Dissertations / Theses on the topic 'Academic skills and techniques'
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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 textLatimer, Janet Humphreys. "Basic Academic Skills and Post-Secondary Technical Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3499.
Full textChu, 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 textThe 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.
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 textChiu, 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 textTam, 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 textpublished_or_final_version
Education
Master
Master of Education
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 textBraaksma, 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 textTypescript. 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.
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 textLoudermilk, Sara M. "Early attachment security relations with cognitive skills and academic achievement /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1434Loudermilk/umi-uncg-1434.pdf.
Full textTitle from PDF t.p. (viewed Feb. 28, 2008). Directed by Susan D. Calkins; submitted to the Dept. of Psychology. Includes bibliographical references (p. 36-42).
Wischgoll, Anke [Verfasser], and Alexander [Akademischer Betreuer] Renkl. "Fostering academic writing skills and text quality through metacognitive activities." Freiburg : Universität, 2017. http://d-nb.info/1150124431/34.
Full textJAFFE, LYNNE ELLEN. "READING SKILLS OF SEVERELY LANGUAGE-IMPAIRED CHILDREN (DISORDERED, ACADEMIC, INTERMEDIATE)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188190.
Full textMangrum, C. W. (Clifton William). "The Effects of Listening Skills Instruction on Students' Academic Performance." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278110/.
Full textBradshaw, 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.
Marks, Lori J., and M. L. McMurray. "Using BoardMaker to Support Academic Skills for Students with Disabilities." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3537.
Full textWernersbach, Brenna M. "The Impact of Study Skills Courses on Academic Self-Eficacy." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/909.
Full textHernandez-Gutierrez, Josie Hudson Johnetta. "The effects of academic interventions on the development of reading academic competence in fourth grade students." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9094.
Full textNguyen, Ha Thi Thanh. "MACRO AND MICRO SKILLS IN SECOND LANGUAGE ACADEMIC WRITING: A STUDY OF VIETNAMESE LEARNERS OF ENGLISH." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/2008.
Full textWeiss, Emily MIchelle. "Sleep and Young Children's Development of Self-Regulation and Academic Skills." Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10634133.
Full textSchool readiness incorporates children’s academic abilities and their ability to self-regulate in the classroom. Prior research shows that sleep is related to children’s development of these skills, although the mechanisms through which sleep affects school readiness are not well understood. Research also indicates that economically disadvantaged children and children of color may have poorer academic and regulatory skills at school entry and may sleep less and sleep less well on a regular basis.
The current study explores the role of sleep quantity and quality in young children’s development of two skills critical for school success: self-regulation and academic abilities. This study intentionally focuses on a predominantly African-American, economically disadvantaged population, who may be at risk for greater sleep-related difficulties and lower school-related skills at kindergarten entry. It was hypothesized that a) young children with higher quantity and quality of sleep would show greater development of academic skills and self-regulation across one calendar year, b) the role of sleep in the development of these abilities would be relatively stronger among kindergarteners than among 1st graders, and c) the role of sleep quality and quantity in young children’s development of academic abilities would be partially explained by the relation between sleep and self-regulation. Results provide mixed support for the hypotheses, indicating that sleep quality and quantity relate differentially to different school-related skills among kindergarteners and 1st graders. This study contributes research to help explain how and why sleep affects young children and may offer insights for caregivers and educators working to help children develop school-related skills.
Rasmussen, Kathryn L. "A revision of the CHAMPS/Life Skills Program content : academic commitment." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1372051.
Full textSchool of Physical Education, Sport, and Exercise Science
Katayama, Gary L. "Analysis of university pre-baccalaureate students' academic preparation and mathematical skills." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527962.
Full textAccording to statistics provided by the California State University Public Affairs Office, approximately 1/3 of incoming freshman need remediation in mathematics. However, there is little information available on which specific mathematical skills they lack. The CSU Entry Level Mathematics Test does not allow for disaggregation of scores by topic, so it is of limited use in studying students’ pre-existing skills. However, the Mathematics Diagnostic Testing Project Second Year Algebra Readiness Test is well correlated with the ELM, and can provide information regarding student deficiencies.
This study administered a student survey on prior preparation in mathematics and the MDTP to students enrolled in a required remedial mathematics course. The results were analyzed for patterns among the incorrect answers, and the correlation between students’ preparation and test results was studied. Results indicate that students can access only a small subset of the mathematical skills required for success in postsecondary courses.
Lee, Shara. "Academic Engagement through Experiential Learning: Building Transferable Skills within Undergraduate Education." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5393.
Full textEd.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership; Higher Education
Franklin, Megan Armbruster. "The Impact of Non-Academic Involvement on Higher Order Thinking Skills." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/51792.
