Tesis sobre el tema "Tertiary literacy"
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au, M. Kemp@murdoch edu y Marian Kemp. "Developing Critical Numeracy at the Tertiary level". Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060831.171947.
Texto completoChabthanom, Ladda. "Critical literacies in a Thai tertiary education context /". [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19018.pdf.
Texto completoWilson, Ian Robert. "Academic literacy and self-efficacy in adult students preparing for tertiary study". Thesis, University of Auckland, 2012. http://hdl.handle.net/2292/19496.
Texto completoRivard, Jane Nathalie. "An investigation into diglossia, literacy, and tertiary-level EFL classes in the Arabian Gulf States /". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99388.
Texto completoBaskin, Colin y Colin Baskin@jcu edu au. "Analysing the Dynamics of a Textually Mediated Community of Practice: The Social Construction of Literacy in the Business Faculty". Griffith University. School of Cognition, Language and Special Education, 2000. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20021219.151517.
Texto completoWilson, Therese Maree. "Statistical reasoning at the secondary tertiary interface". Queensland University of Technology, 2006. http://eprints.qut.edu.au/16358/.
Texto completoMatemane, Matwale Reon. "The relationship between financial literacy and saving habits : an analysis of black South Africans with a commercial tertiary education". Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60723.
Texto completoMini Dissertation (MCom)--University of Pretoria, 2016.
Financial Management
MCom
Unrestricted
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.
Texto completoThe 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.
Fouche, Ilse. "Improving the academic literacy levels of first-year Natural Sciences students by means of an academic literacy intervention". Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26500.
Texto completoDissertation (MA)--University of Pretoria, 2010.
Unit for Academic Literacy
Afrikaans
unrestricted
Dimitriou, Constantine C. "The role of group writing activity on disciplinary literacy appropriation at university". Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665448.
Texto completoMhlongo, Goodfriday Johannes. "The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience / Goodfriday J. Mhlongo". Thesis, North West University, 2014. http://hdl.handle.net/10394/13174.
Texto completoMA (Applied Language Studies), North-West University, Vaal Triangle Campus, 2014
Applebee, Andrelyn C. y n/a. "Attitudes toward computers in the 1990s: a look at gender, age and previous computer experience on computer anxiety, confidence, liking and indifference". University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20060206.123119.
Texto completoSam, Msindisi Scara. "The development and implementation of computer literacy terminology in isiXhosa". Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002155.
Texto completoBoakye, Naomi Adjoa Nana Yeboah. "A socio-affective approach to improving students’ reading comprehension abilities". Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/25562.
Texto completoThesis (DPhil)--University of Pretoria, 2012.
Unit for Academic Literacy
Unrestricted
De, Sousa Luiza Olim. "The integration of digital video discs (DVDs) and multimedia in the learning area social sciences / L.O. de Sousa". Thesis, North-West University, 2008. http://hdl.handle.net/10394/2304.
Texto completoMkaza, Linda Olive. "Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western Cape". Thesis, University of The Western Cape, 2019. http://hdl.handle.net/11394/7508.
Texto completoWriting is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature.
Shi, Dan y 史丹. "Making the unthinkable thinkable via first-order languaging dynamics from the perspective of ecosocial semiotic theory : a distributed language view of the pedagogic recontextualization of literary texts in L2 tertiary settings". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206734.
Texto completopublished_or_final_version
Education
Doctoral
Doctor of Philosophy
Jacobs, Cecilia. "Negotiated understandings of the academic literacy practices of tertiary educators". Thesis, 2006. http://hdl.handle.net/10413/3247.
Texto completoThesis (Ph.D.) - University of KwaZulu-Natal, 2006.
Argirys, Loukia. "Attitudes toward working with computers amongst South African tertiary sector users". Thesis, 2016. http://hdl.handle.net/10539/21354.
Texto completoGR 2016
Gutteridge, Robert Geoffrey. "The impact of socio-cultural factors on blended learning in the development of academic literacy in a tertiary vocational context". Thesis, 2009. http://hdl.handle.net/10321/496.
Texto completoThis study investigated key factors impacting on blended learning delivery with particular focus on socio-cultural and human-computer-interface issues, in the hope that the outcome of this enquiry might contribute positively towards the empowerment of learners and facilitators alike. The study involved a group of first year students enrolled in a Communications Skills Course offered by the (then) Department of English and Communication at the Durban University of Technology. The PRINTS Project, a webquest around which the course activities were based, provided an example of a blended delivery course in practice. While the teaching paradigm used in the course was constructivist, the research orientation employed in this project was critical realist. Critical realism focuses on transformation through praxis and also lends itself to modelling, which provides a way to understand the factors at play within a social system. In the preliminary stages of the research, an exploratory empirical (i.e. applied) model of blended learning delivery was formulated from a theoretical model of course delivery in order to assess which factors in blended learning were systemic and which were variables. The investigation then sought to uncover key factors impacting on the blended delivery system, utilising both quantitative and qualitative methodologies. The findings were analysed in terms of the empirical model to gain an understanding of any factors that might be seen to either enhance or inhibit learning in blended delivery mode. The result was that certain core issues in blended learning and teaching could be clarified, including the use, advantages and disadvantages of information and communication technologies (ICTs) in a learning environment. The notion of the digital divide could also be reconceptualised, and the relationship between literacy (be it academic, professional or social), power and culture could be further elucidated, drawing specific attention to the South African educational environment. The notion of iv culture and its relevance in a blended delivery environment was also further clarified, since the findings of this research project suggested how and why certain key socio-cultural factors might impact, as both enhancers and inhibitors, on the blended learning delivery system.
