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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.

Development of an instrument to measure tendencies toward self-directedness in learning within a workplace setting

Hogg, Kenneth Shannon, Witte, James E., January 2008 (has links) (PDF)
Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 91-100).

The effect of postorganizers on mathematics achievement following lectures

Mitchell, Karen E. January 1999 (has links)
Thesis (Ed. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains ix, 209 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 172-195).

Re-envisioning the giants a longitudinal case study of one ESL learner /

Reed, Rachel Elizabeth, Roozen, Kevin Roger, January 2009 (has links)
Thesis--Auburn University, 2009. / Abstract. Vita. Includes bibliographical references (p. 52-54).

Culture and learning in Western Province, Solomon Islands

Ninnes, Peter, January 1991 (has links)
Thesis (M.A.)--Flinders University of South Australia, 1991. / Includes bibliographical references.

Brain-based learning knowledge, beliefs, and practices of college of education faculty in the Pennsylvania State System of Higher Education /

Klinek, Shelly R. January 2009 (has links)
Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Instruction on vocabulary learning strategies a stepping stone to independent learning? /

Lau, Wai-han, Iris. January 2002 (has links)
Thesis (M.A.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 74-79). Also available in print.

An analysis of the effectiveness of storytelling with adult learners in supervisory management

Eck, Jill. January 2006 (has links) (PDF)
Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Assessment as a learning tool in the communication skills course at the Technikon Witwatersrand

Pather, Roashaine 13 September 2012 (has links)
M.Tech. / In order to be competitive in the global village, most countries in the world have embarked upon the implementation of sound educational systems and South Africa is no exception. The economic empowerment of a nation depends on the success of its educational system, interalia on the strength of the teaching, learning and assessment strategies on which the system operates. Over the years there has been many studies undertaken for the sake of developing successful models in assessment methods. An attempt has been made through this study to investigate assessments strategies that could be used to enable students to take ownership of their learning, thus empowering them and helping them. The approach is based on the use of a variety of tools that will complement the aim of the study. In this regard rubrics and task lists were used in a series of assignments in the Communication Skills course offered to Engineering and Radiography students at the Technikon Witwatersrand. An analysis of the results exhibited a positive shift towards students' ability to become responsible for their own learning. This provides a springboard to examine the impact of this venture on the exit level performances of students in other subjects in the long run.

Investigating the effect of a computer tool on students' metacognitive processes

Puntambekar, Sadhana January 1995 (has links)
No description available.

A self-study of participatory and enactivist approaches to teaching and learning

Darling, Kirsten Amy January 2014 (has links)
'Self-study' is a methodological approach that sets out to improve learner and teacher interactions by engaging with problems faced by educators on a daily basis. Through a creative engagement with theory and my on-going experiences as a teacher, employing selfstudy methodology has allowed me to challenge ideas and assumptions that can permeate learning and teaching, including roles, relationships, curricular content and design. This process of unsettling was achieved by drawing attention to the highly contextualised nature of my everyday interactions in relation to my pupils. The notion of context is central to this study and supported me in identifying links between a range of theoretical ideas, including: social constructivism, complexity theory and phenomenology. The connections made at a theoretical level then enabled me to explore my current practice through a period of sustained reflection. As part of this reflective activity, I was motivated to conduct a smallscale intervention in the form of a Participatory Action Research (PAR) project with my class of Primary 1 and 2 children. The rich and meaningful knowledge created through an on-going process of walking and reflection, supported me in bringing participatory and enactivist approaches to teaching and learning to life. Engaging in the self-study has, therefore supported me in contributing possible roles and methodologies that express an interpretation of teaching and learning, which engages with learners' localised and on-going experiences, focussed upon the making of their worlds.

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