Full textPh. D.
Ramey, Pamela Lane. "Basic communication skills achievement of vocational business and academic education students /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487587604132904.
Full textMcDougle, Kenny O. (Kenny Odell). "Predicting Academic Achievement from Study Skills Habits among Upward Bound Students." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330930/.
Full textWeiss, Emily Michelle. "Sleep and Young Children's Development of Self-Regulation and Academic Skills." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4081.
Full textKhang, May Hang. "Displaced Workers With Low Academic Skills Retraining at a Community College." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/185.
Full textCorfman, Mary Elizabeth. "Academic Achievement and Social Skills of Traditionally-Schooled and HomeSchooled Adolescents." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3287.
Full textBall, James D. "Maryland Community College Academic Deans and Department Chair Perceptions of Higher-Order Skill Proficiencies for Associate Degree Completers." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/27179.
Full textEd. D.
Mooneyham, Mary Charlotte Shepherd. "The Relationship Between Career and Technical Education and Texas Assessment of Academic Skills and Other Academic Excellence Indicators." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4758/.
Full textPavelko, Stacey Lynne. "Emergent writing skills in preschool children with language impairment." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5006.
Full textID: 030422949; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 163-180).
Ph.D.
Doctorate
Education
Washburn, Matthew D. "The adaptive edge introducing adaptive skills techniques to Army Special Forces." Thesis, Monterey, California. Naval Postgraduate School, 2010. http://hdl.handle.net/10945/5028.
Full texts could be improved for all U.S. Army Special Forces soldiers. This thesis draws on current adaptive skills techniques taught at the United States Military Academy, West Point, as well as adaptive skills techniques utilized in sports psychology.
Elchert, Daniel Matthew. "Psychosocial academic behavioral skills and college enrollment: a quantitative analysis using logistic and hierarchical generalized linear models." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/3249.
Full textOh, Junghwan. "Efficient techniques for management and delivery of video data." Doctoral diss., University of Central Florida, 2000. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/2745.
Full textThe rapid advances in electronic imaging, storage, data compression telecommunications, and networking technology have resulted in a vast creation and use of digital videos in many important applications such as digital libraries, distance learning, public information systems, electronic commerce, movie on demand, etc. This brings about the need for management as well as delivery of video data. Organizing and managing video data, however, is much more complex than managing conventional text data due to their semantically rich and unstructured contents. Also, the enormous size of video files requires high communication bandwidth for data delivery. In this dissertation, I present the following techniques for video data management and delivery. Decomposing video into meaningful pieces (i.e., shots) is a very fundamental step to handling the complicated contents of video data. Content-based video parsing techniques are presented and analyzed. In order to reduce the computation cost substantially, a non-sequential approach to shot boundary detection is investigated. Efficient browsing and indexing of video data are essential for video data management. Non-linear browsing and cost-effective indexing schemes for video data based on their contents are described and evaluated. In order to satisfy various user requests, delivering long videos through the limited capacity of bandwidth is challenging work. To reduce the demand on this bandwidth, a hybrid of two effective approaches, periodic broadcast and scheduled multicast, is discussed and simulated. The current techniques related to the above works are discussed thoroughly to explain their advantages and disadvantages, and to make the new improved schemes. The substantial amount of experiments and simulations as well as the concepts are provided to compare the introduced techniques with the other existing ones. The results indicate that they outperform recent techniques by a significant margin. I conclude the dissertation with a discussing of future research directions.
Ph.D.
Doctorate;
School of Electrical Engineering and Computer Science
Engineering and Computer Science
Electrical Engineering and Computer Science
117 p.
xiii, 117 leaves, bound : ill. ; 28 cm.
Warnock, Mairi T. "Relationship between academic achievement and auditory perceptual skills in a bilingual program." Thesis, University of Ottawa (Canada), 1985. http://hdl.handle.net/10393/4905.
Full textWitte, Rachel B. "The relationship between sleep, behavior, and pre-academic skills in pre-kindergarteners." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001795.
Full textFreund, Stephen H. "The Relationship of Academic Courses to Skills Required Of Automobile Repair Technicians." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560923.
Full textThe primary objective was to show the important need of academic skills, specifically general education coursework, to the effectiveness of the technician’s expertise in the field of automobile repair. Additionally, I emphasized that one of the keys to the quality of the technician’s education is the method of instruction analyzed through Henschke’s Five Building Blocks.
