Dissertations / Theses on the topic 'Academic ability'
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Reifel, Anita Lynn. "Birth order, academic specialization, and creativity /." View online, 1999. http://repository.eiu.edu/theses/docs/32211130927461.pdf.
Full textFullick, Julia. "Does Teacher Support Directly Change Academic Resiliency and Ability to Sustain Competence under Pressure?" Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1221.
Full textBachelors
Arts and Sciences
Psychology
Loo, Jasmine. "The phenotypic and genetic relationship between reading ability and academic achievement /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19768.pdf.
Full textLea-Wood, Sandra S. "Factors influencing the vocational decision making of high-ability adolescent girls /." Connect to thesis, 2003. http://eprints.unimelb.edu.au/archive/00000591.
Full textWorley, Timothy B., and Sonia I. Adams. "What is the academic review process and how is it working at the Naval Hospital Corps School?" Thesis, Monterey, California. Naval Postgraduate School, 2004. http://hdl.handle.net/10945/1618.
Full textThis thesis analyzes the Academic Review Process (ARP) at the Hospital Corps "A" School, specifically focusing on how it is working and the criteria of the Academic Review Board. This was accomplished by analyzing a data spreadsheet of students that went through the ARP in 2003 and a survey randomly administered to a general student sample in January 2004. The study identified and analyzed the perceptions of students, instructor staff, and headquarters staff in the evaluation of the processes; analyzed a student data set by cross-referencing the recommendation and final disposition results of those that entered the ARP; and developed a cost framework for the command and future researchers to help determine the effectiveness of the process. The report includes recommendations for improving the ARP process.
Lieutenant, United States Navy
Bradshaw, Theodore Lee Bowren Fay F. "Relationships among selected basic motor skills and academic achievement variables." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514767.
Full textTitle from title page screen, viewed June 7, 2005. Dissertation Committee: Fay Bowren (chair), Kenneth Strand, Walter Friedhoff, Dent Rhodes, Donald Kachur. Includes bibliographical references (leaves 71-75) and abstract. Also available in print.
Khandaker, Naima. "Academic and Motivational Outcomes of Reading Ability Grouping in the Early Grades." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563183603661756.
Full textChambers, Sara E. "Beyond Ability: Effects of Caffeine and Impulsivity on Academic and Creative Performance." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1539626331.
Full textPostlethwaite, Bennett Eugene. "Fluid ability, crystallized ability, and performance across multiple domains: a meta-analysis." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1255.
Full textBailey, Shannon Kyle Tedder. "Spatial ability and experts of needlework crafts an exploratory study." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/7.
Full textID: 030645652; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Accepted in partial fulfillment of the requirements for honors in the major in Psychology.; Thesis (B.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 31-35)
B.S.
Bachelors
Sciences
Psychology
Allardice, Seamus Rory. "Student preparedness for academic writing : an evaluation of the perceptions of preparedness for academic writing of school leavers taking English 178 at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80193.
Full textENGLISH ABSTRACT: Student Preparedness for Academic Writing examines perceptions of student preparedness for academic writing in the first-year literary studies course, English 178, located in the English Department at Stellenbosch University. The research was conducted during 2011 and 2012 making use of a survey which was completed by the 2011 first-year English 178 class, and also utilising a series of interviews with students, tutors and lecturers in 2012. Preparedness for English 178 is framed in terms of Pierre Bourdieu’s notion of socially constructed habitus. In addition to the thought of Bourdieu the thesis draws on the writings of Peter Elbow, Arlene Archer and Pamela Nichols, among others, to analyse and frame the quantitative and qualitative information yielded by the study. The dissertation assesses multiple interlocking elements that comprise student preparedness and finds striking discrepancy between student perception of their preparedness and that of the lecturers and tutors. While tutors, lecturers and the report of the National Benchmark Test all suggest that at least half of all first-year students are poorly prepared for academic writing, only about 21% of students perceive themselves to be poorly prepared. Possible reasons for the difference in views between students and other sources are explored. The thesis concludes by asking if the English 178 course at Stellenbosch University truly tests the students’ academic writing abilities and if the course is balancing its “obligations to students [with the]… obligation[s] to knowledge and society” (Elbow 327).
