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Dissertations / Theses on the topic 'Educational abilities'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Shakeshaft, Nicholas Graham. "From cognitive abilities to educational outcomes." Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/from-cognitive-abilities-to-educational-outcomes(8619b86e-ce2b-492f-969f-2d8511b3ec17).html.

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This project explores the genetic and environmental underpinnings of general and specific cognitive abilities, the relationships between them, and their associations with educational outcomes. Using analyses conducted mainly within the Twins Early Development Study (TEDS), it first estimates the substantial genetic influences on outcomes at the end of compulsory education in the UK (General Certificate of Secondary Education grades; GCSEs), then examines the nature and structure of general cognitive ability (g) and two specific abilities, and finally uses these as predictors of the phenotypic

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Sanders, Karalin. "A Comparison of Teacher Perceptions of Students' Abilities and Students' Self-Reported Technological Abilities." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10174301.

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<p> This study focused on the perceptions of students and teachers regarding the use of instructional technology in the classroom. Participants in this study were from three school districts with student populations between 500-1,000 students in the southwest region of Missouri. Students were given a survey to determine a self-assessment of their own abilities to use certain technologies for learning purposes. Their teachers were given a correlated survey; however, teachers were asked to assess their students’ abilities to use certain technologies for learning purposes. A Mann-Whitney <i

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Morales, Alicia. "Modeling wayfinding and spatial abilities." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/289824.

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The primary rationale for the study was to empirically test a conceptual model that identifies the relationship between wayfinding, spatial, and scholastic abilities. Wayfinding and spatial abilities were assessed in 120 University of Arizona introductory psychology students ranging in age from 17 to 36 years. Participants completed a lengthy test battery of wayfinding and spatial abilities tasks. Tasks included the computer-generated arena task, the computer-generated maze task, a Background Information Questionnaire, the Taxi Cab Task, the performance subtests from the WAIS-III, the Rey-Oste

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Deutsch, Ruth Marion. "Reliability, validity and educational use of the Cognitive Abilities Profile." Thesis, City, University of London, 2017. http://openaccess.city.ac.uk/21479/.

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The Cognitive Abilities Profile (CAP) (Deutsch and Mohammed, 2010) is a collaborative tool for psychologists and teachers. The CAP is based on principles of Dynamic Assessment (DA) and uses a consultative model for rating pupils' cognitive abilities in various cognitive domains and for planning interventions to facilitate pupils' progress accordingly. The CAP was developed in response to a perceived need for educational psychologists (EPs) to have access to alternative assessments to standardised psychological tests, particularly in the case of learning disadvantaged and ethnic minority pupils

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Sims-Cutler, Kristin. "The General Abilities Index as a Third Method of Diagnosing Specific Learning Disabilities." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687595.

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<p> Many studies have investigated problems with the ability achievement discrepancy (AAD) method of diagnosing specific learning disabilities (SLDs). The definition of an SLD includes the presence of a deficit in one or more cognitive processing systems. Researchers in other studies found that the AAD method overdiagnoses English language learners and students from low socioeconomic backgrounds, and underdiagnoses students with cognitive processing deficits. Although SLD diagnostic methods have been widely researched, much less information is available regarding SLD diagnostic methods that pr

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6

Bellamy, Deborah. "College Faculty Members' Perceptions of Students' Writing Abilities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3861.

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The college open door policy initiated in the 1960s made access to higher education available for more students in the United States. People who were once excluded from enrolling in college now have an opportunity to earn a college degree. Some first-time students, significantly underprepared in writing, have been required to enroll in developmental or remedial writing courses before entering college-level English despite research indicating that taking noncredit courses increases the time for college completion and the cost of college, while also reducing the likelihood of completion. This il

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Maragoudaki, Eleni. "Models, rules and behaviours : investigating young children's modelling abilities using an educational computer program." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10000051/.

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A model can be built to represent aspects of the world establishing at the same time a world on its own. It might be considered in terms of its relation to the world or as an artefact having an identity related to the nature and kind of the modelling tool used to make it. The present research focuses on models being built by a computer-based modelling tool called WorldMaker (WM), which allows models to be built in terms of objects and the actions they perform. It is intended to be accessible to younger pupils. Therefore, children from the last years of primary and the first years of secondary

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Chenard, Monica R. "An evaluation of the efficacy of Self-Regulated Strategy Development (SRSD) on improving freshman college students' writing abilities." Thesis, University of Southern Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3688011.

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<p> The purpose of this dissertation is to describe a doctoral research study designed to implement Self-Regulated Strategy Development (SRSD) writing revision strategies, delivered in a completely online format, for college students. There is an insignificant amount of empirical research that has been conducted supporting writing interventions for college students. Self-Regulated Strategy Development (SRSD) is a writing intervention for which a significant amount of empirical research has been conducted in regards to its efficacy in elementary, middle, and high schools, with results showing p

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Duckworth, Kathryn Sarah. "Foundations for success : exploring the multidimensional abilities of the child and influences on educational success." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019870/.

