Rozprawy doktorskie na temat „Academic literacy”
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Pachagadu, S., i Beer K. J. De. "Academic literacy programme model design". Interim : Interdisciplinary Journal, Vol 8, Issue 2: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/371.
Pełny tekst źródłaThe pass rate of grade 12 learners is shockingly low and this is supposed to be the feeding ground for Higher Educations in South Africa. Alet Rademeyer quotes from a document of Advocate Paul Hoffman, SC, and director of the Centre for Constitutional Rights, that the South African School System only delivers one out of 29 functional literate Black matriculants. It is a national crisis and is an indication of gigantic proportions. The aim of the Academic Literacy Programme (ALP) at the CUT is to improve student's academic literacy skills which will ultimately boost the student throughput rate at the CUT. The programme will help students develop their academic language skills whilst creating a positive attitude towards the English language.
Free, Loretta Dianna. "Improving academic literacy at higher education". Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/839.
Pełny tekst źródłaFouche, 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.
Pełny tekst źródłaDissertation (MA)--University of Pretoria, 2010.
Unit for Academic Literacy
Afrikaans
unrestricted
Sharp, L. Kathryn. "Building Literacy: Vocabulary, Academic Language, and Meaning Making". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4295.
Pełny tekst źródłaChu, 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.
Pełny tekst źródłaThe 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.
Tolley, Rebecca. "Academic Searching". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5702.
Pełny tekst źródłaArmstrong, Sonya L. "Beginning the literacy transition postsecondary students' conceptualizations of academic writing in developmental literacy contexts /". Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1195948915.
Pełny tekst źródłaAdvisor: Eric Paulson. Title from electronic thesis title page (viewed Feb. 18, 2008). Includes abstract. Keywords: postsecondary developmental literacy, metaphor analysis, student conceptualizations, academic writing, developmental reading and writing courses, college students. Includes bibliographical references.
ARMSTRONG, SONYA L. "BEGINNING THE LITERACY TRANSITION: POSTSECONDARY STUDENTS' CONCEPTUALIZATIONS OF ACADEMIC WRITING IN DEVELOPMENTAL LITERACY CONTEXTS". University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1195948915.
Pełny tekst źródłaHamilton, Angela. "Simulations for Financial Literacy". Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5235.
Pełny tekst źródłaID: 031001493; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Dan Jones.; Title from PDF title page (viewed July 25, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 76-80).
M.A.
Masters
English
Arts and Humanities
English; Technical Communications
Logie, Monica. "Learning potential and academic literacy tests as predictors of academic performance for engineering students". Diss., University of Pretoria, 2007. http://hdl.handle.net/2263/29280.
Pełny tekst źródłaDissertation (MCom)--University of Pretoria, 2010.
Human Resource Management
Unrestricted
Tilinca, Eugenia Mihaela. "Academic literacy and the construction of symbolic power : A study of one academic community". Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504177.
Pełny tekst źródłaAli, Hawedi Ragab. "Second language academic literacy development in Libyan higher education". Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/26219/.
Pełny tekst źródłaFreeman, Keri. "Investigating First Year Undergraduate EAL Students' Academic Literacy Experiences". Thesis, Griffith University, 2018. http://hdl.handle.net/10072/377655.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
Full Text
Gomez, Jorge. "The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies". FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/936.
Pełny tekst źródłaStarkey, Alysia. "Kansas academic librarian perceptions of information literacy professional development needs". Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3856.
Pełny tekst źródłaVeach, Grace L. "Tracing Boundaries, Effacing Boundaries: Information Literacy as an Academic Discipline". Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4413.
Pełny tekst źródłaTilles, Sara Evensen. "Concepts of giftedness| (Re)constructions of academic identities through literacy". Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682411.
Pełny tekst źródłaGiftedness is typically defined as above-average ability, task commitment, and creativity (Renzulli, 2012). However, this definition is socially constructed and leans on the literacy practices of the dominant culture. Understanding various contributors and barriers to giftedness (Suboknik, Olszewski-Kubilis, & Worrell, 2012) can help identified students interrogate their own assumptions about their positions in the school system as well as those of teachers and peers. Since the gifted support classroom is relatively immune from the curricular pressures of the regular education classroom, it provides an ideal context for students to use various literacy practices to reflect on the complex dynamics of the public school system including the ways in which dominant literacies are valued over others generally and in regards to giftedness identification and services.
This practitioner-research study followed six gifted fifth-grade readers through a four-month long weekly Book Club as they used literacy and dialogue to reflect on, construct, and critically consider their academic identities. An inductive approach was used to generatively code responses and analyze the data. Using literature and informational text, the work supported students in using a critical lens to articulate their academic identities, consciously contemplate the expectations placed upon them in the school setting, and consider the implications of their positioning in that context. They engaged in social practices that aided in and demonstrated comprehension and agency, resulting in their re-conceptualizing the notion of giftedness. In addition, participants viewed giftedness through the perspective of culture, ethnicity, and language. Students' transaction with and dialogue surrounding various text types served as a way to challenge the socially constructed notions of giftedness and the structures that support such definitions.
