Auswahl der wissenschaftlichen Literatur zum Thema „Primary aged learners“
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Zeitschriftenartikel zum Thema "Primary aged learners"
Blanco-Suárez, Zeltia, Francisco Gallardo-del-Puerto und Evelyn Gandón-Chapela. „The Primary Education Learners’ English Corpus (PELEC): Design and compilation“. Research in Corpus Linguistics 8 (2020): 147–63. http://dx.doi.org/10.32714/ricl.08.01.09.
Der volle Inhalt der QuelleNilsson, Maria. „Beliefs and experiences in the English classroom: Perspectives of Swedish primary school learners“. Studies in Second Language Learning and Teaching 10, Nr. 2 (29.06.2020): 257–81. http://dx.doi.org/10.14746/ssllt.2020.10.2.3.
Der volle Inhalt der QuelleBuendía-Castro, Míriam, und Oksana Afitska. „Primary School Pupils’ Use of Verb Collocations in Science Assessment: Patterns of Linguistic Behaviour by Language Background Factor“. Education Sciences 13, Nr. 12 (03.12.2023): 1208. http://dx.doi.org/10.3390/educsci13121208.
Der volle Inhalt der QuelleGiannikas, Christina Nicole. „Language Education and primary school children: the story of using stories“. International Journal of Action Research 15, Nr. 2-2019 (07.08.2019): 157–69. http://dx.doi.org/10.3224/ijar.v15i2.05.
Der volle Inhalt der QuelleSegura, Marta, Júlia Barón und Helena Roquet. „Productive vocabulary learning in pre-primary education through soft CLIL“. Open Linguistics 8, Nr. 1 (01.01.2022): 297–327. http://dx.doi.org/10.1515/opli-2022-0194.
Der volle Inhalt der QuelleShilunga, Anna P. K., Hans J. Amukugo und Kabwebwe H. Mitonga. „Knowledge, attitudes and practices of primary schools learners on sanitation and hygiene practices“. International Journal Of Community Medicine And Public Health 5, Nr. 8 (23.07.2018): 3197. http://dx.doi.org/10.18203/2394-6040.ijcmph20183051.
Der volle Inhalt der QuelleFokides, Emmanuel, und Georgia Lagopati. „The Utilization of 3D Printers by Elementary-Aged Learners: A Scoping Review“. Journal of Information Technology Education: Innovations in Practice 23 (2024): 006. http://dx.doi.org/10.28945/5288.
Der volle Inhalt der QuellePhoto, Patricia. „Investigating Primary School Learners’ Knowledge and Awareness of Wild Animals and Their Habitat Before Visiting the Zoological Garden: A Case Study“. Jurnal Pendidikan Indonesia Gemilang 3, Nr. 2 (31.08.2023): 181–96. http://dx.doi.org/10.53889/jpig.v3i2.224.
Der volle Inhalt der QuelleTergujeff, Elina. „Learner Perspective on English Pronunciation Teaching in an EFL Context“. Research in Language 11, Nr. 1 (30.03.2013): 81–95. http://dx.doi.org/10.2478/v10015-012-0010-z.
Der volle Inhalt der QuellePollard, Dawn, und Sally Birdsall. „Who loves maths? Exploring ways to foster primary-aged learners’ positive emotions during maths Dawn Pollard and Sally Birdsall“. Set: Research Information for Teachers, Nr. 1 (04.06.2021): 28–35. http://dx.doi.org/10.18296/set.0194.
Der volle Inhalt der QuelleDissertationen zum Thema "Primary aged learners"
Al, Dosary Eman. „Teaching with the interactive whiteboard : how to enhance teaching vocabulary to primary children aged 8 and 9“. Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32860.
Der volle Inhalt der QuelleMagampa, Agnes Randy Mmakotsedi. „The academic performance of orphaned primary school learners aged between eight and ten years in Mankweng Circuit : Limpopo Province“. Thesis, University of Limpopo (Turfloop Campus), 2014. http://hdl.handle.net/10386/1371.
Der volle Inhalt der QuelleThe study investigated the academic performance of orphaned primary school learners between the ages of eight and ten in Mankweng circuit. The study used both quantitative and qualitative methods. The quantitative component of the study included the sampling of 200 learners from ten schools in Mankweng circuit. One hundred learners formed the experimental group (orphans) whilst another hundred were placed in the comparison group (non-orphans). Availability and quota sampling was used for sampling the experimental group and simple random sampling was used to sample the comparison group. Four learning areas chosen for the study include Sepedi, Numeracy, English and Lifeskills. In all learning areas, it was found that the comparison group fell within level 2 (50-69) area whilst the experimental group fell within level 1 (0-49) area suggesting that the comparison group is performing better than the experimental group. The qualitative component of the study involved sampling ten educators from ten sampled primary schools in Mankweng Circuit, i.e. one educator per school. The main theme that emerged from these transcripts was the educators’ view that orphaned children tend to perform poorly at school when compared to non-orphaned children. Furthermore, the educators were of the view that orphaned children are more likely to show poor grades, lack of concentration and inability to write schoolwork when compared to non-orphans. The educators were also of the view that orphaned children were more likely to display behavioural and emotional problems when compared to non-orphans. Educators also suggested that guardians of orphaned learners are not coping well, and as such, are unable to adequately attend to the needs of these children. In conclusion, interventions at school, government as well as community levels are suggested. A suggestion is also made regarding the support that should be provided for grandparents (guardians) who tend to be drained as a result of having to look after orphaned children.
