Дисертації з теми "Literacy Components"
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Lee, Nirmala. "Financial literacy and financial literacy education : what might be the components of an effective financial literacy curriculum?" Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10007419/.
Повний текст джерелаWright, Jill. "Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027096.
Повний текст джерелаThe purpose of this study was to examine the existing research on early literacy and the types of approaches used in schools at the time of this writing. Although researchers could not agree on which types of reading programs are the most effective, there was a large amount of research supporting the work done in 2000 from the National Reading Panel, emphasizing the importance of the five components of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. The study site historically used a traditional Balanced Literacy program, and reported proficiency scores in the 30th percentile overall. This research study investigated phonemic awareness and phonics as important components of a total literacy program, focusing on one supplementary program, Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS). SIPPS, combined with a traditional Balanced Literacy program, was implemented over a period of five years in a suburban, Midwest elementary school. Results indicated that overall reading achievement improved over the five year implementation, with the most significant growth occurring in the first grade. Growth was slow and not significant from year-to-year, but did improve in all subgroups, including Black students and the free-and-reduced-lunch subgroup. Given the importance of early literacy acquisition, future studies should investigate other supplementary programs available to identify the most effective programs for student achievement.
Noel, Lauren Elizabeth. "The Role of Health Literacy in Intervention Engagement, Teach Back Performance, and Perceptions of Intervention Components." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/23117.
Повний текст джерелаMaster of Science
Tieman, Bradley. "Grocery Store Interventions Addressing Components of Food Literacy to Improve Diet Quality: A Systematic Review of Randomized Controlled Trials." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1583998522281172.
Повний текст джерелаKibert, Nicole Courtney. "An analysis of the correlations between the attitude, behavior, and knowledge components of environmental literacy in undergraduate university students." [Florida] : State University System of Florida, 2000. http://etd.fcla.edu/etd/uf/2000/ana6250/Nicole%5FKibert%5Fthesisformatted.pdf.
Повний текст джерелаTitle from first page of PDF file. Document formatted into pages; contains xi, 83 p.; also contains graphics. Vita. Includes bibliographical references (p. 79-82).
Drogos, David James. "SUSTAINABILITY CURRICULUM INVENTORY AND LITERACY ASSESSMENT: THE INFLUENCE OF VALUES ON KNOWLEDGE OF AND PERCEIVED IMPORTANCE OF SUSTAINABILITY COMPONENTS." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1316.
Повний текст джерелаVan, der Merwe Zelda Elizabeth. "An analysis of what and how reading literacy components are included and taught within a foundation phase teacher preparation programme / van der Merwe, Z." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7578.
Повний текст джерелаThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2012.
Keßel, Yvonne Nicole [Verfasser], Frank [Gutachter] Goldhammer, and Andreas [Gutachter] Klein. "Development of interactive performance measures for two components of ICT Literacy: successfully accessing and evaluating information / Yvonne Nicole Keßel ; Gutachter: Frank Goldhammer, Andreas Klein." Frankfurt am Main : Universitätsbibliothek Johann Christian Senckenberg, 2018. http://d-nb.info/1154852903/34.
Повний текст джерелаSvedin, Evelina. "Utveckling av kursmoment för kemiundervisning : En undersökning av gymnasieelevers kunskapsutveckling i samband med lärandeaktiviteter rörande kemisk analys och hållbar utveckling." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-263938.