Mhlongo, 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.
Pełny tekst źródłaMA (Applied Language Studies), North-West University, Vaal Triangle Campus, 2014
Tolley, Rebecca. "Review of Academic Librarianship". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5614.
Pełny tekst źródłaScholtz, Desiree Leonora. "A comparative analysis of academic literacy specifications for a standardised test and academic literacy requirements for reading and writing in a range of disciplinary contexts". Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16866.
Pełny tekst źródłaStandardised testing gained prominence in the South African higher education sector in the last decade, largely as a means of providing information to identify students who might require additional academic support and for placements onto appropriate higher education programmes of study. This study explored academic literacy as a construct for standardised tests in comparison with the kinds of literacies required for reading and writing for various subjects across diploma programmes. The purpose of this study was to determine whether alignment between the academic literacy test specifications and reading and writing practices in and across diploma subjects would support the claim that generic standardised tests are appropriate for all subjects and fields of study. Theoretical approaches to standardised testing and academic literacies formed the backdrop to frame the study and analyse the findings. The multiple-case study approach was used to explore the reading and writing practices across various diploma subjects, using semi structured interviews and document analysis for data generation. The test specifications of a standardised test served as the interview protocol, as well as the analytic codes for interview and document data that were analysed by means of thematic coding and content analysis. The findings revealed two distinct content representations in different subjects, that is text-dominant and visual literacy-dominant orientations that influenced the practice and application of different literacies, academic literacy being but one of an array of literacies. Conclusions based on the data and findings suggest that while academic literacy as a construct is integral to knowledge acquisition in academia, disciplinary literacies have a profound presence and should be accommodated in standardised testing to ensure that what is tested resonates with subject literacies. It is argued that alignment of test specifications and reading and writing practices in subjects would render tests and test results valid for appropriate use.
Barron, Susan, i n/a. "Boys and Literacy: Rhetoric and Reality". Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040623.140850.
Pełny tekst źródłaBarron, Susan. "Boys and Literacy: Rhetoric and Reality". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366049.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Full Text
Albertson, Kathy Seymour. "College student perceptions of expectations for academic literacy in their first term". Open access to IUP's electronic theses and dissertations, 2006. http://hdl.handle.net/2069/33.
Pełny tekst źródłaWolffensperger, Yochie. "The influence of academic literacy mentoring on ITS teaching and learning". Thesis, Anglia Ruskin University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.478890.
Pełny tekst źródłaKaufmann, Karen F. "Sociocognitive relevance of information literacy: The impact on student academic work". Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/123999/1/Karen%20F._Kaufmann_Thesis.pdf.
Pełny tekst źródłaMkaza, Linda. "Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western Cape". University of the Western Cape, 2019. http://hdl.handle.net/11394/8295.
Pełny tekst źródłaWriting 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. In this study, I seek to explore the potential that digital storytelling has in the teaching of undergraduate academic writing skills. I will focus on first year students' academic writing skills, how they are taught currently and how technology in the form of digital storytelling can help first year students improve their academic writing skills. The theoretical framework for the study is largely based on the New Literacies Studies which is championed by members of the New London Group such as Street and Street (1984) Lea and Street (2006) among others. The theoretical framework will draw on the notion of literacy as social practice rather than a set of reading and writing skills which explains why educators need to find new ways of teaching academic writing skills. I use semiotics and multimodality as a foundational concept for using digital storytelling in academic writing. That is because semiotics and multimodality further support the idea that literacy goes beyond words but that audio and visual elements are also part of learning and can help engage students in their academic work. The main aim of this proposed research is to explore both students and lecturer practices of digital literacies in the teaching and learning of academic writing at The Cape Peninsula University of Technology (CPUT).
McLemore, Bronwyn. "Student, Parent and Teacher Perceptions of Emergent Literacy". UNF Digital Commons, 1999. http://digitalcommons.unf.edu/etd/108.
Pełny tekst źródłaSharp, L. Kathryn. "What is Academic Language?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4294.
Pełny tekst źródłaGentil, Guillaume. "Academic biliteracy and identity construction : case studies of Francophone science writers". Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82880.
Pełny tekst źródłaTolley, Rebecca. "Women in Academic Librarianship". Digital Commons @ East Tennessee State University, 2002. https://www.amzn.com/1576076148.
Pełny tekst źródłaBradley, Fiona. "Information literacy and news libraries : the challenge of developing information literacy instruction programs in a special library environment /". Curtin University of Technology, Department of Media and Information, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14147.
Pełny tekst źródłaInformation literacy instruction needs to become an organisational goal in order to succeed. The difficulties of assessing and evaluating information literacy instruction in the workplace are outlined. The need for measurable outcomes and preevaluation in training are emphasised. Several considerations for further research are detailed, including the need for further clarification of the nature of information literacy in the workplace, as well as the relationship between the role of information literacy instruction in formal university education and the workplace.
Wilson, 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.
