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Koehler, Shannon. "Social Skills Training for Adolescent Youth: Measurement of Skill Acquisition". Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4103.
Pełny tekst źródłaVera, Camacho Jose Jr De. "Why skills matter? : essays on skill formation in the Philippines". Kyoto University, 2007. http://hdl.handle.net/2433/136085.
Pełny tekst źródłaШалімова, Т. І. "Presentation Skills". Thesis, Українська академія банківської справи Національного банку України, 2008. http://essuir.sumdu.edu.ua/handle/123456789/62001.
Pełny tekst źródłaThis work is for improving presentation skills through individual and self-studing by finance students.
Less, Adam A. "Teamwork skills". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998lessa.pdf.
Pełny tekst źródłaShelton, Susan Allsop. "Sentence-Level Construction Methods: Skills Taught Are Skills Used". BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6505.
Pełny tekst źródłaRiffell, Zachary D. "Time on Task across Skill Sets in Construction Trades Classrooms: Preparation of Skilled Craft Workers". Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7909.
Pełny tekst źródłaForsberg-Ödmark, Helena. "Hur kan musicerande bedömas på högstadiet? : En studie om bedömningar inom musikämnet". Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-92606.
Pełny tekst źródłaThompson, Jessica Anne. "Social Skills Training with Typically Developing Adolescents: Measurement of Skill Acquisition". [Tampa, Fla.] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002325.
Pełny tekst źródłaAufenanger, Sharyn J. "RELATIONSHIPS BETWEEN MENTAL SKILLS AND COMPETITIVE ANXIETY INTERPRETATION IN OPEN SKILL AND CLOSE SKILL ATHLETES". Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1117130981.
Pełny tekst źródłaMuller-Townsend, Katrina Louise. "Transfer of automatic skills: the role of automaticity in skill acquisition and transfer". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1954.
Pełny tekst źródłaMaze, Randy. "Skills for scouters". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62029.pdf.
Pełny tekst źródłaMerriman, Carolyn. "Vital Sign Skills". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8535.
Pełny tekst źródłaBorshchov, V. "Basic management skills". Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/66275.
Pełny tekst źródłaBorshchov, V. "Basic management skills". Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65311.
Pełny tekst źródłaMoser, Michele R., i Eys P. van. "Relaxation Skills Training". Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4975.
Pełny tekst źródłaHaynes, Marie Ellen. "Urban college graduates their investments in and returns for strong quantitative skills, social capital skills, and soft skills /". Cleveland, Ohio : Cleveland State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1274706759.
Pełny tekst źródłaAbstract. Title from PDF t.p. (viewed on June 3, 2010). Includes bibliographical references (p. 162-178). Available online via the OhioLINK ETD Center and also available in print.
Spencer, Peter. "Towards a reconceptualisation of skill : a study of skills in higher education". Thesis, Sheffield Hallam University, 2004. http://shura.shu.ac.uk/3467/.
Pełny tekst źródłaMangano, Ambra <1994>. "Soft skills ‘relevance and categorization: the alleged ‘skill mismatch’ of Chinese workforce". Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13585.
Pełny tekst źródłaKennedy, Ivan Anthony. "Irish medium education : cognitive skills, linguistic skills, and attitudes towards Irish". Thesis, Bangor University, 2012. https://research.bangor.ac.uk/portal/en/theses/irish-medium-education--cognitive-skills-linguistic-skills-and-attitudes-towards-irish(14b335c5-7232-4435-8755-68e5138e66b7).html.
Pełny tekst źródłaWilliams, Ann-Marie Claudia. "Soft Skills Perceived by Students and Employers as Relevant Employability Skills". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1427.
Pełny tekst źródłaAguiar, Italo Cavalcante. "Attitudes, skills, knowledge and awareness: the intercultural skills development during the exchange". Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16961.