Повний текст джерелаIn this research, the knowledge development of a group of high school students during a course component was studied. The course component, which consisted of four separate parts, was developed for this investigation. The students who participated in the investigation are all in year one in high school, and study at the Science programme. The course component was included in their chemistry course. The course component was developed to increase the students’ knowledge within selected topics from the curriculum, however, also to offer the postulation to develop Scientific Literacy, as well as to increase their ability to discuss societal issues while including a scientific perspective. To be able to carry out the investigation, two different data selections were accomplished. One where the students responded to a survey, where they had to reflect upon their own knowledge development, and another, where their subject knowledge was examined during the assessment of an assignment that they had to carry out as the last part of the course component. The instructions for the assignment was to first describe different analytical tools used in chemistry, and secondly, to narrate different solutions on how to deal with environmental issues, using a perspective of sustainable development. The conclusion drawn from this research is that the course component provided the students the opportunity to increase their knowledge and their strengthen abilities within the requested subject areas. However, it also emerged from the study that, if the different parts om the course component were to be adjusted, the result might have been more successful and the correlation between the course component and the main purposes for it to be carried out might had been stronger. The didactical process that has been carried out during this work has also been analysed. Hence, suggestions about how to reflect upon time requirements and work organisation if one, as a teacher, wishes to either implement this course component in their own tutoring, or do something similar, is presented in the end of this report.
Chen, Chia-Yin. "Even Start family literacy program participants' perceptions of parenting education, an integral component in family literacy programs." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4368.
Повний текст джерелаAouad, Julie. "The component structure of pre-literacy skills : further evidence for the simple view of reading and an exploration of links to parent literacy practices." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116003.
Повний текст джерелаBartfai, Jamie M. "Learning through action with embodied education : a multisensory component analysis in an early literacy skills intervention." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52651.
Повний текст джерелаEducation, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
Dijkinga, Elaine Andressa. "Ensinando e aprendendo sobre a produção de energia elétrica: componentes de ludicidade e alfabetização científica." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/2491.
Повний текст джерелаA busca pelo saber-fazer, como agir e aprender a ser demarca a importância de buscarmos novos conhecimentos a respeito de temas que se fazem presentes no seio da sociedade, no caso especifico desta pesquisa - a energia elétrica, no intuito de podermos enfrentar os desafios interpostos pela realidade em que vivemos. As novas tecnologias e as mudanças na produção de bens, serviços e conhecimentos exigem que a escola possibilite aos alunos integrarem-se ao mundo contemporâneo, buscando dar significado ao conhecimento escolar mediante a contextualização, o incentivo ao raciocínio e a capacidade de aprender. Dentre os conteúdos de Ciências, a temática Energia Elétrica destaca-se como ferramenta imprescindível para a compreensão de diversos conceitos da Ciência. Diante disso, pensou-se numa maneira mais dinâmica e atrativa de trabalhar o tema, com atividades lúdicas e envolvendo os alunos com o uso das tecnologias. Assim, ao embarcarmos com o olhar investigativo sobre o exposto, esta pesquisa objetiva “Analisar se as atividades lúdicas centradas no processo da alfabetização científica conduzem para o ensino aprendizagem de conceitos de Ciências sobre a temática Energia Elétrica”. Para atender este objetivo esta pesquisa foi desenvolvida com alunos do quinto ano, do turno matutino da Escola Municipal Theresa Gaertner Seifarth, localizada no município de Carambeí, no estado do Paraná, fundamentada nos processos da aprendizagem significativa, na ludicidade e na alfabetização científica. No que diz respeito ao delineamento da pesquisa, ela se encontra centrada nos parâmetros de uma pesquisa aplicada, exploratória, qualitativa e como um estudo de caso. Os dados foram coletados a partir de um questionário para compreensão dos conhecimentos prévios do aluno. Após o levantamento dos dados, foi criada uma sequência de atividades lúdicas e durante a aplicação do produto realizaram-se algumas observações e, por fim, o jogo, para verificação da aprendizagem, principais objetos de estudo deste trabalho. No intuito de proporcionar um aporte metodológico para o ensino de ciências no ensino básico foi elaborado um produto educacional, denominado de “Ensinando e aprendendo sobre a produção de Energia Elétrica” em forma de sequência didática, tendo a ludicidade como base estrutural. Na aplicação deste produto pôde-se perceber que atividades diferentes e prazerosas estimulam a curiosidade e dedicação dos alunos, pois estes ficam envolvidos e interagem o tempo todo, favorecendo sobremaneira o desenvolvimento do pensamento, configurando-se como estratégias para tornar o ensino mais dinâmico, de modo que os alunos adquiram o conhecimento necessário, além de contribuir para seu desenvolvimento social, emocional e intelectual.
