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Статті в журналах з теми "Third level students"
Clancy, Patrick, and Deirdre Kehoe. "Financing Third-level Students in Ireland." European Journal of Education 34, no. 1 (March 1, 1999): 43–57. http://dx.doi.org/10.1080/01418219999502.
Повний текст джерелаArisyna, Arisyna, Florentina Sustini, and Nalini Muhdi. "Anxiety Level and Risk Factors in Medical Students." JUXTA: Jurnal Ilmiah Mahasiswa Kedokteran Universitas Airlangga 11, no. 2 (August 31, 2020): 79. http://dx.doi.org/10.20473/juxta.v11i22020.79-82.
Повний текст джерелаGreer, Patrick, and Maeve Martin. "Problems experienced by third level students in reading scientific material." Irish Educational Studies 16, no. 1 (January 1997): 173–83. http://dx.doi.org/10.1080/0332331960160114.
Повний текст джерелаKennedy, Norelee, John Healy, and Kieran O'Sullivan. "The Beliefs of Third-Level Healthcare Students towards Low-Back Pain." Pain Research and Treatment 2014 (April 10, 2014): 1–5. http://dx.doi.org/10.1155/2014/675915.
Повний текст джерелаYağcı, Esed, Tarık Başar, and İlkay Aşkın. "The prediction power of the learning level of life science course in science and technology course." Pegem Eğitim ve Öğretim Dergisi 6, no. 1 (November 24, 2015): 61–72. http://dx.doi.org/10.14527/pegegog.2016.004.
Повний текст джерелаAYOUB, Abdul Rahman Muhammad, and Asmaa Oreibi FADAEAM. "MATHEMATICAL THINKING AMONG THIRD-GRADE INTERMEDIATE STUDENTS." RIMAK International Journal of Humanities and Social Sciences 03, no. 06 (July 1, 2021): 474–98. http://dx.doi.org/10.47832/2717-8293.6-3.43.
Повний текст джерелаCleary, Joan, Sinead Breen, and Ann O’Shea. "Mathematical literacy and self-efficacy of first year third level students." MSOR Connections 10, no. 2 (May 2010): 41–44. http://dx.doi.org/10.11120/msor.2010.10020041.
Повний текст джерелаO’Brien, S., H. Sinclair, S. Soni, T. O’Dowd, and D. Thomas. "Trends in alcohol consumption in undergraduate third level students: 1992–1999." Irish Journal of Medical Science 170, no. 4 (October 2001): 224–27. http://dx.doi.org/10.1007/bf03167782.
Повний текст джерелаRaston, Colin L., and Janet L. Scott. "Teaching green chemistry. Third-year-level module and beyond." Pure and Applied Chemistry 73, no. 8 (August 1, 2001): 1257–60. http://dx.doi.org/10.1351/pac200173081257.
Повний текст джерелаSaud, Wafa Ismail. "Lexical Errors of Third Year Undergraduate Students." English Language Teaching 11, no. 11 (October 26, 2018): 161. http://dx.doi.org/10.5539/elt.v11n11p161.
Повний текст джерелаДисертації з теми "Third level students"
Dunican, Enda Noel. "Learning computer programming in Irish third-level institutions : a study of first year students' experiences." Thesis, University of Leicester, 2006. http://hdl.handle.net/2381/30918.
Повний текст джерелаTudor, Patti, and University of Lethbridge Faculty of Education. "Identification of gifted students : an examination of the use of nomination forms for the identification of gifted students and the third and fourth grade level." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/61.
Повний текст джерелаvii, 111 leaves ; 29 cm.
Ni, Jun. "L'apprentissage du chinois chez les étudiants irlandais et leur adaptation interculturelles en Chine." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE3035/document.
