Dissertations / Theses on the topic 'Mixed Ability'
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Горобченко, Неля Георгіївна, Неля Георгиевна Горобченко, and Nelia Heorhiivna Horobchenko. "Teaching english in mixed-ability classes." Thesis, Вид-во СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/16684.
Full textAnalyn, Londres. "Keeping up with the High-Ability Students : Teachers’ Perspectives on Helping High-Ability Students in Mixed-Ability English Classes." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61200.
Full textRubadiri, Lindiwe. "Evacuation modelling of mixed-ability populations in fire emergencies." Thesis, University of Central Lancashire, 1994. http://clok.uclan.ac.uk/1704/.
Full textScrenar, Rachel Katherine. "Differentiated math instruction in a mixed ability fifth-grade classroom." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/screnar/ScrenarR0812.pdf.
Full textBrentnall, Kevin. "Believing everyone can learn| Differentiating instruction in mixed ability classrooms." Thesis, College of Saint Elizabeth, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111279.
Full textDifferentiated instruction is necessary to meet the needs of diverse learners, particularly those in mixed ability classrooms (Gregory and Chapman, 2012; Sulla, 2013). This action research study explored one middle school that recently transitioned from ability grouped classrooms to mixed ability classrooms and prioritized differentiated instruction. Therefore, this study examined the teaching staff’s perceptions regarding the professional development they received in the area of differentiated instruction. Additionally, this study explored teacher perceptions about differentiated instruction and how well they were planning for its implementation. The study revealed the overall positive impact of professional development on teachers’ ability to differentiate instruction; that teachers vary on their core belief that all students are capable of learning within a mixed ability setting; that differentiated instruction is seen as a necessary instructional strategy, but is difficult to implement; and a direct correlation between teachers’ ability to differentiate instruction and the amount of choice they provide to their students.
Lu, Ling-Ying. "Mixed-ability grouping policy in Taiwan : influences on policy and practice." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5704.
Full textMetcalfe, Peter Anthony. "It's just a word : CALL, French verbs and mixed-ability pupils." Thesis, Open University, 1996. http://oro.open.ac.uk/54852/.
Full textKantor, Kristen Sparks. "General educators perceptions of preparedness to teach in mixed-ability classrooms." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/850.
Full textSköldvall, Henning. "Able pupils in different groups : A comparative study of interaction in tracked and mixed-ability groups." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-88143.
Full textRow, Madeline Elizabeth. "An investigation into the experiences of pupils in ability and mixed ability grouping in an independent secondary girls' school." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13088.
Full textLeigh, Gregor. "Developing multi-representational problem solving skills in large, mixed-ability physics classes." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/6533.
Full textFirst time entering students at South African technikons (even those enrolling for science courses) are typically characterised by having poor numeracy and problem solving skills coupled with poor attitudes towards learning physics. Their secondary education experience of physics has left them with little fondness or appreciation for the subject, which they perceive as a purely formula-driven, mathematical discipline with little or no connection to either their everyday experiences or their future careers.Poor first year pass rates at technikons are but one consequence of such attitudes and under-preparedness. Inappropriate epistemologies hamper life-long learning by precluding students from developing conceptual mastery and from assimilating valuable generic skills such as problem solving. To address this situation, and the declining pass rates among Physics 1 students at the Cape Technikon, a new, research-based teaching strategy was introduced for the first year physics course in which multi-representational problem solving approaches were explicitly developed in order to provide an underlying foundation for the physics. It was found that more students were able to make appropriate use of the mathematical formulae needed to numerically solve a physics question after progressing through a series of non-mathematical representations of the particular problem situation. It was found that, as students’ confidence improved, so too did their attitudes towards the subject. Post course testing showed a shift towards a more positive view of learning physics which also manifested itself in a higher pass rate in the Physics 1 course.
Stacy, Catherine Ann. "Applying mixed-effects receiver operating characteristic (ROC) curve analysis to diagnostic evaluations of human learning." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035981.
Full textKinsberg, Batya Rena. "The effects of differentiating instruction in a mixed-ability middle school science class." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/kinsberg/KinsbergB0812.pdf.
Full textBruce, Westerlund Keren. "Accommodating for different levels of proficiency in the English classroom : With focus on ability grouping." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91640.
Full textValente, Maria Raquel Pio Oliveira Pratas. "Podem as actividades diferenciadas aumentar a participação dos alunos menos participativos num "mixed ability class"?" Master's thesis, Porto : [Edição do Autor], 2010. http://hdl.handle.net/10216/54857.