AFRIKAANSE OPSOMMING: Hierdie verhandeling ondersoek persepsies van studentevoorbereidheid vir akademiese skryf in die eerstejaars-letterkundekursus, Engels 178, gesetel in die Departement Engels aan die Universiteit Stellenbosch. Die navorsing is gedurende 2011 en 2012 gedoen deur gebruik te maak van ’n vraelys wat deur 2011 se Engels 178-eerstejaarsklas voltooi is, asook van ’n reeks onderhoude met studente, tutors en lektore in 2012. In hierdie verhandeling word voorbereidheid vir Engels 178 in terme van Pierre Bourdieu se konsep van sosiaal gekonstrueerde habitus beskryf. Benewens Bourdieu se denke word daar ook na die werke van onder andere Peter Elbow, Arlene Archer en Pamela Nichols verwys om die kwalitatiewe en kwantitatiewe inligting wat uit die studie voortgekom het, te ontleed en te situeer. Die verhandeling assesseer die veelvuldige ineengeskakelde elemente wat studentevoorbereidheid omvat, en bevind ’n opvallende teenstrydigheid tussen studente se persepsie van hulle eie voorbereidheid en lektore en tutors se persepsie van studente se voorbereidheid. Terwyl tutors en lektore se ervaring en die Nasionale Normtoetsverslag alles daarop wys dat ten minste die helfte van alle eerstejaarstudente swak voorbereid is vir akademiese skryf, beskou slegs ongeveer 21% van studente hulself as swak voorbereid. Moontlike redes vir die verskil in beskouings tussen studente en ander bronne word ondersoek. Die verhandeling sluit af met die vraag of die Engels 178-kursus aan die Universiteit Stellenbosch werklik studente se akademiese skryfvaardighede toets, en of die kursus wel ’n ewewig handhaaf tussen verpligtinge teenoor studente en ’n verantwoordelikheid teenoor kennis en die samelewing (Elbow 327).
Bird, Wesley Lee. "Effects of ability level compositions in cooperative learning settings." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-02052007-072444/.
Full textTraas, Adam Michael. "Effects of a treatment using computer generation of isometric and orthographic projections on middle school students' spatial ability." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4563.
Full textID: 028916877; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.Ed.)--University of Central Florida, 2010.; Includes bibliographical references (p. 148-161).
M.Ed.
Masters
Department of Teaching and Learning Principles
Education
Cady, Julie. "The Implications of a High Academic Ability Learning Environment on Third Grade Gifted Students' Academic Achievement in Florida Public Schools." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5613.
Full textEd.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
Cohick, Mikel William. "Academic Achievement and the Ability of Post-Secondary Students to Read Assigned Materials." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331457/.
Full textTrent, Scott. "A descriptive study of the effect of traditional and year-round calendars, socio-economic status, and teacher tenure status on student achievement in two rural school systems in Tennessee." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.
Full textShaw, Cindy Chesley. "The effects of a standards-based mathematics curriculum on the self-efficacy and academic achievement of previously unsuccessful students." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/15/.
Full textGrunewald, Jeffrey. "Increasing science, technology, engineering, and mathematics skills using Project Lead the Way." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009grunewaldj.pdf.
Full textWest, Jessica. "Ability and Abnormality." UNF Digital Commons, 2016. https://digitalcommons.unf.edu/etd/638.
Full textGrainger, Garrett. "Effect of social exclusion and cognitive ability on workplace deviance." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1263.
Full textBachelors
Sciences
Psychology
Pullin, Paul Rance. "Predicting reading achievement based upon the relationship between students' self-concept and mental ability." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186443.
Full textVadnais, Sarah A. "Executive Functioning as a Predictor of College Student Writing Ability." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1639.
Full textBarbour, Vanessa C. "Freshman academies and academic achievement by race, gender, and student ability a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online, 2009. http://proquest.umi.com/pqdweb?index=23&did=1908035951&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1264698768&clientId=28564.
Full textMalone, Paul. "The relationship of vocational identity to academic ability, locus of control and self-esteem /." Title page, table of contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09ARM/09armm257.pdf.
Full textBoyle, Mary O. "Personality and interest predictors of academic self-concept." Thesis, Georgia Institute of Technology, 2003. http://hdl.handle.net/1853/28645.
Full textHernandez-Gutierrez, Josie. "The Effects of Academic Interventions on the Development of Reading Academic Competence in Fourth Grade Students." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9094/.
Full textJeotee, Kunchon. "Reasoning skills, problem solving ability and academic ability : implications for study programme and career choice in the context of higher education in Thailand." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3380/.
Full textGeddes, Jeffrey D. Murrell Amy Rebekah Epstein. "Childhood learning examining attitudes toward school and learning ability /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9929.
Full textLauer, Brea Anne M. "Accuracy of the Peer Informant: What Characteristics Are Related to the Ability to Detect Behavior Problems in Peers?" Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5387.
Full textID: 031001434; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Kimberly Renk.; Title from PDF title page (viewed June 24, 2013).; Thesis (M.S.)--University of Central Florida, 2012.; Includes bibliographical references (p. 63-76).
M.S.
Masters
Psychology
Sciences
Psychology Clinical
Helaire, Atlas III. "Career Technical Education instructors' perceptions of adult students' academic ability in Career Technical Education classes." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610819.
Full textThe purpose of this qualitative survey study was to explore the student performance expectations, classroom management and instructional practices, and related professional experiences and specialized training of Career Technical Education (CTE) instructors at a Regional Occupational Center in Southern California in order to learn more about how these instructors achieved 80% or higher CTE course completion rates for adult students for 2 or more consecutive semesters. The study was grounded in the Pygmalion Effect Theory, which postulates that instructors create a Self-Fulfilling Prophecy based on the instructors' perceptions of student academic abilities.
Data were collected from 6 CTE instructors and 126 adult students via an anonymous online survey that consisted of 18 questions for instructors and 14 questions for students organized into 4 categories. Analysis of the data resulted in 4 conclusions:
1. CTE instructors who have high expectations for students promote high student achievement by exhibiting behaviors that require students to learn independently. Participating instructors implemented independent activities in which students had to seek answers prior to asking instructors for assistance.
2. Instructors who have high expectations for student achievement utilize multiple and diverse instructional strategies, assess students frequently, and provide frequent feedback throughout the course. This approach provided students with sufficient opportunities to be successful in class.
3. Establishing high expectations for classroom behavior when the course first starts and dealing with individual students when behavioral issues arise discourages inappropriate behavior. Participating instructors reviewed behavioral expectations throughout their courses.
4. CTE instructors who participate in ongoing professional development after completing a credentialing program promote high student achievement. Each participating instructor participated in ongoing professional development after completing the credentialing program.
Based on the findings and conclusions of this study, it is recommended that: (a) CTE instructors continue to implement instructional strategies that are student-centered and fully engage students, (b) ROC/Ps continue offering and placing a heavy emphasis on professional development, (c) ROC/Ps require instructors to create and review the course syllabus on the first day of class to assist in establishing expectations for classroom behavior, and (d) CTE administrators continue to monitor new instructors' progress throughout the credentialing process.
Curry, Joseph Laurence. "The relationship of intellectual ability and psychomotor skills to the academic achievement of bilingual students." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184568.
Full textEllis, Wendy Taylor. "Against the odds: Academic resilience among high -ability African American adolescents living in rural poverty." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1550154060.
Full textLagunas, Silvia Viramontes. "Teacher attitudes and perceptions of limited English proficient students toward academic achievement, motivation and ability." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1566.
Full textAntler, Melissa. "I am a critical thinker' exploring the relationship between self-concept and critical thinking ability." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/819.
Full textB.S.
Bachelors
Sciences
Psychology
Arnold, Audrey Marie Parker. "The influence of respecting the individual child's learning system on early academic development." [Fort Worth, Tex.] : Texas Christian University, 2008. http://etd.tcu.edu/etdfiles/available/etd-07072008-080006/unrestricted/arnold.pdf.
Full textLi, Ting-on. "Schooling effects on mathematics achievement at sixth form level in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38626895.
Full textAmelink, Catherine T. "Predicting Academic Success among First-Year, First Generation Students." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27094.
Full textPh. D.
Usova, Larisa. "The effect of heterogeneous grouping in cooperative learning setting on academic achievement in mathematics /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1553.html.
Full textThesis advisor: Dr. Philip Halloran. "...in partial fulfillment of the requirements for the degree of Master of Science [in Mathematics]" Includes bibliographical references (leaves 41-46).
Dacus, Ashton. "Acquisition and transference of physics-based conceptual knowledge : an analysis of fourth-grade student's ability." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1387.
Full textBachelors
Education
Elementary Education
Stafford, Tammy. "The Effect of Question-Answer Relationships on Ninth-Grade Students' Ability to Accurately Answer Comprehension Questions." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5515.
Full textEd.D.
Doctorate
Education and Human Performance
Education
Clausen, Sally. "I never forget a face! : memory for faces and individual differences in spatial ability and gender." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1394.
Full textBachelors
Sciences
Psychology
Bas, Selda. "The Contribution Of Personality, Motivation, Academic Risk-taking And Metacognition To The Creative Ability In Mathematics." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614451/index.pdf.
Full textChambers, Alex Wayne. "Effects of a Self-Advocacy Intervention on Latino Male College Students' Ability to Request Academic Accommodations." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612556.
Full text梶田, 正巳, Masami KAJITA, 郡衛 佐藤, Gunei SATO, 一子 松本, Kazuko MATUMOTO, 綾子 川上, et al. "<原著>北米地域に在住する海外日本人児童・生徒の異文化適応調査研究." 名古屋大学教育学部, 1999. http://hdl.handle.net/2237/2935.
Full textFatolitis, Philip. "Initial Validation of Novel Performance-Based Measures: Mental Rotation and Psychomotor Ability." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6223.
Full textPh.D.
Doctorate
Psychology
Sciences
Weil, Audrey M. "Predictors of Reasoning Ability: Working Memory Capacity and Fuzzy Processing Preference Index." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1397745903.
Full textGeddes, Jeffrey D. "Childhood Learning: Examining Attitudes toward School and Learning Ability." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9929/.
Full textNewby, Tara L. "The Implementation of Engineering Design Challenges on 4th Grade Students' Attitudes Towards Engineering, Classroom Climate, and Writing Ability." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5353.
Full textID: 031001309; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Bobby Jeanpierre.; Title from PDF title page (viewed March 22, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p. 110-112).
M.Ed.
Masters
Teaching, Learning and Leadership
Education and Human Performance
K-8 Math and Science
Jadavji, Nafisa M., and University of Lethbridge Faculty of Arts and Science. "Interactions of stress and motor system function." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2008, 2008. http://hdl.handle.net/10133/662.
Full textix, 128 leaves : ill. (some col.) ; 29 cm.
Burney, Virginia H. "The relationship of socio-cultural contextual factors in schools with academic achievement in adolescents of high ability." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1370877.
Full textDepartment of Educational Psychology