Relevant bibliographies by topics / Academic skills and techniques

Academic literature on the topic 'Academic skills and techniques'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Academic skills and techniques.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Academic skills and techniques"

1

Chen, Hsuanwei Michelle. "Information visualization skills for academic librarians." Library Hi Tech 37, no. 3 (September 16, 2019): 591–603. http://dx.doi.org/10.1108/lht-01-2018-0012.

Full text
Abstract:
Purpose The purpose of this paper is to investigate how scholars in the digital humanities employ information visualization techniques in their research, and how academic librarians should prepare themselves to support this emerging trend. Design/methodology/approach This study adopts a content analysis methodology, which further draws techniques from data mining, natural language processing and information visualization to analyze three peer-reviewed journals published within the last five years and ten online university library research guides in this field. Findings To successfully support and effectively contribute to the digital humanities, academic librarians should be knowledgeable in more than just visualization concepts and tools. The content analysis results for the digital humanities journals reflect the importance of recognizing the wide variety of applications and purposes of information visualization in digital humanities research. Practical implications This study provides useful and actionable insights into how academic librarians can prepare for this emerging technology to support future endeavors in the digital humanities. Originality/value Although information visualization has been widely adopted in digital humanities research, it remains unclear how librarians, especially academic librarians who support digital humanities research, should prepare for this emerging technology. This research is the first study to address this research gap through the lens of actual applications of information visualization techniques in digital humanities research, which is compared against university LibGuides for digital humanities research.
APA, Harvard, Vancouver, ISO, and other styles
2

Amjad, Muhammad. "Practicing Error Analysis Techniques to Enhance Academic Essay Writing Skills." Journal of Development and Social Sciences 2, no. III (September 30, 2021): 292–305. http://dx.doi.org/10.47205/jdss.2021(2-iii)26.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Griffin, Richard, Angie MacKewn, Ernest Moser, and Ken W. VanVuren. "Do Learning And Study Skills Affect Academic Performance? An Empirical Investigation." Contemporary Issues in Education Research (CIER) 5, no. 2 (March 27, 2012): 109. http://dx.doi.org/10.19030/cier.v5i2.6928.

Full text
Abstract:
Universities and colleges are very interested in understanding the factors that influence their students academic performance. This paper describes a study that was conducted at a mid-sized public university in the mid-south, USA, to examine this issue. In this study, the 10-scale, Learning and Study Strategies Inventory (LASSI) (Weinstein et al., 1987) assessment device was administered to 107 students to measure receptivity to several skills and strategies that purportedly enhance a students ability to learn and successfully perform in an academic setting. The results of this study showed that the LASSI scales dealing with attitude, concentration, information processing skill, motivation, self-testing and review techniques, use of study support techniques, time management, and effective test-taking strategies all correlated positively (with statistical significance) to student GPA. There were also statistically significant differences between males and females in their mean scores for several of the above mentioned LASSI scales. Every LASSI subscale, where females significantly outscored males, positively correlated with superior academic performance (i.e., GPA). However, after controlling for variance explained by the LASSI scores, there were no statistically significant correlations between gender and academic performance. The primary conclusion from this study is that contrary to prior research that suggests that females predominantly outperform males in academics, such differences can be better explained by mediating variables such as learning and study strategies. This debunking of the female stereotype of superior academic performance merely because of gender has pedagogical implications.
APA, Harvard, Vancouver, ISO, and other styles
4

Suswandari, Meidawati. "Implementasi Budaya Akademik Bagi Keterampilan Sosial Siswa Sekolah Dasar." ZAHRA: Research and Tought Elementary School of Islam Journal 2, no. 1 (March 1, 2021): 1–12. http://dx.doi.org/10.37812/zahra.v2i1.176.

Full text
Abstract:
This study aims to describe the implementation of academic culture for elementary school students' social skills. This type of research uses a descriptive-qualitative approach. The sampling technique used purposive sampling. The informants in this study were teachers and students of SD N Bekonang 1, Sukoharjo. Data collection techniques used include observation and documentation. Data analysis using data reduction techniques, data presentation, and drawing conclusions. The results showed that the implementation of academic culture for students 'social skills at SD N Bekonang 1, Sukoharjo was through appreciating friends' achievements, caring about friends when they needed help, and giving and apologizing. Student learning in the classroom through academic culture has an impact on forming students' social habits to be skilled in dealing with their surrounding environment.
APA, Harvard, Vancouver, ISO, and other styles
5

Shamsuddin, Shukri, Noor Izah Ismail, and Wan Haslina Wan Hussin. "Predicting students' performance through techniques in study skills : a multivariate discriminant analysis approach." Social and Management Research Journal 4, no. 2 (December 1, 2007): 109. http://dx.doi.org/10.24191/smrj.v4i2.5130.