The search for the know- how to act and learn to be demarcated the importance of seeking new knowledge about issues that are present in society , in the specific case of this research - the electricity , in order to be able to face the challenges brought the reality in which we live. New technologies and changes in the production of goods, services and knowledge require that the school allows students to integrate into the modern world, seeking to give meaning to knowledge through the school context, the interdisciplinarity and the incentive to reason and the ability to learn. Among the science content, the Energy theme stands out as an indispensable tool for understanding various concepts of science. Therefore, it was thought a more dynamic and attractive way to work the theme, with fun activities and involving students with the use of technology. So, as we embark on investigative look at the above, this research aims to "examine that recreational activities focused on the process of scientific literacy lead to the teaching and learning of science concepts on the topic Electricity". To meet this objective this research was developed with fifth graders , the morning shift of the Municipal School Theresa Gaertner Seifarth , in the municipality of Carambeí in the state of Paraná, based on the processes of meaningful learning, playfulness and scientific literacy. As regards the study design, it is centered on the parameters of applied research, exploratory, and as a qualitative case study. Data were collected from a questionnaire for understanding of prior knowledge of the student. After the data collection, was created a series of fun activities and during application of the product took place some observations and ultimately the game to check the learning, the main objects of study of this work. In order to provide a methodological approach to science education in primary education has been prepared an educational product, called "Teaching and learning about the production of Electricity" in the form of didactic sequence, and playfulness as a structural basis. The application of this product could be seen that different and pleasurable activities stimulate curiosity and dedication of the students, because they are involved and interact all the time, greatly promoting the development of thought, configured as strategies to make more dynamic teaching, so that students acquire the necessary knowledge, and contribute to their social, emotional and intellectual.
Hosek, Vicki Ann. "Locating the Critical Component in Technological Pedagogical and Content Knowledge (TPACK)| An Examination of How Graduate Students Recruit TPACK and Critical Digital Literacy into Classroom Practices." Thesis, Illinois State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978267.
Повний текст джерелаThe objectives of this study were to gain an understanding of how practicing teachers believe they are prepared to meaningfully and critically integrate technology into their classroom practices; and to understand how practicing teachers recruited those beliefs into their teaching practices. This included gaining an understanding of what they believed led to their engagement in the critical dimensions of technology use in their teaching practices. This mixed-methods study contained two phases. In Phase 1, 58 graduate students in a College of Education completed a newly developed Critical Technological Pedagogical Content Knowledge (C-TPACK) survey containing likert-scale and open-ended questions. A subset of four graduate students, who were also practicing teachers, participated in Phase 2 of this study where lesson plans, observations, and interviews were analyzed. The findings indicated that limited training in and exposure to C-TPACK during teacher education coursework and professional development (PD), uncertainty about students’ critical digital literacies (CDL), the teachers’ varying understandings of CDL, resource limitations and restrictive school policies posed barriers for the teachers’ recruitment of CTPACK to their practices. These findings showed the importance of tying critical theory to technology in education coursework and PD programs. This study proposes the use of a theoretical framework that prioritizes critical theory, namely the C-TPACK framework, when analyzing teachers’ technology integration practices. KEYWORDS: TPACK, C-TPACK, critical digital literacy, digital literacy, teacher education, professional development
García, Mínguez Sebastiana. "La ilustración como componente semiótico-discursivo de la novela corta (1900-1925). Análisis sociológico, artístico y literario." Doctoral thesis, Universidad de Murcia, 2007. http://hdl.handle.net/10803/10956.
Повний текст джерелаThe thesis that we defend is focused on the importance of the illustration, considered as a semiotic-discursive category, within the literary collections of short novel, those who had triumphed in Spain at the beginning of the twentieth century. In the first five chapters, we propose some significant aspects regarding the world of the illustrated image: an approach to the historic course of illustration, to its consideration as one form of mass media, and to its connection with the classic artistic disciplines such as painting and literature. Moreover, we carry out a general analysis of the cultural realm and market in which the different varieties of short novel collections reach their peak. Chapter VI is devoted to a semiotic study that is focused on the seven greatest short novel collections: The Weekly Tale, The Contemporaries, The Short Novel, The Popular Story Book, The Weekly Novel, Today's Novel and The Worldly Novel.