Full textValente, Maria Raquel Pio Oliveira Pratas. "Podem as actividades diferenciadas aumentar a participação dos alunos menos participativos num "mixed ability class"?" Dissertação, Porto : [Edição do Autor], 2010. http://aleph.letras.up.pt/F?func=find-b&find_code=SYS&request=000205632.
Full textWesterveld, Marleen Frederike. "Examining the relationship between oral narrative ability and reading comprehension in children with mixed reading disability." Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1389.
Full textHamm, Jolene Diane. "Exploring the Dimensions of Problem-solving Ability on High-achieving Secondary Students: A Mixed Methods Study." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/40265.
Full textPh. D.
Voss, Richard Nowell. "Teaching mathematics for social justice within a Victorian public school for Year Nine mixed ability classes." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/727.
Full textTam, Siu-ping. "Changing from a streaming to a destreaming system : case study of a secondary school /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597043.
Full textBurbaugh, Bradley James. "The influence of leadership development approaches on social capital: A mixed methods study." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/52925.
Full textPh. D.
Pang, Lau Seung-man Bessie. "Social aspects of integration of children with profound hearing impairment in Hong Kong primary schools." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627085.
Full textAmbreen, Samyia. "Analysing the nature of pupils' interactions in different fixed and mixed ability groups in the primary classroom." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/18812/.
Full textMorris, John Llewellyn. "A Qualitative Investigation of Interdisciplinary Mixed Ability Co-operative Classes in an Inner-ring Suburban High School." Cleveland State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1228311371.
Full textSteele, Kristi. "Differentiated teacher training for differentiated instruction." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/KSteele2006.pdf.
Full textDauguet, Kathleen, and res cand@acu edu au. "Understanding the ‘Mixed Ability’ Program in Catholic Secondary Schools in Mauritius: Perceptions of educators for best practice in the middle years of schooling." Australian Catholic University. School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp181.20112008.
Full textChan, Hung-kit. "The study of the different grouping arrangement ICT supported cooperative learning." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040276.
Full textHarmon, Sally Baden. "The Implementation of a Learning Contract and the Effects on the Learning Experiences of Seventh-Grade Life Science Students." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27353.
Full textEd. D.
LaSovage, Anne Jeannette. "Effects of using a layered curriculum format of instruction in a high school environmental science energy unit." Diss., Connect to online resource - MSU authorized users, 2006.
Find full textTitle from PDF t.p. (viewed on June 19, 2009) Includes bibliographical references. Also issued in print.
Pak, Seohong. "Ability parameter recovery of a computerized adaptive test based on rasch testlet models." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5977.
Full textNeumann, Heike. "What's in a grade? A mixed methods investigation of teacher assessment of grammatical ability in L2 academic writing." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103454.
Full textCette recherche s'intéresse à la façon d'évaluer les compétences grammaticales dans les cours universitaires d'écriture langue seconde (L2). Selon la littérature, les compétences grammaticales comprennent la syntaxe et la morphologie (Purpura, 2004; Weigle, 2002) de même que les formes lexicales, la cohésion et la gestion de l'information au niveau sous-phrastique, phrastique et supra-phrastique (Purpura, 2004). Par conséquent, les professeurs d'écriture devraient, lors de l'étude de textes en L2, miser sur la morphosyntaxe et sur d'autres aspects grammaticaux utiles à l'organisation de l'information et assurant la cohésion au niveau de la phrase, du paragraphe et du texte. En s'appuyant sur une approche méthodologique mixte (Creswell & Plano Clark, 2007), utilisant une triangulation de données qualitatives et quantitatives, cette recherche vise à déterminer quels sont les indicateurs de performance grammaticale sur lesquels s'appuient les professeurs d'écriture (n = 2) lorsqu'ils évaluent les compositions de leurs étudiants (n = 33). Les étudiants de l'échantillon étaient inscrits à une université canadienne anglophone et suivaient un cours d'anglais de niveau intermédiaire ou avancé. D'autre part, cette recherche a pour objectif de déterminer à quel point l'apprentissage des étudiants est influencé par les critères d'évaluation de leur professeur. Dans la première partie de la recherche, les compositions des étudiants et les notes de grammaire données par le professeur ont été collectées et analysées quantitativement, en utilisant des mesures de justesse et de complexité grammaticales comme indicateurs de la compétence morphosyntaxique. Elles ont également été analysées qualitativement dans un cadre linguistique systémique fonctionnel afin de déterminer la compétence des étudiants à gérer l'information dans leurs textes. Dans la seconde partie de la recherche, des questionnaires ont été administrés aux étudiants et certaines entrevues ont été menées afin d'évaluer la connaissance qu'avaient les étudiants des critères d'évaluation de leur professeur en ce qui a trait à la grammaire. Dans la troisième partie, les professeurs ont été interviewés au sujet de leurs critères et priorités dans l'évaluation de la grammaire. Enfin, les résultats des trois parties et des quatre sources d'informations ont été réunis afin d'en arriver à une interprétation globale des conclusions. Les résultats révèlent que les professeurs d'écriture priorisent surtout la justesse grammaticale lorsqu'ils évaluent les compétences grammaticales de leurs étudiants. Par conséquent, les professeurs d'écriture semblent s'appuyer sur une définition plus limitée de la compétence grammaticale dans l'évaluation des textes de leurs étudiants que ce qui est défini par la littérature à ce sujet, ce qui a nécessairement un effet sur la façon d'apprendre des étudiants qui suivent des cours d'écriture. Cette thèse se termine par une discussion qui met en lumière ce qu'impliquent ces résultats et où sont émises certaines recommandations au sujet de l'évaluation en écriture dans un cours de L2.