Full text
Abstract:
This paper investigates some of the study skills techniques practised by students in UiTM Johor campus. The multivariate discriminant analysis approach was used to analyse the data. The discussion focuses on to what extent these study skills techniques could be used to predict the academic performance ofstudents. This paper also examines whether there is a significant difference in study skills techniques practised by male and female students, by students of different secondary school backgrounds, and by students of different academic performances. It is hoped that this paper would shed some light on the effectiveness of the study skills program introduced to part one students upon entry into UiTM Johor.
APA, Harvard, Vancouver, ISO, and other styles
6

Maisah, Ahmad Syukri, and Sungkowo. "LIFE SKILLS PROGRAM MANAGEMENT IN IMPROVING ENTREPRENEURSHIP." International Journal of Research -GRANTHAALAYAH 8, no. 3 (May 24, 2020): 10–21. http://dx.doi.org/10.29121/granthaalayah.v8.i3.2020.119.

Full text
Abstract:
This Study at Al Baqiyatus Shalihat Islamic Boarding School in West Tanjung Jabung Regency, Karya Pembangunan Al-Hidayah Islamic Boarding School in Jambi City and Al-Munawaroh Boarding School in Merangin Regency Jambi Province. Life Skills Program are a group of skills program that include social skill, personal skill, academic skill and vocational skill. These skills are taught at Islamic boarding schools to equip students to live independently and have Islamic entrepreneurial behavior in the face of the development and progress of the times. The purpose of this study was to determine the management life skills program to improve the behavior of students in entrepreneurship, the excellence of managing life skills program that have been implemented by Islamic Boarding Schools and determined the behavior of students in entrepreneurship. The research approach is used to descriptive qualitative approach. Data collection techniques using observation, interview and documentation. Data analysis using Miles and Huberman models and data validity techniques using data triangulation.
APA, Harvard, Vancouver, ISO, and other styles
7

Lahlafi, Alison, and Diane Rushton. "Engaging international students in academic and information literacy." New Library World 116, no. 5/6 (May 11, 2015): 277–88. http://dx.doi.org/10.1108/nlw-07-2014-0088.

Full text
Abstract:
Purpose – The purpose of this paper is to discuss a collaborative initiative between a module leader, librarian and academic skills tutor to support information and academic literacy skills development of a group of international students from a partner college in Malaysia during their three-month study visit to Sheffield Hallam University. Design/methodology/approach – The paper explores the transferability of active learning and teaching techniques used with second-year home students to a cohort of final-year international students. It discusses the development, implementation and assessment of learning workshop activities and the use of mobile phones in the classroom to enhance student engagement. Findings – The embedded active learning and teaching techniques used with second-year home students transferred well to the international student cohort. At the end of the module, international student feedback and reference list analysis suggests that the embedding of both information and academic literacy skills within modules does support student development of these skills. Mobile technology proved both enjoyable and engaging for the students. Originality/value – The paper’s findings are transferable to other international student cohorts in UK higher education libraries and suggest ways of engaging students in information and academic skills workshops and supporting their skills development to achieve academic success.
APA, Harvard, Vancouver, ISO, and other styles
8

Er, Zübeyde, Perihan Dinç Artut, and Ayten Pınar Bal. "Investigation of the Relationship between Estimation Skill, Estimation Skill Self-efficacy, and Academic Achievement of Secondary School Students." International Journal on Social and Education Sciences 4, no. 1 (January 15, 2022): 149–63. http://dx.doi.org/10.46328/ijonses.292.

Full text
Abstract:
The purpose of this study is to investigate the relationship between secondary school students’ estimation skills, estimation skills self-efficacies and academic achievements. The research was designed in a correlational survey model, one of the quantitative research models and it was carried out in Adana, a city in the Mediterranean Region during the spring semester of the 2020-2021 academic year with secondary school students (n=155) who were selected by maximum variation sampling method, one of the purposive sampling methods. The Estimation Skills Self-Efficacy Scale that was developed by Er, Artut and Bal (2021) was used to determine the students' estimation self-efficacy. Also, the Estimation Skill Test which was developed by the researchers was used to determine the students’ estimation skills. One-way analysis of variance (ANOVA) and regression analysis techniques were made use of in the process of data analysis. The research findings showed that the students' estimation skills were at moderate level and their estimation self-efficacy levels were low. It was also concluded that the students’ estimation skills and their estimation self-efficacies differed according to their grade levels. Furthermore, it was found that there was a positive and moderate relationship between students' estimation skills and estimation self-efficacies and a positive and moderate relationship between their estimation skills and academic achievements. It was also determined that there is a positive and moderately significant relationship between estimation self-efficacies and academic achievement. In addition to this, it was seen that students' estimation self-efficacies and academic achievements explained 17% of the total variance of their estimation skills. In other words, students' estimation skills increase in parallel with their estimation skill self-efficacies and academic achievements.
APA, Harvard, Vancouver, ISO, and other styles
9

Liubashenko, Olesia, and Tamara Kavytska. "LATERAL THINKING TECHNIQUES IN ENHANCING ESP SKILLS." АRS LINGUODIDACTICAE, no. 5 (2020): 22–31. http://dx.doi.org/10.17721/2663-0303.2020.5.03.

