1 |
The effects of individualized test coaching on teacher certification test scoresHall, Kathryn Cowart. Laney, James Duke, January 2008 (has links)
Thesis (Ed. D.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.
|
2 |
A study of the interaction between student teachers and teacher tutors in pre-lesson and post-lesson conferences /Lo, Wai-shing, Vincent. January 1993 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 108-111).
|
3 |
A study of the interaction between student teachers and teacher tutors in pre-lesson and post-lesson conferencesLo, Wai-shing, Vincent. January 1993 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 108-111). Also available in print.
|
4 |
The effects of three knowledge interventions on novice volunteer tutors' teaching performance with children with developmental disabilities in a motor development lab settingTindall, Daniel William Sanchez. January 1900 (has links)
Thesis (Ph. D.)--Oregon State University, 2006. / Includes bibliographical references (leaves 57-64). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.
|
5 |
The effects of three knowledge interventions on novice volunteer tutors' teaching performance with children with developmental disabilities in a motor development lab settingTindall, Daniel William Sanchez. January 1900 (has links)
Thesis (Ph. D.)--Oregon State University, 2006. / Includes bibliographical references (leaves 57-64)
|
6 |
The impact of tutors’ metacognitive awareness on students’ metacognitive awareness and academic performanceRakhmatova, Antonina Aleksandrovna 01 May 2020 (has links) (PDF)
Metacognitive awareness plays an important role in students’ learning as well as in teaching and tutoring. The goal of this thesis research is to investigate the relationship between academic tutors’ metacognitive awareness, their student athlete tutees metacognitive awareness and academic performance (by cumulative GPA). Metacognitive awareness in tutors may have a significant influence on tutoring methods and students’ success. The population of tutors and students in the study is represented by 40 pairs of academic tutors and athlete students at one southern U.S. university. Metacognitive Awareness Inventory (MAI) was utilized and adapted for this study. Simple regression analysis results revealed that metacognitive awareness in students can predict their academic performance. Yet, tutors’ metacognitive awareness did not predict students’ metacognitive awareness and their cumulative GPA scores. Additional research with larger samples and via alternative methods as well as implications about potential of tutors’ metacognitive strategies for learners are discussed.
|
Page generated in 0.1065 seconds