Pathak, Amit. "Forecasting Models to Predict EQ-5D Model Indicators for Population Health Improvement." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1480959312370497.
Повний текст джерелаBouillot, Daniel. "Relations du texte à l'image et au son dans le cadre d'une fiction littéraire interactive." Phd thesis, Université de Grenoble, 2012. http://tel.archives-ouvertes.fr/tel-01023951.
Повний текст джерелаKim, Minsung. "Effects of a GIS Course on Three Components of Spatial Literacy." Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10500.
Повний текст джерелаChen, Mei-Wen, and 陳美文. "The study of cognitive components of the elementary school students with literacy difficulties." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/77990292165541142045.
Повний текст джерела國立臺灣師範大學
特殊教育研究所
90
The purposes of this study were to examine the changes and traits of literacy ability of students with word recognition difficulties (RD in short)、handwriting difficulties (HD in short) and literacy difficulties (LD in short), and to analyze the relationship between their cognitive components, word recognition and handwriting. The sample of this study included 37 second or third graders. All students with normal IQ were divided into four groups, on the basis of the result of the Basic Literacy Test. The four groups were normal students (NS in short), RD, HD and LD. All the participants were measured their cognitive abilities included attention, working memory, sequential memory, Zhu-Yin-Fu-Hao recognition, phoneme blending, radical recognition, and mental lexicon. The main findings of this research were stated as follows: 1. The literacy ability traits of each subtype: RD group was with normal character-copy, but poor word recognition performances, and the performances of character- writing were influenced by word recognition in the group. HD group was with poor character-copy, but normal word recognition, and the character- writing was affected by character-copy. LD group was with poor word recognition and handwriting, so their literacy abilities were significantly poor. 2. The relationship between word recognition and handwriting: Besides composition, Chinese handwriting was defined to include character-copy and character-writing. Character-copy could affect character-writing performances, on the other hand, character-writing could also affect character-copy productions. Besides, character-copy could not be affected by word recognition, character-copy could not affect word recognition either. 3. The relationship between literacy and cognitive abilities: (1) The relationship between word recognition and cognitive abilities: The phoneme blending was correlated with word recognition in RD, HD and LD group. Furthermore, in HD group, word recognition was also correlated with working memory and sequential memory. (2) The relationship between handwriting and cognitive abilities: The relationship between writing and cognitive abilities was not significant in this study. But according to the case analysis and the inferences from reference discussion, the poor character-copy performances of low handwriting group might be related to the working memory, visual-motor integration and attention. According the aforementioned findings, the limitations of this study, and the recommendations to research and practical implementations were made.
Masemene, Kgaogelo Johanna. "Exploring environmental literacy components in promoting sustainable behavior : a case study of rural primary schools in Moutse, Sekhukhune district, Limpopo." Diss., 2020. http://hdl.handle.net/10500/27054.
Повний текст джерелаEnvironmental Education (EE) in formal education was introduced because of environmental degradation globally, with the aim of developing an environmentally literate citizenry. However, the ultimate goal of EE, that of developing an environmentally literate citizenry, remains a dream while the planet continues to deteriorate. This study explored the environmental literacy level of both teachers and leaners, with a focus on rural primary schools. The study examined the effectiveness of the components of knowledge, attitude and skills in developing environmental literacy in schools. The study further explored how these components promote practices and lifestyle changes towards sustainable behaviour. A qualitative multiple case study design, guided by the interpretivist paradigm, was employed to conveniently sample three cases consisting of 3 teachers and 18 learners. Data was generated through observations, document analysis, as well as face to face and focus group interviews from purposefully sampled Grade 7 educators and learners. The findings revealed both nominal and functional environmental literacy levels amongst teachers and learners. These findings are attributed to a lack of teacher’s expertise in teaching EE content for the development of environmental literacy, the content integration approach of EE in the Department of Basic Education’s Continuous Assessment Policy System (CAPS) curriculum, the focus of the CAPS curriculum on mostly, the knowledge component of EE and a lack of a framework on how EE content should be taught. Lastly, the findings can also be attributed to the rural context in which the study took place, which poses challenges to sustainability lifestyles and practices. The study recommends reorientation of the curriculum to include environmental science as a subject in an integrated curriculum. The findings also recommend the inclusion of environmental policy in schools to guide lifestyle and practices towards sustainable behaviour.
