Дисертації з теми "Mastery learning strategies"
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Ouyang, Li. "Motivation, cultural values, learning processes, and learning in Chinese students." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1340.
Повний текст джерелаWebber, Teresa Elisabeth. "An investigation of management learning during mid career masters degree courses which use action strategies." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341076.
Повний текст джерелаPaulmann, Greg. "Master teachers' critical practice and student learning strategies a case study in an urban school district /." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1263657018.
Повний текст джерелаTitle from PDF t.p. (viewed March 25, 2010). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 171-175).
Paulmann, Greg G. "Master Teachers’ Critical Practice and Student Learning Strategies: A Case Study in an Urban School District." Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1263657018.
Повний текст джерелаNguyen, Thi Ngoc. "EFL learners in Vietnam an investigation of writing strategies : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Applied Language Studies, AUT University, 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/751.
Повний текст джерелаCarranza, Gina Rae. "Perceptions of critical strategies and challenges for shaping Masters' programs in public relations in California universities." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2390.
Повний текст джерелаPoolla, Radhika. "A Reinforcement Learning Approach To Obtain Treatment Strategies In Sequential Medical Decision Problems." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000215.
Повний текст джерелаPivac, Lynette. "The acquisition of New Zealand Sign Language as a second language for students in an interpreting programme the learners' perspective : a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Arts in Applied Language Studies, AUT University, 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/764.
Повний текст джерелаRodriguez, Michael. "Learning Strategies Employed by College Aged Students with Disabilities: The Link Between Metacognition, Motivation, and Working Memory." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/856.
Повний текст джерелаCrighton, Keith S. "Designing, producing and evaluating a multimedia computer based education system for teaching red eye diagnosis." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36744/1/36744_Digitised%20Thesis.pdf.
Повний текст джерелаHannay, Karen F. "A depth approach to teaching drawing during middle childhood: A case study curriculum evaluation." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36635/1/36635_Digitised%20Thesis.pdf.
Повний текст джерелаАльбу-Али, Х. А., та H. A. Albu-Ali. "Обучение английскому языку иракских студентов (аудирование и говорение) : магистерская диссертация". Master's thesis, б. и, 2020. http://hdl.handle.net/10995/86631.
Повний текст джерелаВ работе рассматривается процесс обучения аудированию и говорению иракских студентов на занятиях по английскому языку. Актуальность определяется расширяющимися международными контактами Республики Ирак, с одной стороны, и недостаточной разработкой эффективных методик обучения аудированию и говорению, с другой стороны. На основе анализа обширного теоретического материала как российских, так и зарубежных исследователей, рассматривающих различные виды аудирования (интенсивное и экстенсивное) когнитивные и метакогнитивные процессы, этапы принятия и обработки информации и взаимосвязь аудирования с говорением, делается вывод о необходимости их интеграции. В практической части исследования приводятся данные анкетирования, позводяющего определить проблемы и потребности иракских студентов, предлагаются аутентичные задания на развитие навыков аудирования и говорения с учетом национальных особенностей. Данный подход способствует успешному взаимодействию акторов процесса обучения (преподаваетеля и студентов). В заключение обощаются факторы, влиющие на процесс обучения аудированию и говорению, даются некоторые рекомендации.
Koppe, Rosemarie. "Aboriginal student reading progress under targeted intervention." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36652/1/36652_Digitised%20Thesis.pdf.
Повний текст джерела(13835244), Terry Skidmore. "Contract Ability Level Mastery (CALM): A mastery program for remediating / extending basic English writing skills." Thesis, 1999. https://figshare.com/articles/thesis/Contract_Ability_Level_Mastery_CALM_A_mastery_program_for_remediating_extending_basic_English_writing_skills/21171985.
Повний текст джерелаThe purpose of this study was to implement a mastery program designed to improve and/or extend the basic writing skills of 125 Year Eight students. The basic writing skills were sentence writing and paragraph writing. Five theoretical underpinnings (mastery learning strategies, contract learning, higher order thinking skills, learning styles and control theory) were combined to produce and English program entitled Contract Ability Level Mastery (CALM). The CALM program ran for eight weeks and used action - research as the research methodology. A pre-test and a post-test were administered. The results of the post-test indicate significant improvements in the target students' sentence and paragraph writing skills. The study concludes that the CALM program did help the target students to remediate / improve basic sentence writing and paragraph writing skills.
Huang, Tai-shan, and 黃泰山. "The Effect Type of Feedback strategies on Mastery learning on Elementary School students’ movement learning-Take volleyball teaching as an example." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/59702151193258343867.