Butler, Herman Gustav. "A framework for course design in academic writing for tertiary education". Thesis, 2007. http://hdl.handle.net/2263/27887.
Texto completoThesis (DPhil ( Linguistics))--University of Pretoria, 2007.
Unit for Academic Literacy
DPhil
Unrestricted
Els, Lorraine. "The impact of medium of instruction on the learning of computer applications technology in tertiary education". Thesis, 2015. http://hdl.handle.net/10321/1436.
Texto completoThis study investigated the impact of medium of instruction (MOI) on the learning of computer technology, and took place in two second-language contexts where this was being taught. The first context was that of Computer Applications Technology (CAT) lectures given to isiZulu-speaking students, mainly female, in KwaZulu-Natal. The second context was that of teaching Instructional Technology (IT) to Arabic speaking students in the Middle East. The goal of this research was to understand how students overcame any language barriers which they might face in the teaching and learning of computer technology through the medium of English. It was hoped that the insights gained might be used to support English second language (ESL) learners in acquiring the language skills necessary for effective learning of computer technology. The research approach used was action research for both the groups, using the data collected to construct two case studies, as local customs resulted in differences in both course delivery and measures to assist ESL learners to gain fluency in the MOI. Data were collected in two case studies, comprising notes of personal reflections, field notes, researcher-developed questionnaires and comparisons of translated assessments to second language learners. The finding from two groups could then be compared and contrasted with each other to see which language barriers experienced in learning computer technology were common to both ESL groups and which were context-specific, as well as which context-specific factors might be involved. The study of different cultural groups in the setting of a different continent provided the opportunity to triangulate the data, and thus achieve more reliability and validity than would be achieved with one cultural group in a common context. This study discusses the findings of the above-mentioned investigation in two main areas: how the MOI affected the academic results obtained by students and how it impacted on their learning capacity. The findings confirm the fact that, the earlier children attend an English medium school, the easier it is for them to achieve better results, and therefore there is less need for translation or interpretation at tertiary level. Further research is required to determine what Higher Education institutions could do to develop second language learning competences so as to facilitate the learning of technical subjects such as computer technology.
Maharaj, Prenitha. "The influence of oral culture and English on the academic and social interaction among tertiary students for whom English is not a mother - tongue". 1995. http://hdl.handle.net/10413/6177.
Texto completoThesis (M.A.)-University of Natal, Durban, 1995.
Brejlová, Iva. "Přístup k univerzitnímu a neuniverzitnímu studiu médií v britském a německém prostředí : srovnávací studie". Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-304451.
Texto completoBlignaut, Ernst Philippus. "Tweedimensionele stilbeelde in 'n multimediapakket in tersiêre afstandsonderrig : didaktiese riglyne". Diss., 1996. http://hdl.handle.net/10500/17345.
Texto completoThe transformative mission of the White Paper on Education (1995: 19) states that the South African education system is moving towards a single, national, non-racial system where all people are offered equil opportunities. Demographic and other changes make particular demands on the education system. The HSRC (1987:54) claim that distance edcation is increasingly viewed as a possible solution for educational problems. The literature study aims to motivate, from an andragogic-didactical perspective, the use of two-dimensional silent images in study material. A literature study was also undertaken on the perception of silent images and the elements involved in the perception of depth, movement, size, colour, etc., from which certain didactic guidelines were deducted with a view to the design of silent images. The ability of distance education students to identify the elements above, was emperically researched. The validity of the didactic guidelines were verified in this phase.
Die transformatiewe missie van die Witskrif vir Onderwys (1995: 19) stel dit dat die Suid-Afrikaanse onderwysstelsel oorgaan na 'n "enkele nasionale, nie-rassige stelsel" waar daar gelyke geleenthede vir aile mense gebied word. Demografiese en ander veranderinge stel besondere eise aan die onderwysstelsel. Die RGN (1987: 54) stel dit dat afstandsonderrig al meer as 'n moontlike oplossing gesien vir die onderwysprobleme. Die literatuurstudie het dit ten doe! om die gebruik van tweedimensionele stilbeelde in studiemateriaal in die Suid-Afrikaanse situasie andragogies-didakties te fundeer. 'n Literatuurstudie oor die persepsie van stilbeelde en die elemente wat betrokke is by die persepsie van diepte, beweging, grootte, kleur, ens. is gedoen waaruit sekere didaktiese riglyne met die oog op die ontwerp van stilbeelde gestel is. Die afstandsonderrigstudente se vermoe om bogenoemde elemente waar te neem, was empiries nagevors. Die geldigheid van die didaktiese riglyne is tydens hierdie fase geveri fireer.
Educational Studies
M. Ed. (Didaktiek)