Full text
Abstract:
The paper outlines the defining value of lateral thinking in the FL and ESP learning. The Framework for FL and ESP training, based on De Bono lateral thinking system and its Kotler’s & de Bes’s adaptations, has been developed by the authors in the context of Ukrainian University. The authors’ idea to boost FL skills through international project participation has led to shifting from conventional knowledge-reproduction to knowledgetransformation scheme in FL learning process. As a result, activating lateral techniques such as alternative focus, force-fit analogy, unexpected choice, manipulative information distortion, provocation, specially created conflict, challenging the conventional idea/vision, imaginative verbalization, unconventional metaphor, etc. turn ESP learning process into searching for an indirect and creative way to solve problems by means of using reasoning that is not immediately obvious. The research, presented in the article, relies on the experimental training of the first-year Education Majors of the Master’s program (n=33) who admitted a positive effect of lateral thinking techniques on general linguistic range of communicative competence. It is inferred from the study, that lateral thinking techniques have contributed to progress in both language skills and thinking abilities and led to improvement in students’ academic achievements and enhancement of creativity.
APA, Harvard, Vancouver, ISO, and other styles
10

Nuryata, I. Made. "PEMANFAATAN MICROSOFT TEAMS DENGAN TEKNIK EVALUASI DIRI UNTUK MENINGKATKAN HASIL BELAJAR." Jurnal Guru Dikmen dan Diksus 4, no. 1 (June 30, 2021): 78–92. http://dx.doi.org/10.47239/jgdd.v4i1.116.

Full text
Abstract:
This research aims (1) Improving Automotive Engineering Image learning outcomes of grade X TKRO2 students of SMKN 3 Singaraja, Academic Year 2020/2021 through the utilization of Microsoft Teams with self-evaluation techniques, (2) Knowing the responses of grade X TKRO2 students of SMKN 3 Singaraja, Academic Year 2020/2021 towards the utilization of Microsoft Teams with self-evaluation techniques in Automotive Engineering Image subjects. The objects of this research were: (1) learning outcomes in the aspects of knowledge, attitudes and skills, (2) students’ responses to the utilization of Microsoft Teams with self-evaluation techniques. The data collection techniques used were written tests, performance tests, observations and questionnaires. In the first cycle, the average of students’ learning outcomes in the knowledge aspect was 66.25, the skills aspect was 75.25 and the attitude aspect was in Good category. In the second cycle, students with subjects understanding level less than 70% were given guidance through personal chat on Microsoft Teams. The average of learning outcomes in the knowledge aspect was 76.39 increased 15.3%, the skills aspect was 76.81 increased 2,1% and the attitude aspect was in Good category. Students’ responses to the utilization of Microsoft Teams with self- evaluation technique was categorized very good 39%, good 50% and quite good 11%. The conclusions of this research are: (1) The utilization of Microsoft Teams with self-evaluation techniques can improve learning outcomes of grade X TKRO2 students of SMKN 3 Singaraja, Academic Year 2020/2021. (2) The responses of grade X TKRO2 students to the utilization of Microsoft Teams with self-evaluation techniques in learning Automotive Engineering Image, Academic Year 2020/2021 is categorized Good.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Academic skills and techniques"

1

Frewin, Robert Duncan. "Ideation in ESL EAP teaching." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36558/1/36558_Frewin_1997.pdf.

Full text
Abstract:
Ideation, the selection and arrangement of information to build a text, though a necessary skill for tertiary students, is not satisfactorily addressed in writing skills textbooks for English as a Second Language/English for Academic Purposes. To develop a pedagogical approach to ideation, teachers need a theory of language. The most fruitful theory is systemic-functional linguistics, but systemic-functional theory has not yet fully developed a theory of ideation. A related theory, Rhetorical Structure Theory, offers a useful tool to analyse ideation both in well formed model texts and, with slight modification, in not well formed student texts. With Rhetorical Structure Theory, the analyst can separate semantic value from syntax. The resulting analysis indicates with clarity certain problem areas in ideation which teachers need to address. Teachers are thus better equipped to devise teaching approaches to address ideation in the classroom.
APA, Harvard, Vancouver, ISO, and other styles
2

ライ・ウェイリン, ポール. "Academic Writing(A) : Logical Thinking Skills In Academic Writing." 名古屋大学オープンコースウェア委員会, 2014. http://hdl.handle.net/2237/20447.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Latimer, Janet Humphreys. "Basic Academic Skills and Post-Secondary Technical Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3499.