Pełny tekst źródłaO presente trabalho teve como objetivo identificar as competÃncias interculturais desenvolvidas por estudantes estrangeiros que realizaram intercÃmbio na Universidade Federal do Cearà no perÃodo entre 2008 e 2015. Johnson et al (2006) realizaram uma ampla revisÃo bibliogrÃfica sobre competÃncia intercultural, a partir da qual notaram que a literatura dedicada à gestÃo multicultural ainda tem dedicado pouca atenÃÃo à definiÃÃo do conceito de competÃncia intercultural. Para Fantini (2007), competÃncia intercultural à definida como um grupo de capacidades necessÃrias para realizar, de maneira eficaz e adequada, a interaÃÃo com outras pessoas que sÃo linguisticamente e culturalmente diferente entre si. O modelo de AvaliaÃÃo da CompetÃncia Intercultural (ACI) de Fantini (2007) foi utilizado para identificar e mensurar essas competÃncias interculturais. A pesquisa adotou o mÃtodo quantitativo de natureza descritiva. Foram aplicados, no total, 207 questionÃrios com estudantes alemÃes, portugueses, espanhÃis e franceses que realizaram intercÃmbio na Universidade Federal do Cearà entre os anos de 2008 e 2015. Para o tratamento dos dados, utilizou-se a estatÃstica descritiva, o mÃtodo de rotaÃÃo Varimax, a tÃcnica do alfa de Cronbach e o teste nÃo paramÃtrico de Kruskal-Wallis. Os resultados da pesquisa evidenciaram que houve aumento em cada um dos componentes do modelo de ACI (Conhecimento, Atitudes, Habilidades e ConscientizaÃÃo) de Fantini (2007), durante o intercÃmbio nos estudantes das quatro nacionalidades pesquisadas. Os estudantes portugueses apresentaram um maior Ãndice de competÃncia intercultural no inÃcio e no final do intercÃmbio, enquanto que os estudantes alemÃes obtiveram um menor Ãndice de competÃncia intercultural, no comeÃo do intercÃmbio, e os estudantes espanhÃis apresentaram um menor Ãndice de competÃncia intercultural ao tÃrmino do intercÃmbio. Entretanto, foram os estudantes alemÃes que apresentaram um maior crescimento nesse Ãndice de competÃncia intercultural, do inÃcio ao final do intercÃmbio, seguidos pelos estudantes franceses e espanhÃis, respectivamente. Por outro lado, os estudantes portugueses mostraram um menor crescimento no Ãndice de competÃncia intercultural.
This study aimed to identify intercultural competencies developed by foreign students who participated in an exchange program at the Federal University of Cearà in the period between 2008 and 2015. Johnson et al (2006) conducted an extensive literature review on intercultural competence, from which noted that the literature dedicated to multicultural management devoted little attention to defining the concept of intercultural competence. For Fantini (2007), intercultural competence is defined as a group of skills needed to perform effectively and properly, the interaction with other people who are linguistically and culturally different from each other .The evaluation model of Intercultural Competence (AIC) by Fantini (2007) was used to identify and measure these intercultural skills. The research adopted a quantitative method of descriptive nature. It was applied in total 207 questionnaires with german, portuguese, spanish and french students who participated in an exchange program at the Federal University of Cearà between 2008 and 2015. For the treatment of the data, it was used descriptive statistics, the rotation method Varimax, the Cronbach alpha technique and the nonparametric test Kruskal-Wallis. The survey results showed that there was an increase in each of the components of the AIC Model (Knowledge, Attitudes, Skills and Awareness) by Fantini (2007), during the exchange students in the four surveyed nationalities. Portuguese students had a greater intercultural competence index at the beginning and end of the exchange, while the German students had the lowest intercultural competence index at the beginning of the exchange, and the Spanish students had a lower intercultural competence index at the end of exchange. However, it was the German students who had a higher growth in this intercultural competence index, from beginning to end of the exchange, followed by the French and Spanish students, respectively. On the other hand, the Portuguese students showed lower growth in intercultural competence index.
Sauls, Gideon George. "The National Skills Fund and green skills: towards a generative mechanism approach". Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/63740.
Pełny tekst źródłaTucker, Marilyse. "Teaching Water Safety Skills to Children with Autism Using Behavioral Skills Training". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955103/.