Basson, Liz-Marie. „The development of an Autism Spectrum Disorder screening questionnaire aimed ar early primary school aged learners within the South African context : a pilot study“. Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62655.
Der volle Inhalt der QuelleMini Dissertation (MA)--University of Pretoria, 2017.
Psychology
MA
Unrestricted
Adom, Theodosia. „Individual and environmental factors associated with overweight among children in primary schools in Ghana“. University of the Western Cape, 2019. http://hdl.handle.net/11394/7219.
Der volle Inhalt der QuelleBackground Overweight/obesity is a risk factor for non-communicable diseases such as cardiovascular diseases, diabetes, and some cancers. Obesity in childhood is known to predict later obesity in adolescence and adulthood. Understanding the factors associated with overweight/obesity among children may present an opportunity for timely and appropriate interventions in the African setting. Aims 1. To describe the prevalence of overweight and obesity and associated factors among school children aged 8 - 11 years in primary schools in Adentan Municipality, Ghana. 2. To review the available literature on childhood obesity in the African context to provide evidence to support the design and improvement of appropriate school-based interventions for the prevention and control of overweight/obesity among African learners. Methodology This was a cross-sectional study design which was conducted in two phases. In Phase I, the available literature on the prevalence of overweight and obesity among learners, school-based interventions to promote healthy nutrition and physical activity (PA), and weight status, and key policy interventions at the national levels to provide supportive environments in the African context was reviewed and synthesised. In Phase II, interviews were conducted to collect individual and family data from 543 learners in 14 schools to assess family socio-demographics characteristics, dietary, PA, and sedentary behaviours, and sleep duration. Body weight, height, and waist circumference were measured. Data on perceived school neighbourhood/ community, school food, and PA environments were collected from school heads/administrators. A sub-sample of 183 children participated in the assessment of body fat using the deuterium dilution method. Multivariable and logistic regressions, multilevel logistic regressions, and multilevel linear regression models were used to examine the associations among child, family, and school level explanatory variables, and overweight/obesity, abdominal obesity and body mass index (BMI). Results The reviews revealed the following: (i) The pooled overweight and obesity estimates across Africa were: (10.5% 95% CI: 7.1-14.3) and 6.1% (3.4-9.7) by World Health Organization; 9.5% (6.5-13.0) and 4.0% (2.5-5.9) by International Obesity Task Force; and 11.5% (9.6-13.4) and 6.9% (5.0-9.0) by Centers for Disease Control and Prevention, respectively and differed for overweight (p=0.0027) and obesity (p<0.0001) by the criteria. The estimates were mostly higher in urban, and private schools, but generally similar by gender, major geographic regions, publication year, and sample size; (ii) Although inconsistent, school-based interventions broadly improved weight status and some energy-balance related health behaviours of African learners; (iii) On applying the Analysis Grid for Environments Linked to Obesity (ANGELO) framework, key interventions on unhealthy diets and physical inactivity targeted the school, family and community settings, and macro environments, and broadly aligned with global recommendations. In the school-based study, 16.4% of Ghanaian learners were overweight (9.2%) or obese (7.2%), with the prevalence being significantly higher in children from middle- to high socio-economic status (SES) households, and private schools. In multivariable regression models, attending private school (AOR = 2.44, 1.39–4.29) and excessive television viewing (AOR = 1.72, 1.05–2.82) significantly increased the likelihood of overweight/obesity, whereas adequate sleep (AOR = 0.53, 0.31–0.88), and active transport to and from school (AOR = 0.51, 0.31 – 0.82) decreased the odds. Using deuterium-derived percent body fat as criterion method, the published BMI criteria was found to be highly specific but with moderate sensitivity for diagnosing obesity among Ghanaian children. Moreover, the BMI-for-age z-scores that optimise sensitivity, specificity, and predictive values for obesity were lower than the published cut-off points. Multilevel logistic and linear regression analyses revealed that the school contextual level contributed 30.0%, 20.6% and 19.7% of the total variance observed in overweight (including obesity), abdominal obesity, and BMI respectively. Availability of school cafeteria (β = 1.83, p = 0.017) and shops (β = 2.34, p = 0.001), healthy foods (β = 0.77, p = 0.046), less healthy foods (β = 0.38, p = 0.048), child age (β = 0.40, p = 0.008), school-level SES (β = 1.02, p < 0.0001), private school attendance (β = -1.80, p = 0.006), and after-school recreational facilities (β = 0.89, p < 0.0001) were all associated with BMI. In the mutually adjusted models for all significant predictors, school-level SES, healthy foods, after-school recreational facilities, and PA facility index remained significant predictors of overweight and or abdominal obesity. Conclusions The prevalence of overweight/obesity is significantly higher in urban children attending private or high SES schools, regardless of criteria used to define obesity. A number of individual, family, and school-level factors significantly predicted weight status of school children in Ghana. Given that many African governments have initiated policy interventions aiming to provide supportive environments for healthy choices, it is recommended that resources are made readily available for the implementation of these interventions across the home, school and community.