St, Louis Jessica. "Within-class grouping during literacy instruction a look at equity /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/St_Louis_JMIT2010.pdf.
Full textSvärd, Ann-Christin. "The challenge of mixed-ability classes : How should upper secondary English teachers work in order to help the weaker students?" Thesis, Jönköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-693.
Full textThe purpose of this essay is to find out how upper secondary English teachers should work in order to reach the weaker students. I am interested in what has been written about mixed-ability classes, the challenges they present and most of all how teachers of English need to work in such classes to reach all students, especially the weaker ones.
I have also interviewed three upper secondary teachers about how they work to reach the weaker students in their classes.
My findings are that, according to the teachers interviewed, the best way to deal with the problem is to bring back ability grouping. The literature I read mostly had negative views on this method and stressed the importance of differentiation and motivation instead. Both the literature and the teachers claimed that a good atmosphere, clear instructions, structure and setting routines were the most important factors when working with mixed ability classes.
Pierman, Eleanor L. "Dance-ability: A Mixed Methods Study of Dance and Development in PreschoolStudents with Disabilities and Adaptations for Sustainable Dance Programming." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586543857308249.
Full textCarroll, William E. "Leadership and emotional intelligence| Ability-based and mixed models of emotional intelligence as predictors of leadership performance across manager levels." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264376.
Full textThe current study asks four primary research questions to address several questions about the psychometric properties of emotional intelligence (EI) assessments; is there a statistically significant difference in (a) the predictive validity of a participant’s EI scores for their leadership performance as measured by Charismatic/Transformational Leadership (CTL) behavior occurrence when EI is measured using an assessment based on the ability-based as compared to an assessment based on the mixed model; (b) the predictive validity of a participant’s EI scores for their leadership performance as measured by CTL behavior occurrence when EI is measured at different levels of leadership within the organizational hierarchy; (c) the predictive validity of a participant’s EI scores when measured using an assessment based on the abilities-based model for their leadership performance as measured by CTL behavior occurrence when EI is measured at different levels of leadership within the organizational hierarchy and; (d) the predictive validity of a participant’s EI scores when measured using an assessment based on the mixed model for their leadership performance as measured by CTL behavior occurrence when EI is measured at different levels of leadership within the organizational hierarchy? The goals were to determine (a) if there is a difference in how well the ability-based and mixed models each predict the self-reported CTL and (b) if this predictive relationship is affected by a leader’s position within the organizational hierarchy. Current supervisors from all levels within their organization’s hierarchies completed the MSCEIT, Genos EI, MLQ, and a demographic questionnaire which asked for their leadership level. 168 current leader’s data was obtained from Qualtrics, LLC. Stepwise multiple linear regression analysis showed no statistically significant difference in the predictive validities of the abilities-based and mixed models of EI for self-reported CTL. Regression-based tests for moderation effects showed a statistically significant difference in the regression coefficients between front-line leaders and other leadership levels for the MSCEIT, but no statistically significant differences for the Genos-EI. Possible artifacts and confounding variables were discussed, with particular focus on the use of self-report versions of the assessments.
Wang, Wei. "Mixed-format test score equating: effect of item-type multidimensionality, length and composition of common-item set, and group ability difference." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4973.
Full textSong, Yang. "Assessment for learning in a chinese university context: a mixed methods case study on english as a foreign language speaking ability." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107825.