Повний текст джерелаThis research presents an original qualitative study on Chinese language acquisition and the cross-cultural adaptation process of Irish university students studying Mandarin in China. It draws upon, and adds to, an existing body of research exploring intercultural adjustment of international students in higher education. Frameworks that inform this study include John W. Berry’s theory of acculturation, Geert Hofstede’s cultural dimensions theory, Young Y. Kim’s theory of cross-cultural adaptation, and Kalervo Oberg’s culture shock theory. The overall aim of this research is to develop a deeper understanding of intercultural adjustment of Irish students studying Mandarin in China. In order to fulfil this aim, the following four research questions were developed:1. What culture shock has Irish university students experienced in China? What difficulties did these students encounter? What strategies did they employ to overcome these difficulties?2. What kind of culture identity have the Irish students developed after their study-abroad in China?3. What are their Chinese language learning experiences in China?4. What are the facilitators of and hindrances to their intercultural adjustment process. Using a thematic analysis approach, twenty-four in-depth interviews and six journals were analysed to produce findings grounded in Irish students’ cross-cultural adaptation experiences. This project’s four primary research findings are as follows: Research finding 1 - Cultural shock experienced by Irish studentsData demonstrates that although these Irish students adapted successfully in the host country, the majority of the students experienced a certain degree of culture shock. Students reported various levels of frustration and misunderstanding arising from the mismatch of their own culture and that of the host culture. These students also encountered adjustment difficulties including: homesickness; loneliness; pollution and food hygiene problems; and difficulties with language. However, students utilized their coping strategies to minimize the effects of culture shock.Research finding 2 - Intercultural identity and intercultural competence developed by Irish studentsData reveals the successful cultural adaptation of the Irish students studying abroad in China, with ensuing implications for the perception of their cultural identity. There was a positive adjustment by the Irish students who became more tolerant and open-minded, intercultural individuals. Research finding 3 – Irish students’ language acquisition in ChinaData suggests that Irish students increased their language proficiency (listening, speaking, reading, and writing) and communicative competence (grammatical, strategic, and sociolinguistic) as the result of immersion in the target language and culture. Students benefit considerably in the learning of the Chinese language in the immersive environment, particularly regarding oral skills, vocabulary, and sociolinguistic awareness. Research finding 4 – Facilitators and hindrances to Irish students’ cross-cultural adjustmentSix facilitators were identified through a thematic analysis of the data: motivation; prior cross-cultural experiences; preparation; perceived