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Artykuły w czasopismach na temat "School set texts"
Alico, Jerryk Comawas. "Reading Performance of Science, Technology, Engineering and Mathematics (STEM) Students". International Journal for Innovation Education and Research 5, nr 3 (31.03.2017): 47–58. http://dx.doi.org/10.31686/ijier.vol5.iss3.637.
Pełny tekst źródłaSegovia-Aguilar, Blas. "Approaching magazine adverts for primary school students". Comunicar 12, nr 23 (1.10.2004): 101–7. http://dx.doi.org/10.3916/c23-2004-17.
Pełny tekst źródłaPistol, Ionuț, Diana Trandabăț i Mădălina Răschip. "Medi-Test: Generating Tests from Medical Reference Texts". Data 3, nr 4 (19.12.2018): 70. http://dx.doi.org/10.3390/data3040070.
Pełny tekst źródłaPastyřík, Milan, Petr Škuta, Ondřej Takács i Aleš Oujezdský. "Variant texts according to types of sensory perception". International Journal of Information and Communication Technologies in Education 5, nr 3 (1.12.2016): 44–61. http://dx.doi.org/10.1515/ijicte-2016-0012.
Pełny tekst źródłaPastyřík, Milan, Petr Škuta, Ondřej Takács i Aleš Oujezdský. "Variant Texts According to Types of Sensory Perception". International Journal of Information and Communication Technologies in Education 6, nr 4 (1.12.2017): 36–47. http://dx.doi.org/10.1515/ijicte-2017-0018.
Pełny tekst źródłaWong, Alice Su Chu, Jocelyn Yee Vun Lee, Marianne Fung i Octavia Willibrord. "Vocabulary Size of Malaysian Secondary School Students". International Journal of Modern Languages And Applied Linguistics 3, nr 4 (2.12.2019): 27. http://dx.doi.org/10.24191/ijmal.v3i2.7364.
Pełny tekst źródłaAbdul Hamid, Siti Nurul Aishah, Siti Katijah Johari, Nurul Ain Zulhaimi, Nur Shafiekah Sapan i Siti Aishah Ramli. "RESOLVING ARABIC-LANGUAGE TEXT READING ERRORS AMONG UNIVERSITY STUDENTS THROUGH PROJECT-BASED LEARNING (PBL)". International Journal of Humanities, Philosophy and Language 3, nr 10 (15.06.2020): 90–105. http://dx.doi.org/10.35631/ijhpl.310008.
Pełny tekst źródłavan Vliet, Gijs, i Feike Dietz. "Karel, Reynaert ‐ en de anderen?" Nederlandse Letterkunde 23, nr 3 (1.12.2018): 287–310. http://dx.doi.org/10.5117/nedlet2018.3.004.vlie.
Pełny tekst źródłaFokkema, Douwe. "A European canon of literature?" European Review 1, nr 1 (styczeń 1993): 21–29. http://dx.doi.org/10.1017/s1062798700000351.
Pełny tekst źródłaJakobsen, Ingrid Karoline. "Inspired by image: A multimodal analysis of 10th grade English school-leaving written examinations set in Norway (2014-2018)". Acta Didactica Norge 13, nr 1 (15.03.2019): 5. http://dx.doi.org/10.5617/adno.6248.
Pełny tekst źródłaRozprawy doktorskie na temat "School set texts"
Gleeson, Elizabeth Anne, i res cand@acu edu au. "Set Text Study: a Collective case study". Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp67.25092005.
Pełny tekst źródłaBowman, Melanie. "Working with English literature set texts at Key Stage 4 : a school based evaluation and linguistic analysis". Thesis, University of Newcastle Upon Tyne, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430326.
Pełny tekst źródłaBloomfield, Alison Elizabeth. "An Investigation of the Content and Concurrent Validity of the School-wide Evaluation Tool". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/310450.
Pełny tekst źródłaPh.D.