Thutotikologo lefapheng la thuto e hlamilwe ka lebaka la go tlhagala ga tikologo lefaseng ka bophara ka maikemišetšo a go aga setšhaba seo se rutegilego mabapi le tša tikologo. Efeela maikemišetšo a magolo a thutotikologo e sa ntše e le toro mola seemo sa tikologo lefaseng ka bophara se tšwela pele le go hlagala. Maikemišetšo a sengwalwa se ke go nyakišiša maemo a thutotikologo ya barutiši le barutwana, go lebeletšwe kudu dikolo tša fasana tša dinaga magaeng. Sengwalwa se nyakišiša dikarolo tše tharo tša maemo a thutotikologo, e lego tsebo, maikutlo le bokgoni, le gore di hlohleletša bjang thutotikologo, ga mmogo le netefatšo ya maitshwaro le bophelo bjoo bo hlohleletšago tlhokomelo ya tikologo. Qualitative multiple case study design yeo e hlahlilwego ke intepretive paradigm e somišitswe go kgetha dikheisi tše tharo, moo barutiši ba bararo le barutwana ba lesome seswai ba tšerego dinyakišišong tše. Dintlha tša dinyakišišo di kgobokeditšwe ka go tšea temogo ya tikologo le diphaphoši tša dikolo, tshekatsheko ya melaotheo le dipoledišano magareng ga barutiši le barutwana ba mphato wa bo šupa. Dinyakišišo di humana seemo sa fase le sa magareng dithutong tša maemo a tikologo dikolong. Seemo se sa thuto ya tikologo se fegwa godimo ga tlhokego ya bokgoni le tsebo ya barutiši go ruta dithuto tša tikologo, molaotheo wa dithuto sekolong o lebeletše feela lefapha la tsebo, mola o sa bontšhe gore tsebo yeo e swanetše e rutwe bjang. Gape go humanega gore maemo a bophelo dinaga magaeng a fa mathata netefatšatšong ya bophelo le maitshwaro ao a hloleletšago tlhokomelo ya tikologo. Thuto ye e šišinya mpshafatšo ya lenaneothuto le kelo ka go tsenya thuto ya mahlale a tikologo go lenaneothuto le kelo yeo e kopanego. Dinyakišišo di šišinya gape go akaretša leano la tikologo dikolong go hlahla mokgwa wa bophelo le setlwaedi go mekgwa ya tsheketšo.