support; integrative attitude; and intercultural personality characteristics. Three hindrances were identified: cultural distance, bureaucracy and perceived discrimination. This study also suggests that Chinese language proficiency and the use of modern technology can operate as both facilitators of and hindrances to language acquisition and cross-cultural adaptation. Overall, this study brings a unique insight into the intercultural adjustment of Irish students studying in China and contributes to existing knowledge in the field of intercultural studies, targeting the specific area of cross-cultural adaptation
论文中文提要本研究是有关在中国留学的爱尔兰大学生的中文语言习得和跨文化适应的独创研究。本研究借鉴并补充了现有的在高等教育范畴内有关国际学生跨文化适应的研究。本研究所借鉴的跨文化研究领域一些著名学者的框架理论包括约翰.贝瑞 (John W. Berry) 的文化适应策略理论,格尔特.霍夫斯泰德 (Geert Hofstede) 的文化维度理论,金 (Young Y. Kim) 的跨文化适应交际理论和卡莱沃.奥伯格 (Kalervo Oberg) 的文化冲击理论。 本研究的总体目标是加深对在中国学习中文的爱尔兰学生跨文化适应进程的理解。 为了实现这个目标,制定了以下四个研究问题:1.爱尔兰大学生在中国经历了何种文化冲击? 这些学生遇到了什么困难? 他们采用什么策略来克服这些困难?2.爱尔兰学生在中国留学后有什么样的文化归属?3.他们在中国的汉语学习经历是什么?4.爱尔兰学生的跨文化适应调整过程的促进因素和障碍因素是什么?研究者本人作为一名来自中国的国际学生在爱尔兰学习和生活拥有跨文化适应的经验有助于理解爱尔兰学生在中国经历跨文化适应的进程。定性研究方法被用来分析和解答本研究提出的问题。研究数据的收集包括与二十四位爱尔兰大学生进行的深入的访谈和6篇爱尔兰学生在中国留学时写的日记。 通过主题分析过程对数据进行分析,该研究项目的四项主要研究成果如下:研究发现之一 - 爱尔兰学生在中国留学期间经历的文化冲击数据表明,虽然这些爱尔兰学生在东道国跨文化适应比较成功,但大多数学生都受到一定程度的文化冲击。 学生们报告说,他们自己的本土文化和东道国文化之间的文化差距导致了各种的挫折和误解。 学术环境中的文化冲击对爱尔兰学生构成了最大的压力,因为它对学业成绩和心理健康可能产生负面影响。 爱尔兰学生还遇到跨文化适应调整的困难,包括:思乡情绪; 孤独; 环境污染和食品卫生问题; 语言障碍; 出租车司机危险驾驶和滥收费用等。 然而,这些学生采取了不同的应对策略来减少文化冲击的影响。研究发现之二 - 爱尔兰学生发展的跨文化归属和跨文化能力数据显示,爱尔兰留学生在中国的文化适应成功,对他们的文化归属产生了影响。 爱尔兰学生发展了跨文化归属,变得更加宽容和思想开放,培养了跨文化人格特征。研究发现之三 - 爱尔兰学生在中国的语言习得数据显示,爱尔兰学生在目标语言和目标环境沉浸环境中学习汉语将获得了相当大的收益,提高了汉语语言水平(听,说,读,写)和交际能力(语法,交际策略和社会语言学),特别是在口语技巧,词汇和社会语言意识方面。研究发现之四 - 爱尔兰学生的跨文化适应的促进因素和阻碍因素通过对数据进行主题分析确定了六个促进跨文化适应的因素:学习动机; 以前的跨文化体验; 出国留学前的充分准备; 得到的帮助和支持; 融合的态度; 以及跨文化人格特征。 通过探索爱尔兰学生的跨文化适应所经受的困难和压力,本研究确定了三个障碍因素:文化距离,官僚主义和受到的歧视。 本研究还表明,汉语语言能力和使用现代技术交流既可以成为跨文化适应的促进因素也可能成为障碍因素。本研究的研究结果突出了国际学生跨文化适应的高度复杂性和挑战性。本研究通过分析归纳影响在中国留学学习汉语的爱尔兰学生跨文化适应的各种因素,希望能帮助和促进国际学生的跨文化适应的进程。研究结果还表明,跨文化适应的过程是一个不确定的和艰难的过程,要求有决心和适应力。爱尔兰学生面对中国这个全新的生活和学习环境,经历了不同程度的文化冲击。然而,本研究中的所有学生都对他们在中国留学的经历感到乐观。他们相信留学经历不仅帮助他们开阔了视野,而且让他们变得更加独立和成熟。研究显示,留学不仅为爱尔兰学生提供了在沉浸式环境下学习目标语言的绝好机会,还为爱尔兰学生提供了真正的个人成长的空间和发展个人潜力的机会。总之,本研究填补了有关国际留学生在华学习汉语的经验的研究方面的空白。本研究针对爱尔兰学生的跨文化适应体验有独到的见解,对于跨文化交际研究领域中特别是有关国际学生跨文化适应方面的研究有所贡献。
Rigney, Thomas J. "A study of the relationship between entry qualifications and achievement of third level business studies students in Ireland, with particular reference to Cork Institute of Technology in the period 1996-2000." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:11843.
Повний текст джерелаNutty, Ben. "An empirical investigation of the relationship between part-time employment and third level student stress." Thesis, Ulster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425237.
Повний текст джерелаRader, Karen E. "The effects of three different levels of word rate on the listening comprehension of third-quarter university Spanish students." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248977936.
Повний текст джерелаКниги з теми "Third level students"
Irish Council for Overseas Students. Responsible recruiting: A code of practice for third level colleges. Dublin: Irish Council for Overseas Students, 1992.