Повний текст джерела國立嘉義大學
體育與健康休閒研究所
94
The purpose of this study was to examine the different teaching feedback strategies on mastery learning instruction and the influence on students’ ball-passing movement learning by low volleyball-passing instruction.the participants was 75 person.based on three groups, equipment-assisted teaching feedback, multi-media-assisted teaching feedback and verbal-modeling teaching feedback, students are implemented 16 units activity for eight weeks by using empty ball-passing of basic stability movement and wall ball-passing of operating union movement, to study the learning effectiveness and to be the reference of physical education and team training in the future. The study tools are “mastery learning instruction activity design” , “the teaching activity design of different feedback strategy” , “mastering degree’s measuring form of low ball-passing movement”, and “test method of ball-passing movement ability”. After analysis of static data, the results are below: 1.In terms of movement ability’s learning effectiveness, multi-media-assisted teaching feedback and equipment-assisted teaching feedback are superior to the verbal-modeling teaching feedback, but the two groups, the computer-assisted teaching feedback and equipment-assisted teaching feedback, have not shown apparent difference. 2.In terms of ball-passing movement learning effectiveness in different sex, the boy student is apparently superior the girl student. 3.In terms of ball-passing movement learning effectiveness in the different teaching feedback, have no interaction in different sex. . 4.Three teaching feedback strategies apparently show positive correlation on grades of two movement learning of empty ball-passing and wall ball-passing.
Hsieh, Pei-Lun, and 謝佩倫. "The Effect of Using Digital Teaching Material with Different Mastery Learning Strategies on 6th Graders’ Learning Performance --- Take the “Changing Landform” Unit as an Example." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/j5m575.
Повний текст джерела國立臺北教育大學
自然科學教育學系
104
In order to cultivate the scientific concept and scientific argumentation ability of school children, this research is to reveal the impact on the scientific concepts and argumentation ability of sixth graders by using both the strategies of intensive mastery learning and of extensive mastery learning via digital teaching material. Then, the evaluation of using digital teaching material will be discussed later. By taking the method of the pre–posttest quasi-experimental design, in this research, students are divided in Group 1 (N=110) , which is given intensive mastery learning and in Group 2 (N=125) , which is given extensive mastery learning.The teaching hours are spent total thirteen periods of classes in four weeks. Tools applied in the research are tests of scientific concepts of changing landform, evaluation of scientific argumentation ability, briefs for teaching material, digital teaching material for competitions and semi-structural interview in outline. Data from this research is analyzed by statistical software SPSS 20. Data from pre-posttests is put into ANCOVA analysis for knowing the learning performance in Group 1 and in Group 2. Qualitative data is also collected in this research in order to understand the impact of this digital teaching material on students’ learning. The results reveal as followed: 1. Both intensive and extensive digital mastery learnings can enhance significant learning effects of students in learning scientific concepts; however, the differences can be found between the two digital mastery learnings. 2. Argumentation Ability can be notably increased by adopting mastery learning of digital teaching material. By taking intensive mastery learning, significant effect shows on the school children with accuracy higher than 91.26% in the pre-test. 3. Argumentation Ability of students’ performance in learning science can be increased by mastery learning of digital teaching material. 4. Mastery learning of digital teaching material can both increase argumentation Ability of boys and girls. 5. Due to the property of repetition from mastery learning and the form as games, digital teaching material for competitions is attractive to students and beneficial to increase students’ learning motivation. Appropriately taking digital teaching material can help increase children’s learning motivation and help cultivate their scientific concept and scientific argumentation ability. Children’s delayed reaction can be further studied in the development of scientific argumentation ability in the future.
Wang, Madge Szu-yin, and 王思穎. "A Study on the Relationship of Senior High School Students’ Vocabulary Learning Self-regulating Capacity and Mastery of Vocabulary Learning Strategies to English Achievement and Vocabulary Size." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/12894191450814387967.