The School-wide Evaluation Tool (SET) is a commonly used measure of the implementation fidelity of school-wide positive behavior interventions and supports (SWPBIS) programs. The current study examines the content and concurrent validity of the SET to establish whether an alternative approach to weighting and scoring the SET might provide a more accurate assessment of SWPBIS implementation fidelity. Twenty published experts in the field of SWPBIS completed online surveys to obtain ratings of the relative importance of each item on the SET to sustainable SWPBIS implementation. Using the experts' mean ratings, four novel SET scoring approaches were developed: unweighted, reweighted using mean ratings, unweighted dropping lowest quartile items, and reweighted dropping lowest quartile items. SET 2.1 data from 1,018 schools were used to compare the four novel and two established SET scoring methods and examine their concurrent validity with the Team Implementation Checklist 3.1 (TIC; across a subsample of 492 schools). Correlational data indicated that the two novel SET scoring methods with dropped items were both significantly stronger predictors of TIC scores than the established SET scoring methods. Continuous SET scoring methods have greater concurrent validity with the TIC overall score and greater sensitivity than the dichotomous SET 80/80 Criterion. Based on the equivalent concurrent validity of the unweighted SET with dropped items and the reweighted SET with dropped items compared to the TIC, this study recommends that the unweighted SET with dropped items be used by schools and researchers to obtain a more cohesive and prioritized set of SWPBIS elements than the existing or other SET scoring methods developed in this study.
Temple University--Theses
Aboko-Cole, Diakite Remidene. "A Comparison of the School Experiences of Low-Scoring and High-Scoring African American SAT Test Takers". Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3718036.
Pełny tekst źródłaThis study sought to explore the school experiences of high-scoring and low-scoring SAT test takers in order to understand how their school experiences shaped their achievement on the SAT. Given the persistent SAT achievement gap between African Americans and Whites, the researcher approached this investigation from a Critical Race Theory theoretical perspective in order to determine how race and racism may have influenced the school experiences of the participants. Using a phenomenological methodology and a constructivist epistemology, in-depth, semi-structured interviews were conducted with African American students who scored high on the SAT Writing subtest (those whose Writing subtest score was one standard deviation or more above the total group mean Writing score in the year in which the test was taken) and African American students who have scored low (those Writing subtest score was one standard deviation or more below the total group mean Writing score in the year in which the test was taken). The investigation was guided by the central question, What are the implications of the school experiences of African American students on their performance on the SAT? The following sub-questions also guided the research: 1) How do high and low-scoring African American SAT test takers describe their high school experiences? 2) How do high and low-scoring African American SAT test takers make meaning of their high school experiences? 3) In what ways do the experiences of high and low-scoring African American SAT test takers converge and diverge?
The findings suggest that for both low-scoring and high-scoring African Americans, their academic program, teachers’ expectations and school culture and climate were salient in their school experiences and impacted their performance on the SAT. It was observed that the high school experiences of the two groups differed significantly. The high-scoring group attended schools where the school culture was consistently focused on academic achievement and preparing students for college. The low-scoring group attended schools where the culture was at times focused on managing student behavior or preparing students for state standardized tests. Learning was more focused on completing assignments or learning particular skills in order to achieve short-term goals.
Siqueira, Wagner Garcia. ""Não sei fazer redação!": o desafio da produção textual no projeto "Penso, logo escrevo"". Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14078.
