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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.
111

The effects of a combination of a mnemonic imagery strategy and metacognitive questioning on learning factual information of history /

Hsu, Ching-hsien, January 1999 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 193-203). Available also in a digital version from Dissertation Abstracts.
112

An investigation of oral language receptive vocabulary and concepts about print of kindergarten children during the initial and final stages of their developmental program /

Martin, Brenda. January 1985 (has links)
Thesis (M.Ed.) -- Memorial University of Newfoundland, 1986. / Typescript. Bibliography : leaves 114-133. Also available online.
113

Metacognition moderates math anxiety and affects performance on a math task

Legg, Angela Marie. January 2009 (has links) (PDF)
Thesis (M.S.)--Georgia Southern University, 2009. / "A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Directed by Lawrence Locker, Jr. ETD. Includes bibliographical references (p. 51-57) and appendices.
114

The effects of metacognitive journaling on the test scores of secondary Algebra One students

Farmer, Angela M. January 2003 (has links) (PDF)
Thesis (M.A.)--Wheaton College Graduate School, Wheaton, IL, 2003. / Abstract. Includes bibliographical references (leaves 35-37).
115

The effects of metacognitive journaling on the test scores of secondary Algebra One students

Farmer, Angela M. January 2003 (has links)
Thesis (M.A.)--Wheaton College Graduate School, Wheaton, IL, 2003. / Abstract. Includes bibliographical references (leaves 35-37).
116

It's the type of thinking that counts a metacognitive analysis of the effects of processing strategies on attitude certainty /

Rucker, Derek Dewitt, January 2005 (has links)
Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xiv, 113 p.; also includes graphics. Includes bibliographical references (p.80-84) Available online via OhioLINK's ETD Center
117

The use of organizational and rehearsal strategy training to improve recall and clustering performance of children with autism spectrum disorders /

Goldstein, Gayle M. January 2005 (has links)
Thesis (M.A.)--York University, 2005. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 104-115). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11801
118

Metakognisie, intrinsieke prestasiemotivering en kritiese denke as korrelate van akademiese sukses onder eerstejaar-sielkunde studente

Lemmens, Juan-Claude. January 2005 (has links)
Thesis (MA (Psychology))--University of Pretoria, 2005. / Includes abstract in English and Afrikaans. Incldues bibliographical references. Available on the Internet via the World Wide Web.
119

Advanced Students' Resource Selection in Nearly-Novel Situations

Sayre, Eleanor C. January 2005 (has links) (PDF)
No description available.
120

Metacognition in the mathematics classroom : an exploration of the perceptions of teachers and students in secondary schools in Saudi Arabia

Alzahrani, Khalid January 2016 (has links)
This study aimed to explore teachers’ and students’ perceptions of metacognition in relation to mathematics teaching and learning in secondary schools in Saudi Arabia. This research adopted an interpretive paradigm. This meant that a socio-cultural perspective was central to examining perceptions of metacognition in relation to mathematics among secondary students and their teachers in Saudi Arabia. The use of case studies was a methodical means to achieve elaborate data and to shed light on issues facing the study. The instruments used for data collection were semi-structured interviews, group discussions and classroom observation. The participants consisted of two case study classes from secondary schools in Saudi Arabia. There were three stages of the study’s fieldwork: the pilot study and the two subsequent stages which comprise the main body of fieldwork. These last two stages were carried out in order to enable the formulation of a clearer and more complete picture of mathematics teaching and learning through metacognition in Saudi Arabia, before and after the implementation of the IMPROVE programme, regardless of improvements in specific strategy or any boost to students’ achievement. Several findings were drawn from the data, the first of these being that the traditional method can hinder mathematics teaching and learning through metacognition. Secondly, although metacognitive mathematics instruction should be planned, the strategy that is introduced should be directly targeted at improving the monitoring and regulation of students’ thought when dealing with mathematics problems. Thirdly, metacognition should be given priority to improve students’ consciousness of the learning processes. This is because conscious reflection enables students to develop an ability to choose the most appropriate strategies for learning concepts and solving mathematics problems. The findings underlined the importance of the student’s role in learning through metacognition. The study presented a perspective for dealing with metacognition along with a practice-based model of metacognitive mathematics teaching and learning. These are in the educational context of Saudi Arabia and are set out after the implementation of the IMPROVE programme. In addition, this study asserts that metacognition can be enhanced through the creation of a suitable socio-cultural context that encourages the social interaction represented through cooperative learning.

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