Full text
Abstract:
The purpose of this quantitative study was to determine if there is a significant difference in WorkKeys score, skills score, theory score, and job placement rates as compared by credential and program of study at a technical college in Tennessee. The study used data retrieved from a WorkKeys database and SIMS (Student Information Management System) at a technical college. The population consisted of 445 students in seven programs from 2010-2016 who had participated in the WorkKeys online academic training modules. The dependent variables for the study were WorkKeys score, skill score, and theory score. The independent variables were job placement status (related, non-related, not placed), program of study (Collision Repair/Motorcycle Repair, Computer Information, Welding/Machine Tool and Industrial Maintenance/Residential Maintenance), and graduation credential (diploma, certificate, none). Based on the data collected, it was found that there was a significant difference in the WorkKeys score by credential, skill score by credential, theory score by credential, WorkKeys score by job placement status, skill score by job placement status and theory score by job placement status. The job placement status was significantly affected by the program of study. Finally, the WorkKeys score was not affected by the program of study. Additionally, the not placed status for the Computer Information program was higher than the other two categories (related and non-related) whereas the related status was the highest for the other three programs of study (WEL/MT, CRT/MOT, and IM/RBM).
APA, Harvard, Vancouver, ISO, and other styles
4

Chu, Fidelis Ewe. "Developing first year part-time students academic competencies in an academic literacy module." Thesis, University of Western Cape, 2010. http://hdl.handle.net/11394/8494.

Full text
Abstract:
Magister Artium - MA
The transition from high school to university for many students all over the world has never been very easy and this is also true in the South African context. At the University of the Western Cape the majority of students, particularly part-time students, come from previously disadvantaged institutions of learning. This problem is exacerbated by the fact that most tertiary institutions in South Africa, including The University of the Western Cape, use English as the official language of instruction even though more than three quarters of students entering into institutions of higher learning in South Africa are second or even third language English speakers who do not have the language competence level required in the medium of instruction to successfully negotiate academic curricula.
APA, Harvard, Vancouver, ISO, and other styles
5

Chiu, Man-ming Joseph. "The design of an ESL academic reading skills programme." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862638X.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Chiu, Man-ming Joseph, and 趙敏明. "The design of an ESL academic reading skills programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862638X.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Tam, Pui-yi Tammy, and 譚沛怡. "Behavioural regulation and early academic skills in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368908.

Full text
Abstract:
This present study examined the relationship among behavioural regulation, early language development and early mathematics skills. Participants were 111 children ranging in age from 4 to 5 years attending kindergarten participating in the Pre-primary Education Voucher Scheme in Hong Kong. Behavioural regulation was assessed directly with the Head-to-Toe task which requires the children to perform the opposite of the instructed command. Receptive and expressive language ability, and mathematics skills will be assessed by the Pre-primary and Primary Chinese Literacy Scale (PPCLS) Test A, a verbal fluency test, and a mathematics competency test respectively. There was a positive correlation between behavioural regulation ability and background variables such as age, father’s education level and prior years of early childhood education. Significant correlations between behavioural regulation and early receptive and expressive language and mathematics skills were also demonstrated.
published_or_final_version
Education
Master
Master of Education
APA, Harvard, Vancouver, ISO, and other styles
8

Schneider, Cynthia Louise. "Connected Mathematics and the Texas Assessment of Academic Skills /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004373.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Braaksma, Angelisa Deanne. "Academic skills and behavior : does a functional relationship exist? /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055671.

Full text
Abstract:
Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-188). Also available for download via the World Wide Web; free to University of Oregon users.
APA, Harvard, Vancouver, ISO, and other styles
10

Katsipataki, Maria. "Can motor skills training improve academic performance? : a structured motor skills intervention for young children." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/10579/.

Full text
Abstract:
The thesis explores the relationship between motor and academic skills. According to previous research, motor skills difficulties can affect academic outcomes. Furthermore, there is growing evidence supporting the relationship between the motor and academic areas. As part of this investigation a motor skills intervention was developed that aimed to make improvements in the performance of the reading, maths and motor skills of young children in mainstream education. The “Motor Skills Intervention for the Early Years” that was subsequently developed represented a new approach to intervention combining direct and indirect motor tasks resulting in a pragmatic, hybrid intervention. The research involved 56 typically developing children (TDC) attending two English primary schools with a mean age of 58 months randomly assigned to either the experimental or control group. Children were assessed in their motor and academic skills both before and after the intervention. The intervention was delivered for a period of 11 weeks with two weekly sessions for each school. Preliminary findings appear to be promising, showing a large effect size for motor skills, and medium to smaller effects for reading and maths. The motor skills of manual dexterity and ball skills were significantly improved in children within the experimental group. Improving motor skills in TDC is important in its own right, due to its strong preventative role. Based on these findings, it is concluded that a hybrid approach to motor skills intervention can improve specific motor skills and yield small effects to academic skills within TDC. Future research from this study might include follow-up assessments to identify possible benefits on the academic areas of reading and maths in the long term. In addition, these findings can be used to inform future research and, if replicated with a larger sample, to inform educational policies for school-based interventions.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Academic skills and techniques"