Pełny tekst źródłaMikula, Brendon David. "The Essential Skills Framework: Developing expert-like fluency with simple procedural skills". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429536663.
Pełny tekst źródłaOconnell, Alison Ann. "Using Instructions and Behavioral Skills Training to Teach Facebook Skills to Seniors". Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6339.
Pełny tekst źródłaKrosnick, Burton W. "Perceptual augmentation to support skill acquisition and robust decision-making and control skills". Thesis, Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/24349.
Pełny tekst źródłaFinegold, David. "The low-skill equilibrium : an institutional analysis of Britain's education and training skills". Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333058.
Pełny tekst źródłaPerate, Sydney. "USING BEHAVIORAL SKILLS TRAINING TO TEACH A NOVEL SKILL TO NATURAL STONE CONSUMERS". OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/929.
Pełny tekst źródłaDuchini, Emma. "Essays on skills formation". Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/396276.
Pełny tekst źródłaEsta tesis examina el papel que las políticas y las instituciones públicas pueden jugar para favorecer la formación y el uso del capital humano. En el primer capítulo, estudio el impacto de los cursos de recuperación ofrecidos en la universidad sobre los resultados de los alumnos y su probabilidad de acabar los estudios universitarios, utilizando datos administrativos de un departamento de Economía de una universidad italiana. Mis resultados sugieren que la complejidad de esta política estorba su eficacia, dado que no consigue mejorar ni el desempeño de los estudiantes ni disminuir su probabilidad de abandonar la universidad. En el segundo capítulo, un trabajo conjunto con Clémentine Van Effenterre, analizamos el impacto de una reorganización del horario escolar de los niños, introducida en Francia a partir de 2013, sobre las decisiones de trabajo de las madres. Mostramos que las mujeres restructuran su semana de trabajo en función del nuevo horario de sus hijos. Finalmente, en el último capítulo, investigo el efecto de una disminución de la protección laboral sobre las decisiones de empresas y trabajadores de invertir en formación. Explotando una reforma introducida en Reino Unido en 2012, encuentro que reducir la protección laboral, en un periodo de crecimiento negativo de los salarios, no implica ni un aumento de despidos ni una disminución de inversiones en capital humano.
Holmberg, Annelie. "Craft skills and creativity". 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2009. http://hdl.handle.net/2237/12376.
Pełny tekst źródłaLawrence, David Peter. "Skills analysis aboard ships". Thesis, University of Plymouth, 1988. http://hdl.handle.net/10026.1/1717.
Pełny tekst źródłaDelgado, Lisa A. "Matching Market for Skills". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/41030.
Pełny tekst źródłaPh.D.
This dissertation builds a model of information exchange, where the information is skills. A two-sided matching market for skills is employed that includes two distinct sides, skilled and unskilled agents, and the matches that connect these agents. The unskilled agents wish to purchase skills from the skilled agents, who each possess one valuable and unique skill. Skilled agents may match with many unskilled agents, while each unskilled agent may match with only one skilled agent. Direct interaction is necessary between the agents to teach and learn the skill. Thus, there must be mutual consent for a match to occur and the skill to be exchanged. In this market for skills, a discrete, simultaneous move game is employed where all agents announce their strategies at once, every skilled agent announcing a price and every unskilled agent announcing the skill she wishes to purchase. First, both Nash equilibria and a correlated equilibrium are determined for an example of this skills market game. Next, comparative statics are employed on this discrete, simultaneous move game through computer simulations. Finally, a continuous, simultaneous move game is studied where all agents announce their strategies at once, every skilled agent announcing a price and every unskilled agent announcing a skill and price pair. For this game, an algorithm is developed that if used by all agents to determine their strategies leads to a strong Nash equilibrium for the game.
Temple University--Theses
Nikolaou, Dimitrios. "Essays on Noncognitive Skills". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365775863.
Pełny tekst źródłaWatson, Michael Charles. "Certifying Computer Forensics Skills". BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9131.