Alvarez, Sara P. „NUESTROS SONIDOS: A CASE STUDY OF BILINGUAL MUSIC AND PLAY AMONG PRIMARY-SCHOOL AGE HERITAGE LANGUAGE LEARNERS“. UKnowledge, 2014. http://uknowledge.uky.edu/english_etds/7.
Der volle Inhalt der QuelleMalmgren, Gabriella. „Differences in Second Language Learning Depending on Starting Age and Amount of Exposure“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32529.
Der volle Inhalt der QuelleBomphray, Alexandra. „Considering Primary-Aged English-Language Learners’ Peripherality and Legitimacy in Multimodal Literacy Lessons“. Thesis, 2013. http://hdl.handle.net/1828/4595.
Der volle Inhalt der QuelleGraduate
0279
0524
bomphray@uvic.ca
Nembudani, Madzinge Ellen. „Spatio-temporal dynamics in the provision of primary school education in Vhembe District, Limpopo, South Africa“. Thesis, 2014. http://hdl.handle.net/10500/18694.
Der volle Inhalt der QuelleGeography
D. Phil. (Geography)
Bücher zum Thema "Primary aged learners"
Maedo, Bev. The multi-age classroom: An inside look at one community of learners. Cypress, CA: Creative Teaching Press, 1994.
Den vollen Inhalt der Quelle findenBrodie, Andrew. Supporting phonics and spelling for ages 5-6. London: A. & C. Black, 2006.
Den vollen Inhalt der Quelle findenJones, Linda Adams. Missing youth: An investigation of non-attendants, over-age learners, and drop-outs of primary schools in Namibia. [Windhoek]: UNICEF, 1994.
Den vollen Inhalt der Quelle findenBober, Tom, und Rebecca Newland. Literature and Primary Sources. Bloomsbury Publishing Inc, 2024. http://dx.doi.org/10.5040/9798216183204.
Der volle Inhalt der QuelleCarroll, Joyce Armstrong, Kelley Barger, Karla James und Kristy Hill. Guided by Meaning in Primary Literacy. ABC-CLIO, LLC, 2016. http://dx.doi.org/10.5040/9798400660528.
Der volle Inhalt der QuelleWaldron, Janice L., Stephanie Horsley und Kari K. Veblen, Hrsg. The Oxford Handbook of Social Media and Music Learning. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780190660772.001.0001.
Der volle Inhalt der QuelleO'Donnell, Ian. Classifying Clemency. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198798477.003.0002.
Der volle Inhalt der QuelleAitchison, David. The School Story. University Press of Mississippi, 2022. http://dx.doi.org/10.14325/mississippi/9781496837622.001.0001.
Der volle Inhalt der QuelleHall, Linda Jones. The Poems of Optatian. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350374409.
Der volle Inhalt der QuelleBuchteile zum Thema "Primary aged learners"
Washbrooke, Sarah, und Nasser Giacaman. „Play, Code, Learn: Fostering Computational Thinking in Primary Aged Learners Through Interactive Play“. In IoT, AI, and ICT for Educational Applications, 135–62. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-50139-5_7.
Der volle Inhalt der QuelleVictori, Mia, und Elsa Tragant. „9. Learner Strategies: A Cross-sectional and Longitudinal Study of Primary and High-school EFL Teachers“. In Age and the Acquisition of English as a Foreign Language, herausgegeben von María del Pilar García Mayo und María Luisa García Lecumberri, 182–209. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596407-010.
Der volle Inhalt der QuelleYanakieva, Elena, Annette Bieniusa, Thomas Becka, Brian B. Moser, Dominik Jerger und Christoph Thyssen. „Bridging the Gap: Infusing Natural Science Classes with Computer Science Concepts and Skills“. In Lecture Notes in Computer Science, 180–93. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-44900-0_14.