Повний текст джерела國立臺灣師範大學
英語學系
97
The present study aims to investigate the relationships of Taiwanese senior high school students’ vocabulary learning self-regulating capacity and mastery of vocabulary learning strategies to English achievement and English vocabulary size. Gender effect was also examined. Two hundred and twenty-six senior high school students (123 males and 103 females) were recruited to participate in this study. A vocabulary learning strategy mastery scale, a self-regulating capacity in vocabulary learning scale, and a Vocabulary Levels Test were adopted in the present study as instruments. The data collected from the questionnaire and the vocabulary levels test were analyzed by using SPSS 13.0, containing descriptive statistics, Pearson product-moment correlation, and t-tests. The major findings of the present study are summarized as follows: 1. There was a moderately strong correlation between vocabulary learning self-regulating capacity and mastery of strategy. Consolidation Memory Strategy was found to be most strongly correlated with vocabulary learning self-regulating capacity. 2. There was a significant difference in the mastery of total strategy and strategy categories between High and Low Self-regulating Groups. As for mastery of strategy, High and Low Self-regulating Groups mastered Discovery Determination Strategy the most while Consolidation Social Strategy the least well. 3. The participants’ self-regulating capacity was significantly and positively correlated with their vocabulary size. In addition, mastery of strategy was significantly and positively correlated with vocabulary size. 4. The participants’ self-regulating capacity was significantly and positively correlated with their English achievement. Moreover, English achievement was found to be significantly correlated with mastery of strategy. 5. Gender made a significant difference in mastery of vocabulary learning strategies and self-regulating capacity. Female participants had a tendency for mastering vocabulary learning strategies better. Based on the findings of the study, students’ vocabulary learning self-regulating capacity and mastery of vocabulary learning strategies were significantly associated with their English achievement and vocabulary size. Therefore, English teachers need to ensure that students could master vocabulary learning strategies well enough. In addition, teachers should help students cultivate sufficient self-regulating capacity to organize and monitor their vocabulary learning well. By doing so, learners may one day deal with English vocabulary independently and effectively.
Mouzzon, Melinda Petree. "The effectiveness of cooperative learning strategies in helping low-achieving students master systems of linear equations." 2007. http://www.lib.ncsu.edu/theses/available/etd-08132007-172448/unrestricted/etd.pdf.
Повний текст джерелаHerbert, Ruth. "Learning our way forward implementation of New Zealand's family violence strategies : dissertation for Master of Public Policy /." 2008. http://www.pha.org.nz/documents/learningourwayforward.pdf.
Повний текст джерелаLin, Shu-Chuan, and 林樹全. "A Study of Relationships among Ability Beliefs, Learning Conflict and Learning Motivational Regulation Strategies of Master Degree Program Student in Urban Universities of Taiwan and China." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/81312059620591881051.
Повний текст джерела國立彰化師範大學
工業教育與技術學系
102
This study was aimed to understand the current conditions, the effects of different background, and the relationship among Ability Beliefs (AB), Learning Conflict (LC) and Learning Motivational Regulation Strategies (LMRS) for Master Degree program student in Urban Universities of Taiwan and China. First of all, this study was implemented by reviewing related literatures and researches. The depth interview and the expert review investigate were constructed the connotation of questionnaires. Then, the research data was collected by questionnaires investigation, 3,933 samples were collected in Taiwan and China, and 3,358 valid samples were returned (response rate of 85.38%). The acquired data was analyzed with statistical methods of descriptive statistics, independent sample t-test, multivariate analysis of variance (MANOVA), and canonical correlation analysis. According to the analytical result, I was concluded that as follow: 1. Taiwan’s Master Degree Program Student had high-AB and China’s Master Degree Program Student had medium-AB. There are low-LC and medium-LMRS in Taiwan’s and China’s Master Degree Program Student. 2. In Taiwan , the effects of gender, college, and marriage differences on AB were statistically significant. In China, the effects of gender and marriage differences on AB were statistically significant. 3. In China, the effects of college and marriage differences on LC were statistically significant. 4. In Taiwan, the effects of gender and college differences on LMRS were statistically significant. In China, the effects of college and marriage differences on LMRS were statistically significant. 5. In Taiwan and China, the effects differences of area on AB, LC and LMRS were statistically significant. 6. In Taiwan and China, the effects differences of AB on LC and LMRS were statistically significant. 7. In Taiwan and China, the relationships of LC and LMRS, AB and LC were demonstrated to be negative canonical correlation, the relationships of AB and LMRS were demonstrated to be positive canonical correlation.
Perpétuo, Daniel Filipe Santos Carvalheira. "Relatório final de estágio realizado na Escola Secundária com 2º e 3º ciclos Anselmo de Andrade." Master's thesis, 2014. http://hdl.handle.net/10400.5/11535.
Повний текст джерелаThis report is a reflective analysis of the formation process of educational teaching training developed at Escola Secundária com 2º e 3º ciclos Anselmo de Andrade, in Almada, in the school year of 2013/2014. This practicum is part of the second year of the Master in Teaching Physical Education in Primary and Secondary Education of University of Human Kinetics. The report was based on Teacher Training Guide 2013/2014, which sets out the skills to be acquired in four areas of intervention: (1) Organization and Management of Teaching and Learning, (2) Innovation and Educational Research, (3) Participation in School and (4) Relationship with the Community. Is made a contextualization of the practicum, followed by a description and reflection on teaching practice in each area and a discussion on the contribution of learning for my future career, being also released some proposed activities that could have been developed in teaching practice or in the future Is also performed a final reflection on the whole process inherent to the practicum, highlighting it as an interconnected process, and also a reflection on the importance of the Individual Training Plan, making a summary of the skills developed during the process.