1

Smith, Pauline. Writing an assignment: How to improve your research and presentation skills. 3rd ed. Oxford: How to Books, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Danuta, Reah, ed. Writing a textbook: How to establish yourself as an academic author. Plymouth: How to Books, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Essential academic skills. South Melbourne, Vic: Oxford University Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

1953-, Perrier Yvan, ed. Savoir plus: Outils et méthodes de travail intellectuel. Montréal, Qué: Chenelière/McGraw-Hill, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Developing academic reading skills. Englewood Cliffs, N.J: Prentice-Hall, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Shapiro, Edward S. Academic skills problems workbook. 4th ed. New York: Guilford, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

S, Shapiro Edward. Academic skills problems workbook. New York: Guilford Press, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Academic writing: Techniques and tasks. New York: St. Martin's Press, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ann, Potter Patricia, ed. Clinical nursing skills & techniques. 3rd ed. St. Louis: Mosby, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Punnett, Neil. Techniques, skills and assessments. Oxford: Oxford University Press, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Academic skills and techniques"

1

Bedford, Dorothy, and Elizabeth Wilson. "Effective academic writing techniques – essays." In Study Skills for Foundation Degrees, 72–85. Third edition. | Abingdon, Oxon; New York: Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429318108-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bedford, Dorothy, and Elizabeth Wilson. "Effective academic writing techniques – other types of assignments." In Study Skills for Foundation Degrees, 86–95. Third edition. | Abingdon, Oxon; New York: Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429318108-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Whitworth, Andrew. "Fostering Digital Skills and Competencies Through Discursive Mapping of Information Landscapes." In European Higher Education Area: Challenges for a New Decade, 531–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_33.

Full text
Abstract:
Abstract The digitisation of society produces a need to foster new skills and competencies in learners. But where digital and information literacy competencies are addressed in higher education (HE), this is typically in ways that orient the learner to practices expected in the academic setting, or what Lloyd (2010) calls the “epistemic modality”. However, to become expert users of digital information outside HE, learners must also be introduced to social and corporeal (practice-based) modalities. This requires learners to gain experience with selecting tools and configuring their landscape, or what Wenger et al. (2009) call stewarding. This paper reports on research conducted on a number of small groups of learners as they worked in an innovative assessment environment that developed their stewarding capacity. Through content analysis of online discussions, students can be seen employing discursive mapping techniques as they learn to configure their landscapes. This paper has implications for assessment design for digital skills as outlined in the EU’s Digital Competency Framework.
APA, Harvard, Vancouver, ISO, and other styles
4

Zafiris, Christina. "Academic Skills." In Encyclopedia of Clinical Neuropsychology, 12–13. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1432.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Capaldi, Deborah M., and Gerald R. Patterson. "Academic Skills." In Recent Research in Psychology, 18–34. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3562-0_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Zafiris, Christina, and Rachel Losoff. "Academic Skills." In Encyclopedia of Clinical Neuropsychology, 1–2. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1432-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Zafiris, Christina, and Rachel Losoff. "Academic Skills." In Encyclopedia of Clinical Neuropsychology, 17. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1432.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Jordan, Rita. "Academic Skills." In Encyclopedia of Autism Spectrum Disorders, 1–8. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_399-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Jordan, Rita. "Academic Skills." In Encyclopedia of Autism Spectrum Disorders, 19–25. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_399.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jordan, Rita. "Academic Skills." In Encyclopedia of Autism Spectrum Disorders, 29–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_399.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Academic skills and techniques"

1

Silva-Valencia, Juan Carlos. "Speaking Skills Development through Communicative Language Teaching Techniques." In 3rd International Academic Conference on Education, Teaching and Learning. GLOBALKS, 2021. http://dx.doi.org/10.33422/3rd.iacetl.2021.05.05.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mandrekar, Jay. "Getting a statistician job you want: necessary skills for statistics graduates." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17501.

Full text
Abstract:
Many smart statistics graduates compete for the same job, but why does only one of them get selected? What separates him or her from the rest? Technical skill or soft skill or both? What does an employer look for in the candidate? Statisticians work as collaborators in various industries and academic institutions. In today’s competitive world, focusing only on mastering new statistical techniques and software is not enough. A candidate needs to strengthen soft skills. These include networking, communication, collaborative attitude, showcasing teamwork, and leadership potential. These skills are not generally taught in graduate coursework and may take time to deve- lop, but pay dividends when they come together. Graduate students should find a mentor who can guide them in achieving and mastering soft skills. Mentoring is a form of shared leadership which benefits both mentor and mentee, and is facilitated by many statistical associations. This paper will share insights from the author’s experience as a lead statistician over 15 years, as well as from his responsibilities as the director of biostatistics core at a large academic healthcare institute with over 300 statisticians, data scientists, bioinformaticians, and programmers. Examples will include one on one interactions, as well as a group setting with high school and university students.
APA, Harvard, Vancouver, ISO, and other styles
3

Espinosa Bautista, A., M. Garci´a del Ga´llego, and A. Zepeda Sa´nchez. "Vertical and Horizontal Academic Projects: A Novel Teaching Technique in the Faculty of Engineering of the National Autonomous University of Mexico." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81960.