Pfundo ya zwa mupo kha pfunzo dzi funzwaho zwikoloni yo vha hone nga murahu ha u vhona uri mupo u khou tshinyala nga zwivhuhulu u mona na Ḭifhasi Ḭothe, tshipikwa hu u bveledza vhadzulapo vho funzeaho kha zwa mupo. Fhedzi ha, zwi kha ḓi tou vha muḬoro musi Ḭifhasi Ḭi tshi khou bvelaphanda na u tshinyala. Ngudo/pfunzo iyi yo kona u bveledza vhadzulapo vho funzeaho siani Ḭa zwa mupo kha vhoṱhe, vhadededzi na vhagudiswa. Ngudo iyi yosedzesa kha zwikolo zwa murole wa fhasi kha vhupoha mahayani. Ngudo iyi yo ṱolisisa zwiitisi zwihulwane zwo ṱu ṱuwedzaho vhuvha iyi tevhelaho savhuvha na vhukoni ha u bveledzisa pfuzo ya mupo zwikoloni. Maitele mandzhi a ṱhoḓisiso o rangelwaphanḓa nga vhasedzulusi vhane vha ṱoḓou ḓivhesa shango samusi Ḭo ḓisendeka kana u ṱuṱuwendzwa nga vhupfiwa ha muthu ene muṋe, vho vha hone u itela u sumbhedza milandu miraru ine ya khou kwana vhadededzi vhararu na vhagudiswa vha fumalo. Ngudo iyi yo bvelaphanda na u ṱoḓisisa uri zwiitisi izwi zwi ṱuṱuwendza hani zwithu zwine zwa tshinyadza mupo na u shandukisa matshilele na u tikedza vhudifari. Ngudo i sengulusahao mafhungo o fhambanaho nga vhunzhi, yo rangwa phanḓa nga vhaṱo ḓisisi vhane vha na divhithela Ḭa u pfesesa zwine zwa khou itea dzangoni nga vhuphara, vho vha vho runwa u leludza kha u tia ṱhoḓisiso ya tsedzuluso tharu. Mafhungo o kuvhanganywaho o wanuluswa nga u tou sedza fhedzi, nga u sengulusa manwalwa, u vhudzisa vhathu vho tou livhana navho zwifhaṱuwo, na nga u fara nyambedzano thwi na vhadededzi vha murole wa gireidi ya sumbe na vhagudiswa vhahone. Tsedzuluso dzo wana zwauri ngudo/pfunzo ya zwa mupo a i khou tou dzhieleswa nṱha na u vhonala zwavhu ḓikha vhadededzi na vhagudiswa. Mawanwa a tsedzuluso a khou tou ombedzela uri vhagudisi a vha na vhukoni ha u funza vhana divhamupo kha silabasi ya CAPS. Zwi tou vha khagala u ri zwikolo zwa mahayani zwi na thaidzo nnzhi dza u londota mupo na vhudifari. Ngudo I khou themendela u shandukiswa ha kufunzele na u katelwa ha ngudo ya mufhe sat hero ine ya vha na u ṱumekanya vhupo hoṱhe ha ngudo ya bwa mufhe. Mawanwa a khou ita na u themendela uri hu une na u fatelwa ha ndayotelwa ya mufhe zwikoloni u itela u eletshedza kutshilele na maitele uri hu vhe na vhuḓifani bavhuḓi kha mufhe.
Educational Studies
M. Ed. (Environmental Education)
Di, Leo Marlene A. "Reading First/Bay State Reading Initiative: Public vs Private Implementation—Which Produces the Best Results?" 2011. https://scholarworks.umass.edu/dissertations/AAI3465194.
Повний текст джерелаPerkins, Christina Jacqueline. "Contributions of oral language and word-level literacy skills to elementary writing in first and second language learners." Thesis, 2019. http://hdl.handle.net/1828/10743.
Повний текст джерелаGraduate
Jelínková, Eliška. "Ranní zpráva jako nástroj rozvoje čtenářské gramotnosti." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-380732.
Повний текст джерелаHSIEH, PEI-FANG, and 謝佩芳. "Chinese character component teaching for the elementary second graders' effectiveness of literacy." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/39964551819110189770.