I communicated with 35 diversely selected and cooperative employers located in the Midwestern section of the United States. I obtained this arbitrary selection from the Yellow Pages of this region. I conducted personal visits to their locations at which time I informed them of the purpose of my study. Also, I performed an interview with the appropriate supervisor or manager. I acquired the degree requirements for the automobile repair technology programs at 19 regional postsecondary institutions and analyzed their contents.
I listed and assessed the employee requirements the employers conveyed to me. I noted the objectives of the academic courses included in the technical programs. I compared the employers’ needs with the educational institutions’ offerings to determine if and where there was a mismatch between the two entities. I judged and analyzed these findings in accordance with the specifications of the national WorkKeys research tools that indicated the following competencies at various levels: • Applied Mathematics; • Workplace Observation; • Applied Technology; • Locating Information. WorkKeys, the foundation of the National Career Readiness Certificate, is a job skill assessment system that helps employers select, hire, train, develop, and retain a high-performance workforce.
I identified specific contributions academic courses provided to the instructional areas of automobile repair technology. Additionally, further research into increasing academic course content is justifiable by the employer representatives’ responses in this study.
Uka, Fitim [Verfasser], and Alexander [Akademischer Betreuer] Renkl. "Longitudinal associations between components of self-regulation, intelligence and early academic skills." Freiburg : Universität, 2017. http://d-nb.info/1134882564/34.
Full textLombardi, Caitlin McPherran. "Early Maternal Employment and Children's Academic and Behavioral Skills: a Comparative Analysis." Thesis, Boston College, 2013. http://hdl.handle.net/2345/3345.
Full textThe goal of this dissertation was to delineate the repercussions of early maternal employment for children's early developmental competencies in the U.S., Australia, and the U.K. and to test economic and psychological theories regarding potential mechanisms linking maternal employment with children's development, including time, money, and stress. Prior research has focused on older, non-representative cohorts of American children, with results suggesting full-time employment in the first year after childbirth is linked with lower cognitive and behavioral skills. It is unclear if these same patterns exist in more recent cohorts and in other countries with differing cultural expectations and policy environments for families, most notably more comprehensive parental leave policies. Data came from representative samples of children born in each country between 2000 and 2004: (1) the U.S.'s Early Childhood Longitudinal Study-Birth Cohort (N=10,100), (2) Australia's Longitudinal Study of Australian Children-Birth Cohort (N=5,093), and (3) the U.K.'s Millennium Cohort Study (N= 18,497). In each dataset, mother's employment data were coded to assess the month of entry into employment following childbirth. Extensive, well-validated direct assessment, mother report, and teacher report measures assessed children's cognitive and behavioral skills following entry into formal schooling. Descriptive data showed very different patterns of entry into employment: American mothers entered employment the earliest and at the highest intensity with more gradual, lower intensity returns by Australian and British mothers. OLS regression models weighted with propensity scores and controlling for a rich array of child and maternal characteristics suggested that early movements into employment had few associations with children's cognitive or behavioral skills in any of the countries. These neutral associations were not differentiated by maternal time, stress, or wages. However, as non-maternal household income decreased, early employment was linked with higher cognitive skills in the U.S. while employment begun before two years was linked with higher behavioral skills in Australia. There was no evidence of moderation by non-maternal household income in the U.K. Findings are discussed in terms of their implications for work family policy
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
Foulks, Barbara. "Academic Survival Skills for the Young Child At-Risk for School Failure." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/3193.
Full textMcCutcheon, Nancy Susan. "The importance of spiritual, psychological, academic, and skills preparation for missionary candidates." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
Full textAndrews, Minnie Fay. "The effects of an academic study skills program on 7th grade students." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185043.
Full textLeach, Brent Tyler. "Critical Thinking Skills as Related to University Students Gender and Academic Discipline." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1251.
Full textMcDonald, Jr Frank C. "An investigation of students' problem solving skills in an introductory physics class." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4528.
Full textID: 029049935; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 89-97).
Ph.D.
Doctorate
Department of Teaching, Learning, and Leadership
Education
Wiesner, Kevin Charles. "Improving academic skills and attention/memory skills in self- contained learning disabled students through a package of cognitive training procedures." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618591.
Full textAnglin, James William. "The Texas Assessment of Academic Skills (TAAS) Test Scores as Predictors of Academic Success of First-Year Clarendon College Students." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279221/.
Full textFleetwood, Jane R. "Teaching Communication Skills through Video Tape Productions." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/690.
Full textScharfstein, Lindsay. "Social Skills and Social Acceptance in Childhood Anxiety Disorders." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5860.
Full textPh.D.
Doctorate
Psychology
Sciences
Psychology; Clinical Psychology
Kiernan, Barbara Jean. "Verbatim memory and gist extraction in elementary school children with impaired language skills." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186481.
Full text