Der volle Inhalt der QuellePeters, Martine, Sylvie Fontaine und Eric Frenette. „Teaching the Teachers: To What Extent Do Pre-service Teachers Cheat on Exams and Plagiarise in Their Written Work?“ In Academic Integrity in Canada, 307–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_16.
Der volle Inhalt der QuelleFitzpatrick, Scott M. „‘Detritus of a Coming World’: The Colonization of Islands as Microcosms for Human Impacts on an Interplanetary Scale“. In Speciesism in Biology and Culture, 65–93. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99031-2_4.
Der volle Inhalt der Quelle„5 The Importance of Interactions and Affect in Assessing Primary-Aged Language Learners“. In Assessment for Learning in Primary Language Learning and Teaching, 65–78. Multilingual Matters, 2021. http://dx.doi.org/10.21832/9781800410657-009.
Der volle Inhalt der QuelleDieterle, Edward, Chris Dede und Karen Schrier. „"Neomillennial" Learning Styles Propagated by Wireless Handheld Devices“. In E-Collaboration, 626–50. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-652-5.ch049.
Der volle Inhalt der QuelleDieterle, Edward, Chris Dede und Karen Schrier. „"Neomillennial" Learning Styles Propagated by Wireless Handheld Devices“. In Ubiquitous and Pervasive Knowledge and Learning Management, 35–66. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-483-5.ch002.
Der volle Inhalt der QuelleYeşil, Lamia Büşra. „Improving the Key Competences in K12 by Collaborating in an Active Learning Environment Online“. In Innovations in Digital Instruction Through Virtual Environments, 107–31. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7015-2.ch006.
Der volle Inhalt der QuelleWang, Mengdi, Ciaran Bauer und Ann Devitt. „Computer-mediated communication in Chinese as a second language learning: needs analysis of adolescent learners of Chinese at beginner level in Ireland“. In CALL and complexity – short papers from EUROCALL 2019, 391–96. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1042.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Primary aged learners"
Drakulic, Darko, Igor Pesek und Blaz Zmazek. „ITEXTBOOKS: THE NEXT GENERATION OF ELEARNING“. In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-078.
Der volle Inhalt der QuelleRydze, Oxana A. „Learners’ Achievements In Mathematical Information Processing At Primary School“. In International Conference "Education Environment for the Information Age". Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.60.
Der volle Inhalt der QuelleVásquez, Claudia. „Statistical and Probabilistic Education in Primary Education in Chile: Where Do We Want to Go?“ In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t2g2.
Der volle Inhalt der QuelleGarcía-Alonso, Israel, und Claudia Vásquez. „Statistical Education Present in the Ibero-American Curricula in the First Primary Education Courses“. In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t2c1.
Der volle Inhalt der QuelleBonangelo, Rafael, und Lisbeth Cordani. „Deciphering the Box-Plot Graph Using CODAP—A Workshop Report“. In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t9b1.
Der volle Inhalt der QuelleWakhungu, C. N. „The Impact of Teachers Interpersonal Characteristics on Acquisition of Reading Skills among Grade Three Pupils in Public Primary Schools in Bungoma County, Kenya“. In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3106.
Der volle Inhalt der QuellePepler, Giles. „TECHNOLOGY USE AND THE NEEDS OF LEARNERS“. In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-126.
Der volle Inhalt der QuelleSong, Jingkuan, Jingqiu Zhang, Lianli Gao, Xianglong Liu und Heng Tao Shen. „Dual Conditional GANs for Face Aging and Rejuvenation“. In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/125.
Der volle Inhalt der QuelleKaļķe, Baiba, Beāte Balandīna und Linda Kovaļevska. „The Understanding of Academic Integrity in Primary Schools“. In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.41.
Der volle Inhalt der QuelleLendzhova, Vladislava, Boris Manov, Valentina Milenkova und Dilyana Keranova. „Digital Environments to Enable High-Quality Education for Disadvantaged and Disabled Learners in Bulgaria“. In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002526.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Primary aged learners"
EdTech Hub, EdTech Hub. Digital Personalised Learning to Enhance Numeracy Outcomes for Primary Age Learners in Kenya. EdTech Hub, Januar 2021. http://dx.doi.org/10.53832/edtechhub.0054.
Der volle Inhalt der QuelleDorna, Guadalupe, und Gastón Gertner. Argentina: Lessons Learned from a Remote Tutoring Pilot. Inter-American Development Bank, September 2023. http://dx.doi.org/10.18235/0005110.
Der volle Inhalt der QuelleGreen, Crystal, und Lauren Ziegler. The Messy Middle. HundrED, September 2023. http://dx.doi.org/10.58261/kgic1847.
Der volle Inhalt der QuelleStrengthening RTI/STD services: Lessons learned from a pilot project. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1008.
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