Повний текст джерела國立屏東教育大學
華語文教學碩士學位學程
101
The purpose of this study is the effects of the Teaching Strategy of Chinese Radicals for 18 Basic Level (elementary school) Students, base on the collected from 15 radical lessons in eight weeks. The researcher designed a set of components learning materials (15 most frequently used radicals and components of Chinese characters) for students as the subject of experimental teaching. The contents of the teaching are divided into two units of “The relevant parts of people" and "Nature's related components". The teaching strategy is the method of Character-Focus teaching, to confer the students’ Chinese radicals learning process. The effect and changing of this study are Chinese characters component analysis, Character literacy and learning results. For more understanding students experienced through "The method of Character-Focus Teaching" after Chinese radicals learning, is it Significant progress of radicals’ recognition and used or not. Researcher designed 40 questions for Pre-Test and Post-Test. Including 4 parts: One is form of a Chinese character. Second is form of a Chinese character and phonetic value of a character. Third is form of a Chinese character, phonetic value of a character and meaning of a character. Fourth is form of a Chinese character and phonetic value of a character. According to the result of Pre-Test, researcher divided all students into 3 groups, Group A is High achievement group. Group is The achievement group. Group C is Law achievement group to be the study of Chinese radicals. And in this regard the effectiveness of teaching and learning outcomes assessment study on children. The results showed that: 1. The implementation of "Chinese character component teaching" on Second graders in a language school effectiveness of literacy might be effective. 2. Implementing the "Chinese character component teaching" on the country's second graders literacy learning have a positive impact. 3. Teachers in the implementation of "Chinese character component teaching", significantly enhance the effectiveness of teaching
September, Lynette Ruth. "Cognitive demands and second language proficiency in the foundation phase : a neuro-linguistic perspective and multilingualism." Diss., 2010. http://hdl.handle.net/10500/4896.
Повний текст джерелаTeacher Education
M. Ed. (Didactics)
Fartura, Ricardo Jorge Fernandes Maia Henriques. "Efeito de um programa de aprendizagem diferencial e literacia motora, na aptidão motora e nas componentes técnica e tática em basquetebol." Master's thesis, 2015. http://hdl.handle.net/10348/5319.
Повний текст джерелаO objetivo deste estudo foi examinar os efeitos da literacia motora e do modelo de aprendizagem diferencial na aptidão motora e na aprendizagem de habilidades técnicas e táticas do jogo de basquetebol. Setenta e seis estudantes da Universidade de Trás-os-Montes e Alto Douro (idade 20.4 ± 1.9 anos) de ambos os géneros, voluntariaram-se para participar neste estudo, tendo sido divididos aleatoriamente em dois grupos: grupo de controlo e grupo experimental. A aptidão motora foi avaliada através do Illinois Agility Test, as habilidades técnicas foram avaliadas com base no Taco Bell Challenge e os indicadores de desempenho tático (bem e mal sucedidos) foram quantificados durante um jogo reduzido de 4 contra 4. O estudo teve uma duração total de 16 aulas, incluindo pré e pós teste. As aulas do grupo experimental diferenciaram-se pela inclusão de tarefas centradas no foco atencional com base na imprevisibilidade e exigências de adaptação. Os resultados indicaram que o grupo experimental teve uma melhoria mais significativa na agilidade comparativamente com o grupo de controlo. Constatámos igualmente que os estudantes pertencentes ao grupo experimental diminuíram as suas ações mal sucedidas executadas durante o jogo reduzido. Globalmente, podemos aferir que o modelo de ensino baseado na aprendizagem diferencial prepara os jogadores para afinar/harmonizar os estímulos relevantes através do desenvolvimento do comportamento adaptativo de forma a superar as restrições do ambiente, conduzindo desta forma a uma melhor condução das decisões do jogo.
The aim of this study was to examine the effects of a physical literacy and differential basketball training program in motor and game skills learning. Seventy-six college male and female students (age 20.4±1.9 years) were randomly divided into control and experimental groups. The motor skills were assessed using Illinois Agility Test, technical abilities were evaluated by Taco Bell Skills Challenge and successful and unsuccessful performance indicators were quantified during a 4-on-4 full-court basketball game. The study lasted sixteen classes including pre and posttest. Globally, the program classes could be characterized by attentional breadth, large unpredictability and adaptation demands. The results indicated that experimental group had a better improvement in agility capacity comparatively to the control group. Also, was noted that experimental students decreased their unsuccessful actions performed during the game. Overall, this program prepares the players to attune the relevant stimulus through the development of adaptive behaviors to overcome environment constraints, leading to best game decisions.
Smoláková, Valérie. "Výuka gramatiky v kontextu literárního díla V. Huga - Bídníci." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-390607.
Повний текст джерела