Full textCette étude a pour but d'évaluer l'efficacité de "l'évaluation des apprentissages" (AFL) à améliorer les habiletés en anglais oral ainsi que la perception qu'ont les étudiants et les professeurs de l'AFL. Cette étude prend place dans une université de Chine et concerne des étudiants et des professeurs d'anglais dans cet institution. Les étudiants dans les universités chinoises ont été reporté ayant des difficultés dans leur capacités d'apprentissage orale et n'étaient pas satisfaits de l'enseignement qu'ils recevaient puisqu'il était trop orienté vers les tests à grande échelle administrés en Chine (He, 1999; Liao & Qin, 2000; Wen, 2001). Classroom-based assessment, connu comme étant l'approche alternative, a, depuis la fin du siècle dernier, de plus en plus attiré l'intérêt des chercheurs (Genesee & Upshur, 1996; Gipps 1999; Shepard, 2000; Turner, in press). Une approche du classroom-based assessment, l'évaluation des apprentissages (AFL), a été prouvé ayant une influence sur la performance linguistique en augmentant la participation de l'étudiant, en identifiant leurs faiblesses, en fournissant à l'instructeur de l'information utile pour le développement future de l'étudiant et en changeant la perception de l'étudiant pour en faire un étudiant autonome (Black & Wiliam, 1998ab; Black, Harrison, Lee, Marshall, & Wiliam, 2003; Winne & Butler, 1994; Topping, 2009). Dans cet étude, une méthode mixte incorporant des méthodes quantitatives et qualitatives (Creswell & Plano Clark, 2009) est utilisé pour étudier l'efficacité de l'AFL et explorer la perception des enseignants (n=9) et des étudiants (n=74) de l'AFL. Il y a trois phases dans cet étude : la phase de préparation et la phase un et deux. Dans la phase de préparation, les étudiants de deuxième année ainsi que l'interaction des enseignants avec leur classe pour aider à la sélection des participants à l'étude. Dans la phase un, les questionnaires des enseignants, les questionnaires des étudiants ex-ante et ex-post et trois tâches de l'AFL ont été employés et leur données ont été collectés et analysé quantitativement en utilisant une analyse statistique descriptive de façon à déterminer l'efficacité de l'AFL. Dans la phase deux, les enseignants et les étudiants ont été interviewés de façon à collecter leurs opinions sur l'AFL. Les interviews ont été traduits du chinois à l'anglais, ils ont été transcrits et leur contenu à par la suite été analysé. Les résultats des trois phases ont été intégrés de façon à pouvoir interpréter les résultats de l'étude. Les résultats indiquent que l'AFL peut en effet augmenter la capacité d'apprentissage de l'anglais oral des élèves de niveau intermédiaire et élevé. De plus, les résultats montrent que les enseignants et les étudiants réagissent positivement à l'ALF.
Alsaleh, Sultan Abdullah. "Investigating Riyadh's public health inspectors' ability to conduct risk-based food inspection, and their professional needs: A mixed-methods research study." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/208321/1/Sultan%20Abdullah%20R_Alsaleh_Thesis.pdf.
Full textAs, Adrienne van. "'n Ondersoek na die gebruik en ontwikkeling van onderrig- en leermateriaal in multigraadskole in die Wellington Landdrosdistrik." Thesis, Cape Pemninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1884.
Full textMultigrade classrooms face a lot of challenges because of their unique circumstances where more than one grade is combined in one classroom with one teacher. One of the problems is the lack of suited teaching and learning materials (TLM) for these classrooms. It includes the lack of computer-based TLM. Existing TLM that is developed for the use in monograde classroom cannot be used effectively in multigrade classrooms. TLM can provide a valuable contribution in these unique teaching and learning processes. An investigation was needed to determine the condition of die development, selection and use of TLM in these kind of schools. Only then can the solutions for the problems be investigated. During the investigation quantitative and qualitative research methods were used. During the first phase data was collected by a structured questionnaire where after and where of data were collected through standardized structured open-ended interviews and classroom observations in phase two and three. One of the main reasons for the problem is multigrade teacher‟s lack of knowledge and skills in die development, selection and use of TLM in the teaching and learning process. There is no criteria and requirements for the development and selection of TLM. Multigrade teachers do no realize the contribution TLM can provide in the process. The teaching strategies used in the multigrade classroom are very teacher-centered and it contributes to learners‟ lack of development in die teaching and learning process. It also contributes to the multigrade teacher‟s raise in work load and lack of time to do what they must do to ensure quality teaching and learning. There is big need for teacher training as well as in-service training of multigrade teachers that prepare teachers for the different aspects multigrade education. This training must not just include the development, selection and use of TLM, but also the five areas of multigrade teaching. Complete criteria and requirements for TLM in multigrade classroom must be composed by all the role players where after and where of TLM can be developed and selected effectively
Ho, Kaling Rosa, and 何家玲. "The effects of language arts on the learning experience of a Hong Kongsecondary four Chinese-medium mixed ability class: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31676522.