Pełny tekst źródłaDaggett, Bruce. "Developing skills for parents". Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
Pełny tekst źródłaDwyer, Edward J. "Encouraging Word Identification Skills". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3401.
Pełny tekst źródłaSmietana, Shannon L. "Intermediate Family Therapy Skills". DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/2624.
Pełny tekst źródłaHamilton, Suzanne. "Selling skills or selling out? : manufacturing educational need for semi-skilled and un-skilled work". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2002. http://hdl.handle.net/10092/2252.
Pełny tekst źródłaSchmidt, Murillo Karla. "Underemployment and Labor Market Incorporation of Highly Skilled Immigrants with Professional Skills". Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24180.
Pełny tekst źródłaLumma-Sellenthin, Antje. "Learning professional skills and attitudes : Medical students' attitudes towards communication skills andgroup learning". Doctoral thesis, Linköpings universitet, Institutionen för medicin och hälsa, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-91722.
Pełny tekst źródłaMedicinsk undervisning syftar till att forma studenternas professionella identitet. Den omfattar färdigheter och inställningar, t.ex. kommunikationsfärdigheter och förmågan att arbeta i grupp. Ett av avhandlingens syften är att identifiera studenternas typiska svårigheter med att lära sig färdighet i läkar-patient kommunikation samt att förstå hur den påverkar identitetsutvecklingen. Gruppdiskussioner av student-patient intervjuer videofilmades, utvalda diskussioner transkriberades och analyserades. Studenterna berättade om svårigheter med att etablera förtroliga relationer med patienterna, att prata om känsliga ämnen, att visa empati och att använda intervjumallen. Den professionella identiten stöttas av studenternas och lärarnas kommentarer, vilka bidrar till ett gemensamt språk och förmågan till själviakttagelse. Andra syftet är att undersöka sambandet mellan studenternas inställningar till kommunikationsfärdigheter och grupparbete, samt deras förmåga till självreglerat lärande. I en enkätundersökning kombinerades befintliga instrument med ett nytt frågeformulär. Fyra medicinska fakulteter deltog: två med traditionella och två med problembaserade undervisningsmetoder, en av varje i Sverige och i Tyskland. Statistiska analyser visade att kvinnliga studenter är, jämfört med manliga, mer positiva till att träna upp kommunikativa färdigheter. Förmågan till självreglerat lärande var relaterad till en positiv inställning till gruppinlärande och till klinisk erfarenhet innan studierna påbörjas. Slutsatsen är att tidig klinisk erfarenhet fostrar självstyrt lärande och en positiv inställning till kommunikationsträning. Medvetenhet om typiska svårigheter kan underlätta för studenter att anamma strategier att hantera dessa.
Andin, Christina. "Teacher educators' conceptions of thinking skills and practices for modelling thinking skills teaching". Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599917.
Pełny tekst źródłaCheung, Ngan-hin Elly, i 張顏顯. "The role of orthographic processing skills and writing skills in Chinese reading development". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46934947.
Pełny tekst źródłaHartman, Elizabeth. "Nurses lack skills to teach| Increasing undergraduate nursing skills related to patient education". Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611783.
Pełny tekst źródłaHealth literacy has been identified as a significant factor in health care disparity and access to health care, and must be addressed in health care reform. Although patient education has long been considered an independent role of nursing, nurses often lack the knowledge and skills needed to be effective educators. Nursing as a profession is poised to assume a leadership role in health care reform and in promoting the national goals of health promotion and disease prevention of Healthy People 2020. The purpose of this quasi-experimental quantitative study is to determine if a formal course of education and learning theory in undergraduate pre-licensure nursing programs increases knowledge of health literacy and self-efficacy related to patient teaching. A sample size of 322 senior level undergraduate nursing students from a multi-campus private undergraduate baccalaureate school of nursing were surveyed to assess their knowledge of health literacy and their self-efficacy related to patient education. A 38-item multiple choice questionnaire with a Likert-type scale was utilized to measure the health literacy knowledge and experiences of participants, and a multi-item Likert-type scale measures nursing process steps of self-efficacy related to patient education. In this study, the experimental group had completed a formal course of educational and learning theory, while the control group had not. The experimental group demonstrated more knowledge about health literacy, however, the difference was not statistically significant. They did, however, demonstrate statistically significantly more self-efficacy related to patient health education activities in some areas compared to the control group, but not in all areas of the teaching and learning process. Recommendations for further studies are to conduct the study earlier in the nursing program, before the students complete multiple clinical courses, which require patient education activities, and to expand the study to multiple nursing programs in the region teaching a formal course in education and learning theory for patient education to see if results are consistent regionally.
