Global ETD Search

841	Ways of integrating ICT in extensive reading: a case study Lee, Ka-yee, Kennedy., 李嘉儀. January 2005 (has links) published_or_final_version / Education / Master / Master of Science in Information Technology in Education
842	The effectiveness of using CAL software in learning Chinese by lower secondary school students Liang, Nei-yum, Venus., 梁妮音. January 2003 (has links) published_or_final_version / Education / Master / Master of Science in Information Technology in Education
843	Englishes in Hong Kong: students' awareness of, attitudes towards accent differences and the intelligibility ofaccents of English Lam, Chun-hin., 林進軒. January 2007 (has links) published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics Language awareness - China - Hong Kong.
844	A study of the extensive reading scheme in a secondary school using Chinese as a medium of instruction through the views of secondarythree students with a wide range of abilities and their teachers Yau, Yuen-tai, Ann., 邱潤娣. January 2007 (has links) published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics Reading (Secondary) - China - Hong Kong.
845	The relationship between vocabulary development and reading and vocabulary learning strategies Szeto, Ngan-ha, Christine., 司徒雁霞. January 2007 (has links) published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics Infernece.
846	How the incorporation of Language Learning Portfolios affects student's attitudes toward learning English Choy, Ka-wing, Karina., 蔡嘉詠. January 2006 (has links) published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics
847	從中學會考閱讀能力評估試卷看香港高中生閱讀策略的應用和分析 Ip, Cheung-ming., 葉祥銘. January 2008 (has links) published_or_final_version / Education / Master / Master of Education
848	Junior secondary students' understanding of the nature of science through their study of science stories Fung, Yuk-ling., 馮玉玲. January 2003 (has links) published_or_final_version / Education / Master / Master of Education Science fiction.
849	Assessing and fostering collaborative knowledge building among Chinesehigh-school students Lee, Yeung-chun, Eddy., 李揚真. January 2009 (has links) published_or_final_version / Education / Doctoral / Doctor of Philosophy
850	Examining the relationships between metacognition, self-regulation and critical thinking in online Socratic seminars for high school social studies students Lee, Shih-ting 01 June 2010 (has links) This study examined the relationships between metacognition, self-regulation and students' critical thinking skills and disposition in online Socratic Seminars for ninth grade World Geography and Culture students. Participants of this study came from six intact pre-AP (Pre-Advanced Placement) classes in a public high school in south central Texas in the United States. They were randomly assigned to two groups: a three class treatment group and a three class comparison group. Students in both groups received training on critical thinking skills, Internet security, "netiquette" and the technological tools involved in the online Socratic Seminars. The experimental group performed two metacognitive tasks. They assigned critical thinking tags in the discussion forum and wrote two structured reflection journals after they finished each of the two Socratic Seminar discussions, while the comparison group performed neither of the two metacognitive tasks. Both quantitative and qualitative data were collected for the data analysis. A multivariate analysis of covariance (MANCOVA) showed statistically significant effects of the two metacognitive tasks on students' self-regulation, but not on their critical thinking skills and disposition. The structure equation modeling analysis showed that self-regulation had significant relationships with students' critical thinking disposition, but not with students' critical thinking skills for both the experimental and the comparison groups. The structural equation modeling analysis also revealed an insignificant moderating effect of performing the two metacognitive tasks on the relationship between self-regulation and students' critical thinking. Qualitative data analysis triangulated results from the quantitative analyses. / text Critical thinking Metacognition Self-regulation High school students Online Socratic seminars

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