Pełny tekst źródłaSecretaria da Educação do Estado de São Paulo
This work aims at providing a critical view of the object produced in the activity Penso, logo escrevo ( I think, therefore I write ) in the Portuguese language classes of the evening 3rd year of High School at the Prof.ª Ruth Cabral Troncarelli school. The Penso, logo escrevo project, which was initially put forward by the teacher-author of the activity to work with text production in the classroom, was turned into the object for the research project in 2007, in 2007 when he decided to reflect about students' production and their relation with language capacities so that they felt able and prepared to produce a text. The specific questions for this research are: 1) What are the meanings regarding text production that students brought up in texts produced during the writing tasks? 2) What were the meanings about text production expressed by the students in classroom discussions about rewriting? What was the impact of the Penso, logo escrevo project activity in the statistics of the students' texts? Within the Applied Linguistics' context, whose dynamic nature seeks to study a wide variety of issues in different contexts mediated and constituted by language (LIBERALI et alii, 2006), the present study is inserted in the theoretical frame of the socio-historical-cultural development (VYGOTSKY, 1934), in the enunciative and dialogical perspective of language (BAKHTIN, 1929), and in the genre approach and the language capacities development (SCHNEUWLY & DOLZ, 2004). This research uses critical collaboration (MAGALHÃES, 2003), whose focus is on intervening to transform classroom practices so that the teacher-researcher and student interaction can have spaces in which the latter are invited to actively participate in the object production for the task. The analysis focus on the re-writing task, based on the teacher-researcher's video-recording of a class in which the students discuss their peers' rewriting of the texts produced during the writing task activity and on the statistic survey about text production made by the teacher throughout the last five years. Categories of analysis are general textual plan and the thematic content survey (BRONCKART, 2007), the language capacities used for text production (DOLZ & SCHNEUWLY, 2004) and the statistic basis to assess the impact of the project. Results reveal that from the approach proposed by the project, students become capable of producing texts at a satisfactory level once they understand and expand the language capacities used in the production, being able to relate more aspects of life, learning the organizational argumentative structuring and paying more attention to linguistic aspects that are used in argumentative genres
O objetivo deste trabalho é compreender criticamente o objeto produzido na atividade do projeto Penso, logo escrevo nas aulas de Língua Portuguesa dos 3.os anos do período noturno do Ensino Médio da E.E. Prof.ª Ruth Cabral Troncarelli. Inicialmente realizado como uma iniciativa de ação proposta pelo professor-autor do projeto para o trabalho com a produção textual em sala de aula, o Penso, logo escrevo tornou-se objeto de pesquisa científica em 2007, quando o professor procurou refletir sobre as produções dos alunos e a relação deles com as capacidades de linguagem a fim de que se sentissem capazes e preparados para produzir um texto. São questões específicas desta pesquisa: 1) Quais foram os sentidos sobre produção de textos revelados pelos alunos nos textos elaborados durante as tarefas de produção escrita? 2) Quais foram os sentidos sobre produção de textos manifestados pelos alunos nas discussões da aula de reescrita? 3) Qual foi o impacto da atividade do projeto Penso, logo escrevo nas avaliações estatísticas realizadas tendo por base os textos dos alunos? Desenvolvendo-se no contexto da Linguística Aplicada, cuja natureza dinâmica se dispõe a estudar assuntos de preocupações diversas, em contextos distintos, mediados e constituídos na e pela linguagem (LIBERALI et alii, 2006), este estudo se insere no quadro teórico da perspectiva sócio-histórico-cultural do desenvolvimento (VYGOTSKY, 1934), na perspectiva enunciativa e dialógica da linguagem (BAKHTIN, 1929), na abordagem dos gêneros textuais e no desenvolvimento das capacidades de linguagem (SCHNEUWLY e DOLZ, 2004). Trata-se de uma pesquisa crítica de colaboração (MAGALHÃES, 2003), cujo foco é intervir para transformar as práticas de sala de aula, de tal forma que, na interação entre professor-pesquisador e alunos, existam espaços em que estes sejam convidados a participar ativamente da produção do objeto na atividade. A análise recai sobre a tarefa reescrita, com base na audiogravação de uma aula em que os alunos discutem a reescrita realizada pelos colegas, nos textos produzidos nas tarefas de produção textual e no levantamento estatístico sobre produção textual feito pelo professor ao longo dos últimos cinco anos. Como categorias de análise figuram o plano geral de texto e o levantamento do conteúdo temático (BRONCKART, 2007), as capacidades de linguagem mobilizadas na produção textual (DOLZ e SCHNEUWLY, 2004) e a base estatística para a compreensão do impacto do projeto. Os resultados indicam que, a partir da abordagem proposta pelo projeto, os alunos se tornam capazes de produzir textos em nível satisfatório, uma vez que compreendem e expandem as capacidades de linguagem mobilizadas na produção, conseguindo relacionar mais aspectos ligados à vida, apropriando-se da estrutura organizacional da argumentação e atentando mais aos aspectos linguísticos que compõem os gêneros de base argumentativa
Chow, Priscilla En-Yi. "The Effects of Socioeconomic Status on Growth Rates in Academic Achievement". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5193/.
Pełny tekst źródłaSchiavone, Vincent J. Schiavone. "The Impacts of Social-Emotional Competence and Other Student, Parent, and School Influences on Kindergarten Achievement". Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1541520363873191.