Tambara, Cosmas Toga. "Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96772.
Pełny tekst źródłaENGLISH ABSTRACT: In this study, the pedagogical knowledge of Foundation Phase teachers is explored (and unpacked) in order to obtain insight into their understanding of the teaching and learning of mathematics. The teacher’s knowledge is explored, as it is one of the most important variables that impacts on what is done in the classroom. The exploration is undertaken against the background of the very poor overall achievement of learners in the national systemic evaluations and in international assessment studies, which is currently a cause for great concern. This has resulted in different nation-wide intervention programmes that are aimed at improving teacher performance and effectiveness. In this study, the teacher is the focal point of the intervention. Problem-based learning (PBL), which is well-regarded as being one of the best examples of a constructivist learning environment, is introduced to a group of 15 Foundation Phase teachers. The study is an unpacking of the Foundation Phase teachers’ pedagogical knowledge and beliefs regarding, and practices in, the teaching and learning of mathematics, as well as in the use of PBL as a vehicle for the teaching and learning of mathematics. The unpacked knowledge can be used to address the challenges that are related to the improvement of the teaching and learning of mathematics in the Foundation Phase. A combination of qualitative and quantitative research methods, including questionnaires, interviews, lesson observation, and workshops, were used to explore the teachers’ current pedagogical knowledge, beliefs and practices with regard to problem-solving. It was also used to expose the teachers to PBL as an alternative approach to teaching and learning mathematics in the Foundation Phase. The study provides a body of knowledge on the Foundation Phase teachers’ pedagogical knowledge, practices and beliefs regarding the teaching and learning of mathematics in general, and approaches to problem-solving in particular, thus providing insights into some of the factors that might lie behind learner outcomes. Study findings indicate that the majority of teachers’ daily mathematical teaching culture was deep-rooted in the traditional approach (direct transmission). This approach was characterised by the teachers concerned focusing on the following of rules and procedures, and on doing demonstrations on the chalkboard, whereafter the learners were encouraged to practise what they had learned by asking them to do pen-and-paper calculations. The lessons were generally not structured to develop critical thinking and reasoning skills. In instances where the teachers created learner-centred activities that were conducive to the development of such skills, deep-rooted traditional approaches manifested themselves in the way in which the teachers showed the learners how to solve their given problem at the earliest signs of any difficulty in doing so was exhibited by the learners. In so doing, the majority of the teachers, despite initially creating learning opportunities by posing problems to their learners, they soon snatched away the selfsame opportunities from them. This was because they did not allow sufficient time for the learners to grapple with a problem, and to engage in critical thinking. After exposure to PBL, the educators were able to implement PBL so effectively that they could address the problems related to low learner achievement in mathematics, as reflected in the international assessment studies, and in the national systemic evaluations within the current South African context.