Full textMcCaw, Donna S. Davis-Lenski Susan Braun Joseph A. "Teaching reading using small flexible-skills grouping and whole classroom instruction a study of project : FIRST /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006623.
Full textTitle from title page screen, viewed April 20, 2006. Dissertation Committee: Susan Davis-Lenski, Joseph Braun (co-chairs), Anthony Lorsbach. Includes bibliographical references (leaves 115-139) and abstract. Also available in print.
Hobson, Meredith L. "An analysis of differentiation strategies used by middle school teachers in hetergeneously [i.e. heterogeneously] grouped classrooms." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/hobsonm/meredithhobson.pdf.
Full textO'Connor, Kevin Michael. "Learning to teach academic language: A mixed methods study of secondary teacher candidates' development of linguistic awareness and ability to support academic language for English learners." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104233.
Full textEnglish learners (ELs) in US K-12 classrooms are falling behind their peers as they struggle to develop the proficiency needed to succeed in an academic setting (NCELA, 2012). The majority of teacher preparation programs are not preparing teacher candidates (TCs) with the skills needed to help recently mainstreamed ELs succeed in their content area classrooms (Bunch, 2011). This study examined how one undergraduate, secondary education teacher candidates who had participated in supplemental trainings developed their ability to recognize linguistic demand, shelter instruction, and promote academic language proficiency. Using a Sequential Mixed Design (Teddlie & Tashakkori, 2006), this longitudinal study examined the journals and lesson plans submitted by 31 undergraduate, secondary education TCs as they progressed through their prepractica. Six of these TCs were followed as case studies, with observations and interviews collected during their full practica. Collective data analysis indicates that TCs scored higher on all measures when they were in a linguistically diverse classroom. Furthermore, recognition of linguistic demand precedes ability to plan instruction: many TCs were able to recognize linguistic demand in lessons they observed, but few were adept at describing or designing sheltered instruction that could promote academic language development. For many participants, the attention to linguistic demand was focused largely on content-specific vocabulary that is challenging for all learners. However, a small number of TCs were able to attend to the morphological and lexical aspects of their content areas that would be especially difficult for ELs. In classroom observations a few participants were able to plan instruction that sheltered content and promoted academic language. Findings also indicate that supplemental trainings and infusions into methods courses helped TCs to realize the linguistic challenges of their respective content areas. Most importantly, the findings suggest that TCs are better able to focus on the language of instruction when they witness instruction that is focused on language. Therefore, TCs learn best how to support ELs when they observe and teach in linguistically diverse classrooms with knowledgeable mentoring teachers and field supervisors
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Tam, Siu-ping, and 譚兆炳. "Changing from a streaming to a destreaming system: case study of a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958916.
Full textHo, Kaling Rosa. "The effects of language arts on the learning experience of a Hong Kong secondary four Chinese-medium mixed ability class a case study /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31676522.
Full textDauguet, Kathleen. "Understanding the 'mixed ability' program in Catholic secondary schools in Mauritius: perceptions of educators for best practice in the middle years of schooling." Thesis, Australian Catholic University, 2007. https://acuresearchbank.acu.edu.au/download/9737f34f590e58a2546a4191bac33c50e306a453d4fe3f4c66a2353917063cb5/1894262/64837_downloaded_stream_62.pdf.
Full textChan, Hung-kit, and 陳雄傑. "The study of the different grouping arrangement ICT supported cooperative learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040276.
Full textNdebele, Kordwick. "An investigation of the impact of formal and informal assessment on the self-esteem of pupils with borderline learning difficulties learning in mixed ability English language classes." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10794/.
Full textHoward, Janette. "HOW DOES RACIAL IDENTITY EFFECT AFRICAN AMERICAN COLLEGE STUDENTS ABILITY TO ASSIMILATE IN A PREDOMINANTLY WHITE COLLEGE CAMPUSES AND ITS IMPACT ON RETENTION: A MIXED METHOD STUDY." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/822.
Full textPang, Lau Seung-man Bessie, and 龐劉湘文. "Social aspects of integration of children with profound hearing impairment in Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627085.
Full text