Pełny tekst źródłaHuff-Franklin, Clairie Louisa. "AN EXPLORATORY STUDY OF VALUE-ADDED AND ACADEMIC OPTIMISM OF URBAN READING TEACHERS". Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1492180577150475.
Pełny tekst źródłaGajadhur, Romela D. "School readiness : a comparative study of psychological and home environmental variables". Thesis, 1990. http://hdl.handle.net/10413/2949.
Pełny tekst źródłaThesis (M.Ed.)-University of Durban-Westville, 1990.
Książki na temat "School set texts"
Karelitz, Raymond. SAT high school & college dictionary: Over 6,000 power words. Wyd. 2. Honolulu, HI: Hi-Lite Pub. Co., 2007.
Znajdź pełny tekst źródłaNewman, Constance. The income volatility see-saw: Implications for school lunch. [Washington, D.C.]: United States Dept. of Agriculture, Economic Research Service, 2006.
Znajdź pełny tekst źródłaNikol'skaya, Irina. Information and communication technologies in special education. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/967120.
Pełny tekst źródłaPate, Nino T. Stanford achievement test (SAT 10): Results for Palau private schools. Koror, Palau: Institutional Research Development Office, Palau Community College, 2008.
Znajdź pełny tekst źródłaCowley, Peter. Boys, girls, and grades: Academic gender balance in British Columbia's secondary schools. Vancouver, BC: Fraser Institute, 1999.
Znajdź pełny tekst źródłaMorgan, Rick. An examination of the relationships of academic coursework with admissions test performance. New York: College Entrance Examination Board, 1989.
Znajdź pełny tekst źródłaShakespeare, William. The Oxford School Shakespeare Set: 8-Volume Set. Oxford University Press, USA, 2003.
Znajdź pełny tekst źródłaMack, Peter. Rhetorical Training in the Elizabethan Grammar School. Redaktor Malcolm Smuts. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199660841.013.12.
Pełny tekst źródłaClift, P. S., i Desmond L. Nuttall. Studies in School Self-Evaluation (Open University Set Text). Taylor & Francis, 1988.
Znajdź pełny tekst źródłaWesterhoff, Jan. Madhyamaka. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198732662.003.0003.
Pełny tekst źródłaCzęści książek na temat "School set texts"
Hanushek, Eric A. "United States: The Uphill Schools’ Struggle". W Improving a Country’s Education, 227–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_11.
Pełny tekst źródłaFrønes, Tove Stjern, Maria Rasmusson i Jesper Bremholm. "Equity and Diversity in Reading Comprehension—A Case Study of PISA 2000–2018". W Equity, Equality and Diversity in the Nordic Model of Education, 305–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_12.
Pełny tekst źródłaArboretti, Rosa, Riccardo Ceccato i Luigi Salmaso. "Nonparametric methods for stratified C-sample designs: a case study". W Proceedings e report, 17–22. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-304-8.05.
Pełny tekst źródłaPilipenko, Gleb P. "Ukrainian texts from the provinde of Misiones (Argentina)". W Slavic Dialectology Studies. Issue 21–22, 139–53. Institute of Slavic Studies, Russian Academy of Sciences, 2020. http://dx.doi.org/10.31168/2618-8589.2020.21-22.11.
Pełny tekst źródłaGershun, Martha, i John D. Lantos. "Staying Healthy". W Kidney to Share, 122–24. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501755439.003.0017.
Pełny tekst źródłaPenteado, Roberto, i Eric Boutin. "Creating Strategic Information for Oranizations with Structured Text". W Emerging Technologies of Text Mining, 34–53. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-373-9.ch002.
Pełny tekst źródłaWaugh, Anna, i Carol Revelle. "Trusting Teachers". W Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy, 252–88. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1404-7.ch009.
Pełny tekst źródłaBaron, Naomi S. "Strategies for Effective Reading Onscreen". W How We Read Now, 122–52. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190084097.003.0007.
Pełny tekst źródłaFayed, Karim, Birgit Franken i Kay Berkling. "Understanding the use of eye-tracking recordings to measure and classify reading ability in elementary children school". W CALL for widening participation: short papers from EUROCALL 2020, 69–74. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1167.
Pełny tekst źródłaTougaw, Jason. "Before Neuromania". W The Elusive Brain. Yale University Press, 2018. http://dx.doi.org/10.12987/yale/9780300221176.003.0002.