Full text
Abstract:
Competitiveness of the students is increasing. Students with better skills are graduating from universities all over the world. More and more efforts are being done to improve the skills of the undergraduate students. In the Faculty of Engineering of the National Autonomous University of Mexico (UNAM) many lecturers use projects to help students to better understand the concepts and to improve their teamwork skills. However many of these efforts are isolated and have been done in an empirical way. The Manufacturing and Design Center is seeking ways to get students with better skills and bring together the isolated efforts done by many lecturers. Therefore a new technique is being explored for the mechanical design area. This technique is based on the Project Based Learning method. Two main approaches are being explored: the Horizontal Projects (HP) and the Vertical Projects (VP). The basic idea for the HP is to have a Great Design Team (GDT) developing a project in one semester. Students from different subjects of the Mechanical Engineering program compose the GDT. Each of these groups have access to information related to the subject they are attending in a central database. Students work on the different issues according to their subject; e.g. Mechanics of Solids solve issues related to the stress in the different elements of the machine or product developed; the Product Design subject works on the definition of the product specifications, requirements etcetera. Periodical meetings help to evaluate the global progress of the GDT. In the VP one student works on different stages of the project as he/she moves from one semester to the next, all the time working in the same project. The expected benefit of this technique is to provide the student with a better view of the different stages involved in the development of a project. Both techniques are being explored. Each of these techniques has advantages and disadvantages. This paper describes in detail these techniques and the potential applications for other careers within the Faculty of Engineering.
APA, Harvard, Vancouver, ISO, and other styles
4

Prieto Sanz, Helena. "Do text discussions improve the academic skills of students of HE? Andorra University case." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11211.

Full text
Abstract:
Reading is a core competency in learning processes of higher education as a tool for accessing discipline-specific knowledge. The aim of this case study is to analyse the impact of text group discussions on the academic skills of students at the Universitat d’Andorra (UdA). Qualitative techniques -non-participant observation, interviews and discussion groups- were applied to UdA students and faculty. Five student groups belonging to the Bachelor of Teaching and Learning (BTL), Bachelor of Computer Science (BCS) and Bachelor of Business Administration (BBA) were studied. After processing the data with Atlas.ti, the first results were obtained. Evidences of a positive impact on the academic skills are identified. Firstly, both students and faculty indicated an improvement of the text comprehension mainly because of the peer interactions. Improvement of the critical and analitycal attitude, the own speech as well as the metacognitive learning are also highlighted as areas on which dialogic reading has positive impact.
APA, Harvard, Vancouver, ISO, and other styles
5

Alasiri, W. A., D. O. Adewumi, S. T. Jelili, and O. B. Longe. "Academic Mentoring As Determinant For Academic Competence Among Teaching Staff In Lagos State Polytechnic, Ikorodu, Lagos, Nigeria." In 28th iSTEAMS Multidisciplinary Research Conference AIUWA The Gambia. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v28p16.

Full text
Abstract:
Research studies have shown that most young and inexperienced academic members in higher institutions all over the world especially in developing nations required assistance in developing their academic career and enhancing their teaching experiences through mentoring. However, academic mentoring has not been effective in many higher institutions of learning, especially those in the developing world, Nigeria not exempted. With quantitative and qualitative approaches, this study explored mentoring among teaching staff, looking at how both variables determine the academic competence of teaching staff in Lagos State Polytechnic, Ikorodu Lagos. A cross sectional survey of all the schools in Lagos State Polytechnic was carried-out with a sample size of 200. The sampling technique used is purposive sampling. The study used descriptive statistics which include tables, percentages, and graph while Chi-Square was used to analyze the formulated hypothesis. Questionnaire was used as the major research instrument. The data analyzed for this study was from 150 academic staff that their questionnaire were properly filled and submitted and out of this, Chief Lecturers, Principal Lecturers and Senior Lecturers constituted 95 (63%) respondents, who we referred to as Mentor, and others constituted 55(37%), who we referred to as Mentee. This study used theories on mentoring, leadership and career development that relate to the study. The paper focused on three main research questions: measuring the level of awareness, mentoring and competence and formation of mentoring among teaching staff of Lagos State Polytechnic, Ikorodu. Findings from this study showed that teaching staff in Lagos State Polytechnic are very much aware of academic mentoring, and they believed that academic mentoring were developed on the basis of familiarity in research interests. It was also discovered from the review of literature that, the unresponsive attitude of some junior teaching staff, the pressure of administrative duties, unavailability of formal mentor/mentee structures were identified barriers to good mentoring skills among mentors and mentees. Based on these findings, the paper recommended among others that the institution should develop staff through policies on mentoring in Lagos State Polytechnic systems, this will serve as an avenue to groom new generation of competent academic staff, who will build responsible future leaders Keywords: Academic mentoring, grooming, academic competence, teaching staff
APA, Harvard, Vancouver, ISO, and other styles
6

Jones, Fiona, Abigail Baker, Raymond A’Court, and Jo Hardy. "Reimagining Information Literacy teaching and learning during the COVID-19 pandemic: Research and evidence-based practice skills training redesigned for online delivery." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0132.