AFRIKAANSE OPSOMMING: In hierdie studie is die pedagogiese kennis van Grondslagfase-onderwysers ondersoek ten einde insig te verkry in hulle begrip van die onderrig en leer van wiskunde. Die onderwysers se kennis is ondersoek aangesien dit een van die belangrikste veranderlikes is wat 'n invloed het op dit wat in die klaskamer uitgevoer word. Die ondersoek is onderneem teen die agtergrond dat die algehele prestasie van leerders in die nasionale sistemiese evaluerings en internasionale assesseringstudies uiters swak en 'n bron van groot kommer was. Dit het gelei tot verskillende intervensieprogramme wat gemik is op die verbetering van onderwyserprestasie en -doeltreffendheid. In hierdie studie is die onderwyser die fokuspunt van die intervensie. Probleem-gebaseerde leer (PBL), wat beskou word as een van die beste voorbeelde van 'n konstruktivistiese leeromgewing, is aan 'n groep van 15 onderwysers in die Grondslagfase gebring. Die studie was ‘n poging om nuwe kennis te identifiseer ten opsigte van Grondslagfase-onderwysers se pedagogiese geloof en praktyke in die onderrig en leer van wiskunde, en die gebruik van PBL as 'n middel vir die onderrig en leer van wiskunde – kennis wat gebruik kan word om die verwante uitdagings aan te spreek ter verbetering van die onderrig en leer van wiskunde in die Grondslagfase. 'n Kombinasie van kwalitatiewe en kwantitatiewe navorsingsmetodes, wat vraelyste, onderhoude, les-waarneming en werkswinkels ingesluit het, is aangewend om die onderwysers se huidige pedagogiese sienings en praktyke met betrekking tot probleemoplossing grondig te ondersoek en dan voort te gaan om die onderwysers bloot te stel aan PBL as alternatiewe benadering tot onderrig en leer van wiskunde in die Grondslagfase. Die studie het bevind dat die meerderheid van die onderwysers se huidige onderrigkultuur een was wat diep gewortel is in die tradisionele benadering van onderrig en leer van wiskunde (direkte oordrag): dit is gekenmerk deur die onderwysers se onderrig van wiskunde deur te fokus op reëls en prosedures, demonstrasies aan die klas op die swartbord en leerders dan te laat oefen deur pen- en papierberekeninge te doen. Dié het die meerderheid van die onderwysers daagliks gedoen. Lesse is oor die algemeen nie gestruktureer om kritiese denke en beredenering te ontwikkel nie. In gevalle waar die onderwysers leerder-gesentreerde aktiwiteite geskep het wat weens hulle ontwerp bevorderlik is vir die ontwikkeling van kritiese denke en redenasie, het die diepgewortelde, tradisionele benaderings hulself gemanifesteer in die feit dat die onderwysers, met die eerste aanduiding dat die leerders sukkel, hulle te hulp gesnel het en die leerders gewys het hoe om die probleem op te los. Met dié optrede het die meerderheid van die onderwysers aanvanklik leergeleenthede geskep (deur probleme aan hulle leerders voor te hou), maar dit spoedig dan weer weggeraap weens die feit dat hulle nie genoegsame tyd toegelaat het vir hulle leerders om met idees te worstel en deel te hê aan kritiese denke nie. Blootstelling van die opvoeders aan PBL het aan die lig gebring dat opvoeders in die Grondslagfase PBL doeltreffend kan implementeer om probleme rondom lae leerder prestasie in wiskunde aan te spreek wat in internasionale assesseringstudies en in die nasionale sistemiese evaluerings binne die huidige Suid -Afrikaanse konteks weerspieël word.
Cartagena, Pedro A. "Retention of mathematics and reading comprehension skills among Navy Functional Skills Program graduates". Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39918.
Pełny tekst źródłaCooper, Evan S. "Got Skills? Improving U.S. Vocational Training amidst Growing Demand for Advanced Vocational Skills". Ohio University Honors Tutorial College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1524678708998462.
Pełny tekst źródłaTai, Sharayah. "Evaluating Behavioral Skills Training to Teach Safer Tackling Skills to Youth Football Players". Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6410.
Pełny tekst źródłaPerdomo, Andrea N. "Promoting Generalization of Skills Acquired Through Behavioral Skills Training with Embedded Visual Prompts". Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5101.
Pełny tekst źródłaEccles, David. "Cognition in orienteering". Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341183.
Pełny tekst źródłaBrachbill, Kayla Diane. "Teaching Safety Skills to Preschool Children: An Evaluation of Teacher-Implemented Behavioral Skills Training". OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2422.
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