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Development and Validation of Skill-Integrated Tasks in EAP Contexts: A Focus on Input Processing Facilitation / 学術英語を対象とした技能統合型タスクの開発と検証―インプット処理の促進に焦点をあてて―Hosogoshi, Kyoko 25 September 2017 (has links)
京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第20722号 / 人博第831号 / 新制||人||199(附属図書館) / 29||人博||831(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 田地野 彰, 教授 桂山 康司, 准教授 金丸 敏幸, 教授 植松 茂男 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM
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The Effects of the Advance Organizer on Student Perception of Teacher Communication CompetenceThibodeau, Melissa Eades 08 1900 (has links)
The problem of this study was to determine whether the advance organizer would affect students' perception of instructor communication competence. The study also sought to determine any effect the organizer would have on student achievement.
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The Relationship Between Thinking Maps And Florida Comprehensive Assessment Test Reading And Math Scores In Two Urban Middle SchoolsDiaz, Anna 01 January 2010 (has links)
The purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking Maps® and students' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment Test® (FCAT). Thinking Maps® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking Maps® implementation and instruction. The design of this study was quantitative, with a nonrandomized control group, pretest-posttest design (Ary, Jacobs, & Razavieh, 2002) that examined the effects on student Reading and Mathematics FCAT scores in one middle school that implemented Thinking Maps® throughout all grade levels and core subjects for three years as compared to student Reading and Mathematics FCAT scores in a second middle school that did not implement the Thinking Maps® program throughout all grade levels and core subjects for three years. MANOVA and Chi-square tests were used to examine student FCAT scores. This study focused on one major question: Do students who have been instructed in the use of Thinking Maps® have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those that have not been instructed in the use of Thinking Maps®? Results of this study indicated that students who have been instructed in the use of Thinking Maps® do not have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those who have not been instructed in the use of Thinking Maps®. The researcher concluded that other methods of evaluating the implementation of Thinking Maps® and student achievement should be explored.
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INTRINSIC ADVANCE PRIMERS: AN INVESTIGATION OF THE EFFECTS OF PERSONALIZED EXTRANEOUS MULTIMEDIA UPON INTRINSIC INTEREST AND STUDENT ACHIEVEMENTWilliams, Matthew Anthony 09 August 2012 (has links)
No description available.
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