• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 76
  • 6
  • 2
  • 1
  • Tagged with
  • 122
  • 122
  • 66
  • 42
  • 22
  • 20
  • 19
  • 18
  • 18
  • 17
  • 16
  • 15
  • 13
  • 13
  • 13
  • 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

Exploring 2nd Grade Students’ Perceptions of Their Classroom’s Physical Learning Environment

Nyabando, T., Evanshen, Pamela A. 01 November 2019 (has links)
No description available.
52

Understanding Student Perceptions of Biosolids and Other Fertilizers in Central Ohio

Rance, Logan T. 06 October 2020 (has links)
No description available.
53

Student Perceptions of Instructor Support in Remote Learning Environments During the COVID-19 Pandemic

Sellas, Christopher F 01 January 2021 (has links)
The present study explored student perceptions of instructor support in remote learning environments during the COVID-19 pandemic to better understand inequities in their learning experiences. Participants self-reported perceptions of instructor support, online learning experiences, mental health symptoms, and wellbeing. Bivariate correlation testing and linear regression modeling were used to analyze the data. Results indicate that students' student-instructor rapport is associated with higher perception of instructor support. Further, higher perceptions of instructor support were associated with significantly lower symptoms of depression, anxiety, and academic-related stress. Higher degrees of students' self-regulated learning behaviors were associated with lower perceived instructor support. There were no gender differences or differences based on first-generation student status in comfort asking instructors for academic support. These findings highlight the importance of developing teaching practices that promote comfort in course engagement, especially in those who report being not feeling comfortable enough to seek instructor support. While the COVID-19 pandemic is unlikely to continue disrupting our classrooms for much longer, we can use this time to better understand student experiences in remote learning environments to better suit their needs as this mode of teaching continues to be utilized in the future.
54

Homework for English from the Students’ Perspective

Carlsson, Thomas January 2009 (has links)
This study investigates students’ beliefs and thoughts on homework for English. Two focus group interviews were conducted at the senior level of a compulsory school in the south of Sweden. From the interviews, we see that the students see an increasing vocabulary as the main purpose for homework in the English classroom, and that homework as such is never discussed in class. All students feel stressed because of homework, but a solution to this would be to have extra time in school for doing their homework. Moreover, the home context is an important factor in a student’s engagement in homework. In addition, the results show that vocabulary learning is the most frequent homework task for English, and that this is also the most preferable task. Finally, it seems that homework tasks are not individualised in the English classroom. To conclude, it is suggested that homework should be discussed more widely, and that the different assignments for English are varied and based upon different learner strategies.
55

Student and Educator Perceptions of the Implementation of a Social-Emotional Learning Approach: A Mixed Methods Study of a Catholic School

Balfe, Dorothy 27 June 2023 (has links) (PDF)
The goal of this mixed methods study was to examine educator and student perceptions of the implementation of social-emotional learning (SEL) and the RULER (i.e., recognizing, understanding, labeling, expressing, and regulating) approach in a Catholic school. The study investigated the perceptions of teachers, staff, and students about the implementation of SEL and RULER across elementary and middle school grade levels. The RULER approach is a K–12 SEL initiative designed to build the emotional intelligence and social-emotional competencies of all members of a school community. Data were gathered over a 4-month period through interviews with teachers and students, an educator survey, document analysis, and classroom and campus walkthroughs. The study produced findings around SEL and RULER implementation. The findings suggested SEL and RULER was valued by educators but there are challenges to implementation that may be obviated if the implementation team has a thorough understanding of the process of implementation of an initiative. Recommendations are provided to public and Catholic elementary and middle school leaders and SEL and RULER developers.
56

Teachers' and Students' Perceptions of Reading Motivation and Observable Classroom Practices: Investigating the Relationships

McDonald, Michelle Lynn 04 May 2008 (has links)
No description available.
57

Pre and Post Perceptions of Social Work Practice and Agency Placement Among Senior Social Work Students: From the Darkness Into the Light

Pierce, Barbara J. January 2011 (has links)
No description available.
58

Lebanon’s “Social Mosaic”: The (Re)Making of Identities and the Impact of Liberal Education (A Preliminary Study)

Mote, Olivia K. 22 August 2011 (has links)
No description available.
59

Defining Critical Thinking Experiences of Senior Nursing Students

Senita, Julie A. 05 May 2017 (has links)
No description available.
60

ANALYSIS OF FIRST-YEAR STUDENT PERCEPTIONS REGARDING THE EFFECTIVENESS OF UVC 101 CLASSES ON ACADEMIC ACHIEVEMENT, SOCIAL SUCCESS, AND PERSONAL GROWTH AND DEVELOPMENT BASED ON HIGH SCHOOL G.P.A

Hummel, Amanda Sue 16 July 2008 (has links)
No description available.

Page generated in 0.112 seconds