Thesis (M.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 62-65).

Thesis (M.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 62-65). Also available in print.

Thesis (Ph. D.)--Ohio State University, 2003. / Document formatted into pages; contains xii, 316 p. Includes bibliographical references (p. 256-265). Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 July 15.

Thesis (Ed. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains x, 321 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 250-257).

Thesis (M.A.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains vii, 80 p. Vita. Includes abstract. Includes bibliographical references (p. 66-69).

Thesis (D. Min.)--Ashland Theological Seminary, 1990. / Abstract. Includes bibliographical references (leaves 174-178).

Thesis (doctoral)--Münster, 1976. / At head of title: Deutsche Philogie. Vita. Includes bibliographical references (p. vi-xiii).

This research identifies and classifies incoming learning behaviours found amongst a sample of English second language first year engineering students. During the research process, it was discovered that students entering university for an engineering/science based degree tend to struggle with the English lecture style and the pace of work at a first year level due to their having been taught in their mother tongue or through the use of code switching in their school years. It was further identified that the students who took part in the sample were highly reliant on notes and lecturers for ‘obtaining knowledge’ that could be utilized in the answering of problems. The findings indicate that English second language students who had been taught in Black schools had a limited view of knowledge that was dependant on received knowledge. It was further found that with the exception of students who had been taught in English only schools, there appeared little correlation between the matriculation aggregates of the students and their first year engineering marks. Where English second language first year engineering students exhibited some learning behaviours that suggest an aptitude for success in higher education, the findings suggest that the students who took part in the study do not feel supported at university. The findings, while complicated in nature, also suggest that university structures and procedures are not responsive to the specific needs of the sample group. It is the recommendation of this study that further research be undertaken amongst a larger sample group if curricular changes amongst first year engineering courses are to be considered.

The Purpose of this study is to examine teachers´view and strategies regarding mathematics education for second language students. Method: The Study is conducted using a qualitative approach, in wich data has been obtained trough interviews and observations. Conclusion: Based on my empirical findings, i conclude that teachers believe they need to find out the reasons behind second langugage students´difficulties in mathematics in order to plan their teaching. By wich this should benefit these students-knowledge development. According to the teachers participating in the study, difficulties in mathematics are due to lacking Swedish language skills and the students´background. By focusing on the langugage during the teaching process and by creating different forms of communications, the circumstances for second language students can be strengthen. This Study indicates that teachers agree that second language students need support in mathematics educstion in order to achieve the learning objectives in rqual terms as the first language students.

Thesis (M.Ed.)--University of Hong Kong, 1983. / Includes bibliographical references (leaf 141-147). Also available in print.