Dissertations / Theses on the topic 'Feedback literacy'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 20 dissertations / theses for your research on the topic 'Feedback literacy.'
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.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Apostolakis, Roberta. "Literacy Coaching: Approaches, Styles, and Conversations." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/27698.
Full textEd. D.
Yanez-Monje, Veronica. "Exploring teachers' interpretations of feedback in primary literacy classroom settings." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/exploring-teachers-interpretations-of-feedback-in-primary-literacy-classroom-settings(5829093e-8638-41d3-b4d2-3ccb2a8459bd).html.
Full textDonovan, Lauren Kimener. "Examining the Effect of Performance Feedback on Family Literacy Practices." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491313944978423.
Full textMiles, Martin Paul. "Using talking computers to help children experiencing literacy difficulties." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312069.
Full textArcher, Elizabeth. "Bridging the gap : optimising a feedback system for monitoring learner performance." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/26608.
Full textThesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
Torstensson, Laura. ""Det kan ju hända jättemycket från när man är 10 år till att man är 30" : En studie kring några elever och lärares syn på läs- och skrivinlärning, motivation och feedback." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43395.
Full textOlszewski, Arnold. "Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Curriculum." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6005.
Full textHowell, Emily A. "Using explicit teaching, modeling, and feedback to facilitate vocabulary instruction for early childhood educators." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1112.
Full textHaski, Heidi. "Increasing Student Engagement and Embedded Learning Opportunities in Early Literacy Instruction at an Urban Preschool through Teacher Instructional Support and Feedback." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1336683142.
Full textShuttleworth, Christina Cornelia. "Towards a financial literacy model as a coordinating interface between financial information and decision makers." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09262009-093743/.
Full textHan, Young Joo. "Feedback and Transfer in Second Language Writing: A Qualitative Study of ESL Students' Experiences." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498779154665613.
Full textAguiton, Rhonda Lisa. "A Descriptive Study of Teacher Candidates’ Reflective Thinking During Literacy Tutoring Clinical Experiences." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525124978865095.
Full textTaylor, Carisa Marie. "The Effects of Repeated Writing on Secondary Students' Writing Fluency." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275166276.
Full textNorberg, Anna-Maija. "Undervisning och bedömning i svenska på högstadiet : Elever i årskurs 7 skriver saga och recension." Licentiate thesis, Stockholms universitet, Institutionen för språkdidaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-121358.
Full textHadia, Gharnasa M. "An analysis of english academic writing in a Libyan university." University of the Western Cape, 2020. http://hdl.handle.net/11394/7356.
Full textThis study explores English academic writing in a Libyan university. The results show a number of challenges and issues that Libyan university students experience in using English for academic writing. The study suggests intervention procedures that may correct students’ linguistic academic deficiencies. Using Gee (1999)’s D/discourse theory and Bourdieu’s theory of habitus and field, which view writing as a social practice embedded in social activities, the study takes a purely qualitative approach, presenting data descriptions by both students and lecturers. The sample size of the investigation is eight – four lecturers and four students. The data was collected mainly through classroom observation, open-ended interviews and an analysis of students’ assignment essays. The results indicate several areas of challenge for Libyan students with regard to academic writing; a lack of adequate ‘scaffolding’, a lack of ample time spent on authentic practice, and inappropriate immediate feedback. Findings also show a lack of teaching methods and strategies that correct syntactical and morphological errors, and a lack of skills – research skills. Further to this, results revealed a lack of synthesis and summary skills, referencing skills – and a lack of confidence in tackling academic writing tasks. In addition, the lack of appropriate materials to consult was a contributing factor, as was students’ social and economic status. The study calls for various interventions that may assist students to acquire academic writing skills and hence develop a sense of confidence in taking on academic tasks.
Hallberg, Ingrid. "Kamratrespons i högre utbildning : - att sätta texter i rörelse." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35565.
Full textXerri, Agius Stephanie. "Reading and writing about unseen literary texts at a post-16 school in Malta : practices, perceptions, feedback, and challenges." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/40704.
Full textAlvero, Aaron J. "Efficacy and Implementation of Automated Essay Scoring Software in Instruction of Literacies to High Level ELLs." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2569.
Full textNnachetam, Amanda Alexandria. "Providing parents with young children's performance feedback information: Effects on vocabulary and pre-literacy development." 2010. https://scholarworks.umass.edu/dissertations/AAI3409637.
Full textWu, Chin-Tsung, and 吳錦宗. "The Influence of Exerting Pupil Tribe Feedback in Chinese Writing Practice on the Blog Does to the Primary School High Grade Student’s Literate Ability." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/14652973395976773096.
Full text亞洲大學
資訊工程學系碩士在職專班
97
SUMMARY This study purpose lies in the writing feedback of primary school high grade tribe on the blog do the influence of their Chinese native literate abilities. This research object is in one of the primary schools high grade pupils in Taichung county, the experiment is divided into two steps to proceed: The first step adopted the preexperimental design (one-group pretest-posttest design). We have 33 pulies to take part in. This purpose is to study the writing revised process with pupils tribe feedback on the blog and the influence of obtaining effective articles do with the high grade puplies’ Chinese native writing abilities. The second step adopted the quasi-experimental design to process (nonequivalent-control group design). We have 63 pulies to join in : 33 pupils in experiment group and 30 ones in controlled group. This research purpose is separately exerting blog and in written method to proceed the rating order of appreciating articles, which, how they do the influence of pupils writing effect, and how they do the change to the pupils’ abilities to appreciate articles and rate order after the experiment. During the experiment period, we serve with student’s interview, the evaluators’ self-reflection, and the researchers’ observation record to search the data. This study conclusions line as follows: 1. Exert blog to proceed pupils tribe feedback and to revise the articles, the process of pupils writing effect is obvious. 2. The relation ship between the students’ effective number of feedback articles obtained from the blog and their writing achievement has no obvious difference. 3. Adopted anonymous method to proceed the pupils’ feedback gives them more courage to express their own articles, ideas and suggestions. 4. To appreciate articles and have feedback to rate their order on the blog are obviously progressive to pupils’ writing effect; while that in written ones have no obvious difference. 5. To appreciate articles and have feedback to rate the writing order on the blog, and that in written articles, which are linked to that of the expert’s rating order, and both have the reinforcement toward the positive aspect. 6. The system of pupils tribe feedback help to promote their effect and interest. Key words : blog, writing effect, appreciation order, tribe feedback.