan de xuan ze ji shi shi : ge an yan jiu /

Wong, Ching-yung. January 2002 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 122-134).
49

Mother-tongue teaching in Hong Kong secondary schools /

Chan, Sik-chee, Eva. January 2001 (has links)
Thesis (M. Journ.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 47-51).
50

The relationship between patterns of classroom discourse and mathematics learning

Pierson, Jessica Lynn, 1976- 13 September 2012 (has links)
By creating opportunities for participation and intellectual engagement, standardized classroom routines are large determinants of the conceptual meaning students make. It is through repeated engagement in patterns of talk and intellectual practices that students are socialized into ways of thinking and habits of mind. The focus of this study is on moment-to-moment interactions between teachers and students in order to describe, identify and operationalize meaningful regularities in their discourse. Using classroom-level measures, I investigate the robustness of relationships between students’ mathematics achievement and discursive patterns across multiple classrooms with the statistical methods of Hierarchical Linear Modeling. Specifically, I investigated two theoretically significant constructs reflected in teacher’s follow-up moves -- responsiveness and intellectual work. Responsiveness is an attempt to understand what another is thinking displayed in how she builds, questions, clarifies, takes up or probes that which another says. Intellectual work reflects the cognitive work requested from students with a given turn of talk. After developing coding schemes to measure and quantify these discursive constructs, statistical analyses revealed positive relationships between the responsiveness and intellectual work of teachers’ follow-up and student learning of rate and proportionality (p=.01 and .08, respectively). Additionally, classroom communities with higher levels of responsiveness and intellectual work moderate the effect of prior knowledge on student learning by decreasing the degree to which pretest scores predict students’ post-test achievement (though neither are statistically significant). Based on these results, I conclude that classroom discourse and normative interaction patterns guide and influence student learning in ways that improve achievement. Recommendations are primarily concerned with ways the educational community can support and encourage teachers to develop responsive, intellectually demanding discursive patterns in their classrooms. In particular, we need to increase the awareness of the power of discourse, provide appropriate and sustained support for teachers to change current patterns, re-examine the design of teacher preparation programs, and develop ways to thoughtfully integrate responsiveness and intellectual work with core mathematics content. There is tremendous and often unrealized power in the ways teachers talk with their students; it is our obligation to help teachers learn how to recognize and leverage this power. / text

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