Full text
Abstract:
Information literacy teaching and learning for Master of Chiropractic students undertaking systematic reviews was re-envisioned from hybrid to fully online mode due to COVID-19 pandemic restrictions. Collaboration with the academic unit convener informed design and development of appropriate online learning activities and assessment for student achievement of required learning outcomes. Using flipped classroom methodology, a pre-recorded lecture demonstrated research question formulation and advanced database search strategies. Tutorial activities were redesigned for Zoom delivery using breakout rooms to replicate the collaborative aspect of face-to-face tutorials. Learning was supported by a refreshed online research guide, research consultations, and emails. Consultations were delivered via Zoom upon request for more specific advice including question formulation, search terms, choosing appropriate research databases, and advanced database search techniques. Feedback and assessments were positive and review will inform future offerings.
APA, Harvard, Vancouver, ISO, and other styles
7

Brackin, Patricia D., and J. Darrell Gibson. "Techniques for the Implementation, Administration, and Evaluation of Industrially Sponsored Capstone Design Projects in the ME Curriculum." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-16026.

Full text
Abstract:
The benefits of company sponsored capstone design projects, both to academia and to industry, have been well established. At Rose-Hulman the benefits to students include the broadening of their engineering skills, the required interaction with practicing engineers, the strengthening of teaming skills by working in design groups, the development of communication skills with required oral and written reports, and the experiences of project management. These projects are "owned and managed" by the student teams with company contacts providing appropriate data and information and with faculty serving as advisors only. The authors have developed and improved these student/industry interactions over the last few years with over 120 students working with about 30 different companies each year. ABET 2000 requires that graduates demonstrate the ability to design a system, component or process to meet a given need. The capstone design course is the natural place to assess whether or not the outcome is met. It is the purpose of this paper to identify the necessary steps for soliciting, screening, and selecting the types of company projects that will enhance educational objectives and further industrial partnerships. A further purpose is to demonstrate how the course is used to assess the ABET design outcome. Finally the paper discusses how the authors have recently improved this client based design experience and the quality of the final design by utilizing project managers from Rose-Hulman Ventures (the innovation and incubation technology arm of Rose-Hulman) as "design review teams" to meet with and to serve as additional resources to the student teams.
APA, Harvard, Vancouver, ISO, and other styles
8

Pellicer, Teresa M., Vicente Lopez-Mateu, Javier Orozco-Messana, and Ester Gimenez-Carbo. "El debate académico para el desarrollo de competencias transversales." In IN-RED 2022: VIII Congreso de Innovación Educativa y Docencia en Red. València: Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/inred2022.2022.15921.

Full text
Abstract:
This paper presents the academic debate as a technique for the development of soft skills in subjects that develop the project-based learning methodology. Specifically, it focuses on the work developed in the subject "Maintenance and conservation of structures" of the University Master's Degree in Civil Engineering. Likewise, it shows its evolution and adaptation to the different circumstances that have occurred in recent years and its application to other subjects of different master's degrees in the context of an Educational Innovation and Improvement Project of the Universitat Politècnica de València
APA, Harvard, Vancouver, ISO, and other styles
9

Yambay de Armijos, Karen. "PURSUING SUCCESS IN EFL ACADEMIC WRITING: TECHNIQUES TO ENHANCE THE WRITING SKILL IN UNDERGRADUATE STUDENTS - AN ACTION RESEARCH CASE STUDY." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2382.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Răducu, Camelia Mădălina. "LEARNING STRATEGIES AND SCHOOL MOTIVATION IN EXPERIENTIAL LEARNING VS. TRADITIONAL LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact032.

Full text
Abstract:
"Introduction: In recent years, European innovation policies in education have focused on preventing early school leaving and functional illiteracy. In this context of innovation in education, experiential learning has proven to have unique qualities for both teachers and students. Thus, the main motivation of this paper was to show that experiential teaching methods and techniques in primary education are able to produce significant improvements in learning strategies and school motivation in young students. Objectives: The aim of this this study was to explore the differences in learning strategies and school motivation on young students who had benefitted from Experiential Learning, in contrast with those following direct learning instructional methods Methods: This study was performed using two groups of subjects. The first group (experimental group) included 60 students taught by experiential methods and the second group (control group) included 60 students taught by traditional methods. All students were in the fourth grade in an urban school. Differences in learning strategies and school motivation were explored by applying School Motivation and Learning Strategies Inventory - SMALSI (Stroud & Reynolds, 2006) to both the experimental group and the control group. SMALSI is structured in 9 dimensions - 6 strengths: study strategies, note-taking / listening skills, reading / comprehension strategies, writing skills / research, strategies used in tests, techniques for organizing / managing time; and 3 weaknesses are: low academic motivation, test anxiety, concentration difficulties / paying attention. To determine the differences in the students’ mean scores, descriptive as well as inferential statistical analyses were performed on the data. Results: The results showed that an experiential teaching model produces positive results in all evaluated strengths and in two of the three weak points investigated, namely in academic motivation and test anxiety. Statistically insignificant effects are in terms of attention / concentration difficulties, they may be more dependent on physiological and psychological maturation and less on the teaching methods, but also may be a direction of further research. Conclusions: The findings of this study could significantly help teachers looking for viable solutions to optimize students school results, increase school motivation and improve learning strategies in primary school."
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Academic skills and techniques"