Знайти повний текст джерелаCallaghan, Patricia. Accessing third level education in Ireland: A handbook for students with disabilities. Dublin: AHEAD Education Press, 1997.
Знайти повний текст джерелаLynam, Suzanne M. Working-class students & third-level education in Ireland: A study of the difficulties facing 'working-class' students. Dublin: University College Dublin, 1996.
Знайти повний текст джерелаCallaghan, Patricia. Accessing Third Level education in Ireland: A handbook for students with disabilities and learning difficulties. 2nd ed. Dublin: AHEAD, 1998.
Знайти повний текст джерелаDalton, Brian. The provision of sevices for blind and visually impaired students in second- and third-level education. Dublin: University College Dublin, 1996.
Знайти повний текст джерелаO'Carroll, Margaret. A profile of the psychological and social experiences of students with a disability in the Irish third level education system. Dublin: University College Dublin, 1996.
Знайти повний текст джерелаDonnelly, Roísín Catherine-Anne. A study to investigate the planning and development stages of an interactive computerised information technology tutor (ICITT) to aid the learning of students in third level education who are inexperienced in the subject area. [S.l: The author], 1996.
Знайти повний текст джерелаSupport, Ireland Advisory Committee on Third-Level Student. Report of the Advisory Committee on Third-Level Student Support. Dublin: Stationery Office, 1993.
Знайти повний текст джерелаVdovina, Ol'ga, Semen Reznik, and Ol'ga Sazykina. HR management strategy. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1891037.
Повний текст джерелаCentre, Northern Ireland Student. Managing diversity in third level education: Report of the NUS-USI Northern Ireland Student Centre Conference, held on 21 January 1998, Europa Hotel, Belfast. Belfast: Northern Ireland Student Centre, 1998.
Знайти повний текст джерелаЧастини книг з теми "Third level students"
Thomas, Jiss Joseph, and D. Venkataraman. "Depression Level Determination Using Deep Learning to Help Students in the COVID-19 Pandemic Situation." In Proceedings of Third Doctoral Symposium on Computational Intelligence, 219–27. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3148-2_18.
Повний текст джерелаWildgans-Lang, Angelika, Sarah Scheuerer, Andreas Obersteiner, Frank Fischer, and Kristina Reiss. "Learning to Diagnose Primary Students’ Mathematical Competence Levels and Misconceptions in Document-Based Simulations." In Learning to Diagnose with Simulations, 17–31. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89147-3_3.
Повний текст джерелаLowe, Tina, and Patrick McDonnell. "To be or Not to be Included – That is the Question: Disabled Students in Third Level Education in Ireland." In Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education, 163–76. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-5119-7_12.
Повний текст джерелаSanta, Robert, and Cezar Mihai Haj. "The Role of Demographic Policies in the Internationalization of Romanian Higher Education." In European Higher Education Area: Challenges for a New Decade, 131–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_10.
Повний текст джерелаMcDonnell-Naughton, Mary, and Carmen Păunescu. "Facets of Social Innovation in Higher Education." In Innovation, Technology, and Knowledge Management, 9–35. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84044-0_2.
Повний текст джерелаGagliardi, Mauro, Veronica Bartolucci, and David Scaradozzi. "Educational Robotics at Primary School with Nintendo Labo." In Makers at School, Educational Robotics and Innovative Learning Environments, 291–98. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_39.
Повний текст джерелаAraújo, Luisa, Patrícia Costa, and Nuno Crato. "Assessment Background: What PISA Measures and How." In Improving a Country’s Education, 249–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_12.
Повний текст джерелаSchnabel, Reinhold. "Migrants’ Access to Social Protection in Germany." In IMISCOE Research Series, 179–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51241-5_12.
Повний текст джерелаWaters, Lea. "Positive Education Pedagogy: Shifting Teacher Mindsets, Practice, and Language to Make Wellbeing Visible in Classrooms." In The Palgrave Handbook of Positive Education, 137–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_6.