Pełny tekst źródłaZappa, Sandra. "The academic literacy socialization of Mexican exchange students at a Canadian university". Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31768.
Pełny tekst źródłaEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Mapes, Aimee Cheree. "Sponsoring literacy: borderland communities and student identities in an academic support program". Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/250.
Pełny tekst źródłaHassemer, Holly. "An analysis of the relationship between instructional time and academic achievement of adults and children in a family literacy program". Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hassemerh.pdf.
Pełny tekst źródłaSmith, Paul Vincent. "Academic literacy practices : plausibility in the essays of a diverse social science cohort". Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/academic-literacy-practices-plausibility-in-the-essays-of-a-diverse-social-science-cohort(d9c58201-f9df-4be4-ba54-21789e454250).html.
Pełny tekst źródłaKhandaker, Naima. "Academic and Motivational Outcomes of Reading Ability Grouping in the Early Grades". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563183603661756.
Pełny tekst źródłaWillison, John William. "Classroom factors affecting student scientific literacy : tales and their interpretation using a metaphoric framework /". Full text available, 2000. http://adt.curtin.edu.au/theses/available/adt-WCU20030702.104943.
Pełny tekst źródłaVorwerk, Shane Paul. "Genre analysis and the teaching of academic literacy: a case study of an academic discipline in the social sciences". Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002648.
Pełny tekst źródłaRessler, Mary Beth. "Adolescent Identity Performances Within Literacy Practices". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1293078037.
Pełny tekst źródłaParker, Patricia. "Signals the interplay between literacy, gender, and semiotics". Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/598.
Pełny tekst źródłaB.A.
Bachelors
Office of Undergraduate Studies
Interdisciplinary Studies
Haji, Harun Akbar Hakim, i Jean Ping-Hoon Koh. "Enhancing studentsâ learning and research with NTU libraryâ s innovative information literacy programmes". School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106213.
Pełny tekst źródłaThe Nanyang Technological University (NTU) Library has been pioneering and initiating bibliographic instruction and information literacy programmes since the inception of the university as a technological institute back in 1981. The evolving academic and research landscape since then, coupled with technological advancements in the provision of information resources and services, has provided the impetus for NTU Library to develop a structured information literacy programme with the aim of enhancing studentsâ learning and research. The objectives of the programme developed are clearly stated and closely aligned to the universityâ s as well as the libraryâ s mission statements. This paper provides a historical perspective and traces the development of this programme over the years. A model of the programme as it is currently offered to students is presented. Discussion will focus on a number of aspects: information literacy standards consulted, identification of studentsâ learning outcomes, a spectrum of delivery mode and methodology, evolving and expanding content development, as well as, formative and summative feedback. The paper also looks at the enablers of the programme, which include librarians, library management, faculty members, schoolsâ administrative units, external instructors and trainers, and technology. The paper concludes with a look at the future of the libraryâ s information literacy programme beyond 2006 and will address crucial issues which impact upon the implementation and running of the programme across all schools in the university. Issues like profiling of students, matching programme type and delivery mode with these profiles, leveraging on emerging technologies as learning tools and integrating studentsâ assessments can be further researched. A deep insight and understanding of these issues will in return stimulate further the development by the library of a more innovative and creative information literacy programme for the university.
Williams, Rewa Colette. "Patterns Of 4th Graders' Literacy Events In Web Page Development". [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000203.
Pełny tekst źródłaBronson, Matthew Clay. "Writing passage : academic literacy socialization among ESL graduate students, a multiple case study /". For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2004. http://uclibs.org/PID/11984.
Pełny tekst źródłaTyrer, Victoria. "Emotional Literacy Intervention & Academic Attainment in Children with Special Educational Needs (SEN)". Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520600.
Pełny tekst źródłaWells, Jennifer. "Primary school boys, academic achievement in literacy and hegemonic identities : a qualitative study". Thesis, Keele University, 2016. http://eprints.keele.ac.uk/2482/.
Pełny tekst źródłaBailey, Richard. "Student writing and academic literacy development in higher education : an institutional case study". Thesis, Northumbria University, 2009. http://nrl.northumbria.ac.uk/3077/.
Pełny tekst źródłaAyonghe, Lum Suzanne. "Subtitling as an aid in academic literacy programmes:the University of Buea / L.S. Ayonghe". Thesis, North-West University, 2009. http://hdl.handle.net/10394/4760.
Pełny tekst źródłaThesis (Ph.D. (Lanuage Practice))--North-West University, Vaal Triangle Campus, 2010.
Mather, Mary K. "The Contextual, Academic, and Socio-Cultural Factors Influencing Kindergarten Students’ Mathematical Literacy Development". University of Toledo / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1102883081.
Pełny tekst źródłaMather, Mary Kane. "The contextual, academic, and socio-cultural factors influencing kindergarten students' mathematical literacy development /". See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1102883081.
Pełny tekst źródłaTypescript. "A dissertation [submitted] as partial fulfillment of the requirements of the Doctor of Philosophy degree in Curriculum and Instruction." Bibliography: leaves 173-184.