1

Bermingham, Rowena, and Eleanor Shipton. Developing Non-Academic Skills. Parliamentary Office of Science and Technology, August 2018. http://dx.doi.org/10.58248/pn583.

Full text
Abstract:
Non-academic skills exist alongside academic knowledge and abilities, and can include empathy, communication, and resilience. They have also been called 'life', 'non-cognitive' or 'essential' skills. Non-academic skills are associated with a range of positive outcomes across education, work, health and wellbeing, such as higher academic attainment, improved employability, and better physical and mental health. This POSTnote reviews evidence on the outcomes associated with non-academic skills and effective educational approaches to developing these skills in and out of the school environment.
APA, Harvard, Vancouver, ISO, and other styles
2

Harman, Joan, Ellen D. Gagne, Daniel T. Hickey, Monica A. Rositol, and Roy Campbell. U.S. Army Noncommissioned Officers' Academic Skills Requirements. Fort Belvoir, VA: Defense Technical Information Center, April 1989. http://dx.doi.org/10.21236/ada210849.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Harman, Joan, Sally A. Bell, Daria C. Sneed, and Mark A. Sabol. Academic Skills of U.S. Army Non-Commissioned Officers. Fort Belvoir, VA: Defense Technical Information Center, September 1988. http://dx.doi.org/10.21236/ada203167.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Gagne, Ellen D., Daniel T. Hickey, Monica A. Rositol, Roy Campbell, and Kathy J. Dowd. Academic Skills for Non-Commissioned Officer Job Performance and Career Development. Fort Belvoir, VA: Defense Technical Information Center, April 1989. http://dx.doi.org/10.21236/ada207513.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Weiss, Emily. Sleep and Young Children's Development of Self-Regulation and Academic Skills. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5965.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Wolvin, Andrew, and JungKyu Rhys Lim. Skills for Life: Listening. Inter-American Development Bank, July 2022. http://dx.doi.org/10.18235/0004351.

Full text
Abstract:
As we face the ravages of COVID-19, climate change, economic disparities, and social injustice, the world needs listening skills more than ever. Listening skills are one of the core life skills that are critical in life, work, and school. Listening skills enable children to access information, develop other skills, such as empathy, and critical thinking, and have better academic performances and lives. Listening skills are one of the most desired and needed in workplaces. In this brief, we explain the importance of listening skills and listening processes. Then, we review how policymakers can help develop listening skills. Lastly, we review how policymakers can measure and assess listening skills.
APA, Harvard, Vancouver, ISO, and other styles
7

Tremaine, Elizabeth. Profiles of School Readiness and Implications for Children's Development of Academic, Social, and Engagement Skills. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5903.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

Full text
Abstract:
This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.
APA, Harvard, Vancouver, ISO, and other styles
9

Hudson, Kesha N., and Michael T. Willoughby. The Multiple Benefits of Motor Competence Skills in Early Childhood. RTI Press, August 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0027.2108.

Full text
Abstract:
Recent findings from the Kids Activity and Learning Study complement North Carolina’s multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the biggest gains in executive function and numeracy skills. Children who participated in adaptive, group-based motor skill activities demonstrated gains in motor competence, executive function, and numeracy skills. Incorporating motor activities into established classroom practices has the potential to facilitate multiple aspects of children’s development and promote school readiness. The brief includes specific recommendations for early childhood educators.
APA, Harvard, Vancouver, ISO, and other styles
10

BARYSHNIKOV, M. P., and A. M. BARYSHNIKOVA. ON TEACHING THE BASICS OF ACADEMIC COMMUNICATION IN A NEW FORMAT. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-7-15.

Full text
Abstract:
The article is devoted to the problem of teaching academic communication to future engineers. The authors consider the possibilities of teaching the “Basics of Academic Communication” to future engineers in new formats in order to form competencies listed in the syllabus. It is essential to use not only traditional teaching methods, but also innovative, interactive teaching methods, to use tasks in new formats aimed at developing students’ skills to shape their own knowledge, working in groups. The authors describe the system of work that develops the ability to communicate effectively and present the results of research and project activities at various public events, not only in Russian, but also in a foreign language.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Academic skills and techniques' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography