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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.

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).

Disciplinary differences in students' approaches to the learning task / Disciplinary differences in student learning

Dubuc, Paul A. January 1999 (has links)
This study investigated disciplinary differences in students' approaches to the learning task. Students in introductory undergraduate courses (English, psychology, education, engineering) had different levels of academic self-concept, intrinsic motivation, extrinsic motivation, and the use of surface learning strategies. They did not differ however, in their subject motivation or their use of critical thinking or time management strategies. Course differences were found in how student academic self-concept and motivation related to their use of learning strategies, and in turn, how these variables predicted final course grades. Across disciplines, a higher-quality approach to the learning task, as emphasized by students and professors, related to academic achievement but in unexpected ways. Disciplinary differences in students' learning approaches suggest that general models of student learning, such as self-regulation theory, should be applied within academic disciplines.

Assessing the Invisible : Teachers' views on the assessment of language-learning strategies in Swedish upper secondary school

Sahuric Bank, Matilda January 2014 (has links)
When revising the curriculum for the Swedish upper secondary school in 2011, language-learning strategies were added to the description of the subject of English. It was also added to the core content and to the grading criteria, which in its turn has added a new dimension to teaching and assessing L2. By problematizing the teachers’ subjective views on assessment of these new criteria, the hypothesis, according to which teachers find assessing language learning strategies, in English 5, difficult, is discussed. Skolverket’s policy documents, the Common European Framework of Reference scale (CEFR scale) and researchers’ findings are compared to the teachers’ views. In order to provide an image of how teachers interpret the new assessment guidelines, and how teachers interpret problems related to assessment, six teachers from different upper secondary schools have been interviewed on their opinions about language-learning strategies. The interviews indicate that even though teachers are positive to the inclusion of language-learning strategies in the course description, the strategies are difficult to detect. One consequence is that the results of strategy use are assessed rather than actual strategy use.

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