Повний текст джерелаGarland, Virginia E. "The Digitally Excluded Learner and Strategies for Success." In Encyclopedia of Information Science and Technology, Third Edition, 2400–2408. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-5888-2.ch233.
Повний текст джерелаТези доповідей конференцій з теми "Third level students"
Flynn, Nelius, and Sylvia Dempsey. "EARLY PROFESSIONAL DEVELOPMENT FOR THIRD-LEVEL STUDENTS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0432.
Повний текст джерелаMarcus-Quinn, Ann, and Ian Clancy. "ACCESSIBILITY AND INCLUSION IN DIGITAL RESOURCES FOR THIRD LEVEL STUDENTS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0706.
Повний текст джерелаLogan, Anna, and Ann Marie Farrell. "Increasing engagement and participation in a large, third-level class setting using co-teaching." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8209.
Повний текст джерелаWright, Angela Siobhan. "Enquiry Based Learning: A Valuable Mechanism at Level 9?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5066.
Повний текст джерелаHuguet, Carme, Jillian Pearse, Leslie F. Noè, Nataly Castillo Ruiz, Diego Valencia, Alexa Jimenez Heredia, and Mónica Andrea Patiño Avedaño. "Use of emerging technologies in flipped classes." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5454.
Повний текст джерелаBermingham, Nevan, Mark Prendergast, Trevor Boland, Mary O'Rawe, and Barry Ryan. "DEVELOPING MOBILE APPS FOR IMPROVING THE ORIENTATION EXPERIENCE OF FIRST YEAR THIRD LEVEL STUDENTS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0137.
Повний текст джерелаVicente, Romero de Ávila Serrano, Sarai Diaz García, Laura Asensio Sánchez, Jose Antonio Lozano Galant, Amparo Moyano Enríquez de Salamanca, Rocío Porras Soriano, Elisa Poveda Bautista, et al. "Developing speaking competences in technical English for Spanish civil engineering students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5564.
Повний текст джерелаLara, J. Javier Serrano, and Félix Fajardo Magraner. "The ICT and gamification: tools for improving motivation and learning at universities." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5286.
Повний текст джерелаVahed, Anisa, and Shalini Singh. "Facilitating epistemological access by developing students experiences of undergraduate research." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5140.
Повний текст джерелаBaviera-Puig, Amparo, Carmen Escriba-Perez, and Juan Buitrago-Vera. "Strategies to assess generic skills for different types of students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4797.
Повний текст джерелаЗвіти організацій з теми "Third level students"
Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.
Повний текст джерелаPritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.
Повний текст джерелаBano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.
Повний текст джерелаÁlvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Research Insights: Can Training and Coaching Teachers and the Provision of Structured Materials Improve Early Literacy among First-Grade Students? Inter-American Development Bank, December 2022. http://dx.doi.org/10.18235/0004606.
Повний текст джерелаTerrón-Caro, María Teresa, Rocio Cárdenas-Rodríguez, Fabiola Ortega-de-Mora, Kassia Aleksic, Sofia Bergano, Patience Biligha, Tiziana Chiappelli, et al. Policy Recommendations ebook. Migrations, Gender and Inclusion from an International Perspective. Voices of Immigrant Women, July 2022. http://dx.doi.org/10.46661/rio.20220727_1.
Повний текст джерелаSingh, Abhijeet, Mauricio Romero, and Karthik Muralidharan. COVID-19 Learning Loss and Recovery: Panel Data Evidence from India. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/112.
Повний текст джерелаLynch, Clifford, and Diane Goldenberg-Hart. Beyond the Pandemic: The Future of the Research Enterprise in Academic Year 2021-22 and Beyond. Coalition for Networked Information, August 2021. http://dx.doi.org/10.56561/mwrp9673.
Повний текст джерелаZacamy, Jenna, and Jeremy Roschelle. Navigating the Tensions: How Could Equity-relevant Research Also Be Agile, Open, and Scalable? Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/159.
Повний текст джерелаAraya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.
Повний текст джерелаBano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.
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