Pełny tekst źródłaStreszczenia konferencji na temat "School set texts"
Zhang Xiaolong i Chen Chao. "A Study of Occupant Injury Based on Dynamic Tests of a School Bus Seat". W 2013 Fifth International Conference on Measuring Technology and Mechatronics Automation (ICMTMA 2013). IEEE, 2013. http://dx.doi.org/10.1109/icmtma.2013.35.
Pełny tekst źródłaPratami, Yustika Rahmawati, i Nurul Kurniati. "Sex Education Strategy for Adolescents: A Scoping Review". W The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.
Pełny tekst źródłaSan Andre´s, Luis, Tae Ho Kim, Keun Ryu, Thomas A. Chirathadam, Kathleen Hagen, Alejandro Martinez, Brian Rice, Nick Niedbalski, Wayne Hung i Michael Johnson. "Gas Bearing Technology for Oil-Free Microturbomachinery: Research Experience for Undergraduate (REU) Program at Texas A&M University". W ASME Turbo Expo 2009: Power for Land, Sea, and Air. ASMEDC, 2009. http://dx.doi.org/10.1115/gt2009-59920.
Pełny tekst źródła"Views and Tendencies of Introducing Computational Thinking in Australian Schools [Research in Progress]". W InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4348.
Pełny tekst źródłaBondarenko, I. N., I. Yu Tsyganov i L. N. Makushina. "Psychological resources of high school students’ academic performance with different individual regulatory profiles". W INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.85.103.
Pełny tekst źródłaSparano, Joa˜o V., Eduardo A. Tannuri, Alexandre N. Simos i Vini´cius L. F. Matos. "On the Estimation of Directional Wave Spectrum Based on Stationary Vessels 1st Order Motions: A New Set of Experimental Results". W ASME 2008 27th International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/omae2008-57431.
Pełny tekst źródłaGałaj, Jerzy, Tomasz Drzymała, Adam Pełech i Ritoldas Šukys. "Analysis of the impact of water flow rate of selected Turbo type nozzle on the distribution of sprinkling intensity". W The 13th international scientific conference “Modern Building Materials, Structures and Techniques”. Vilnius Gediminas Technical University, 2019. http://dx.doi.org/10.3846/mbmst.2019.076.
Pełny tekst źródłaHanesová, Dana. "SERVICE LEARNING INTEGRATED WITH FOREIGN LANGUAGES LEARNING: PROMOTING TRANSVERSAL COMPETENCIES". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end095.
Pełny tekst źródłaBairaktarova, Diana, i Mary Pilotte. "Words or Images: Insights on How Engineering Students and Engineers Communicate in Practice". W ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35209.
Pełny tekst źródłaManh Tran, Thang, i Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study". W InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.
Pełny tekst źródłaRaporty organizacyjne na temat "School set texts"
Foster, Jessica. Survey of Legal Mechanisms Relating to Groundwater Along the Texas-Mexico Border. Redaktor Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, kwiecień 2018. http://dx.doi.org/10.37419/eenrs.groundwateralongborder.
Pełny tekst źródłaCain, Rachel Louise, Marcus Goll, Tyler Hood, Colton Lauer, Matthew McDonough, Brett Miller, Shea Pearson, Scott Rodriguez i Travis Riley. Groundwater Laws and Regulations: A Preliminary Survey of Thirteen U.S. States (First Edition). Redaktor Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, sierpień 2017. http://dx.doi.org/10.37419/eenrs.usstategroundwaterlaws.2017.
Pełny tekst źródłaBennett, Alexander, Contessa Gay, Ashley Graves, Thomas Long, Erin Milliken, Margaret Reed, Laura Smith i Lauren Thomas. Groundwater Laws and Regulations: A Preliminary Survey of Thirteen U.S. States (Second Edition). Redaktor Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, kwiecień 2020. http://dx.doi.org/10.37419/eenrs.usstategroundwaterlaws.2020.
Pełny tekst źródłaShaver, Greg, i Miles Droege. Develop and Deploy a Safe Truck Platoon Testing Protocol for the Purdue ARPA-E Project in Indiana. Purdue University, 2021. http://dx.doi.org/10.5703/1288284317314.
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