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Reilly, David. "Sex Differences in Cognitive Abilities and Educational Outcomes: Examining the Contribution of Sex-Role Identification." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/386315.

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Sex differences in cognitive ability have been documented in psychological research for over a century, and the research area has seen considerable changes in theoretical perspectives and methodology. While males and females do not differ in general intelligence, an extensive body of literature documents sex differences in more specific cognitive tasks (for reviews see Halpern, 2000; Kimura, 2000; Maccoby & Jacklin, 1974). Males on average perform at a higher level on tasks that rely on visualspatial ability, and this has been linked to later gender gaps in quantitative abilities such as mathe

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Page, Laura Alexander. "Women Midlevel Student Affairs Practitioners| Exploring Through Narrative Inquiry the Skills, Abilities, and Expertise Needed for Career Success." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877158.

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Sparling, Lawrence. "Educational drama as a developer of the listening abilities of English as a second language learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1993. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ51558.pdf.

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Salum, Catherine Schultheis. "A Comparison Study of the Executive Functioning Abilities and Reading Comprehension Skills of Students in Response to Intervention." FIU Digital Commons, 2019. https://digitalcommons.fiu.edu/etd/3953.

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Response to intervention (RTI) is a data driven framework that classifies students into three tiers and provides interventions at different levels of intensity (Flanagan, Ortiz, Alfonso, & Dynada, 2006; Fuchs, Fuchs, & Stecker, 2010, Gilbert et al., 2012). The screening assessments and interventions used for RTI have become generalized (Garcia, Gonzalez-Castro, Fernandez, & Rodriguez-Perez, 2012). Many schools implementing RTI use one screening instrument and one intervention for all struggling readers (Ezpeleta, Granero, Penelo, de la Osa, & Domenech, 2015; Flanagan et al., 2006; Garcia et al

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Sanchez, Maria-Elena. "Validation Of Assessment Indicators Of General Patterns Of Psycholinguistic And Cognitive Abilities Of Young Spanish-Speaking Children (Bilingual, Translation, Tests, Language Development)." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3528.

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Problem. Most of the diagnostic tools available for the assessment of language and cognition in early childhood education have been designed for fluent English-speakers. Few instruments include items appropriate to the needs of Spanish-speaking children with limited English Proficiency (LEP). Available Spanish language test are translations of English tools and have not been standardized among the Hispanic population. Classroom teachers and education specialists need an appropriately validated Spanish test for educational planning and programing of LEP Spanish-speaking children. Purpose. The p

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Seago, Trena. "A DEBRIEFING TECHNIQUE IN HIGH-FIDELITY PATIENT SIMULATION AND COMPETENT DECISION-MAKING ABILITIES AMONG NURSING STUDENTS." UKnowledge, 2016. https://uknowledge.uky.edu/edc_etds/18.

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Nursing faculty are utilizing high-fidelity patient simulation (HPS) with debriefing to help engage nursing students in making competent clinical decisions. This quasi-experimental study examined the use of HPS with debriefing and students’ ability to make nursing care decisions using standardized exams. The experimental group received debriefing after HPS and the control group did not receive debriefing after HPS. The pre- and post-test assessed participants’ ability to make clinical care decisions. The analysis of the pre-test and post-test HESI scores showed that there was no significant di

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Castellanos, Simons Doris, Ramírez Aldo Bazán, Belmont Aldo Mauricio Ferrari, and Rodríguez César Alberto Hernández. "Family support in high ability students from different socio-educational contexts." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/102035.

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This work aimed to analyze the perceptions of family support of school learning in 79 high intellectual ability 6th grade students from three educational contexts in Morelos, Mexico: urban (public, private) and rural indigenous schools. The students answered the SAGES-2 (Johnson & Corn, 2001) and the Family Support Questionnaire of Bazán & Domínguez (2009). Significant differences were only found between the three contexts in the perception of regular communication with teachers in Language (Spanish), which wasperceived more frequently in students from private schools, regardless of the area o

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McGill, Ryan J. "Beyond g| Assessing the Incremental Validity of the Cattell-Horn-Carroll (CHC) Broad Ability Factors on the Woodcock-Johnson III Tests of Cognitive Abilities." Thesis, Chapman University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621595.

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<p> Despite their widespread use, controversy remains about how to best interpret norm-referenced tests of cognitive ability. Due to the fact that contemporary cognitive measures appraise performance at multiple levels (e.g., subtest, factor, full-scale), a multitude of inferences about individual functioning are possible. Because school psychologists primarily utilize intelligence tests for predicting achievement outcomes, the cognitive variables that provide the most optimal weighting for prediction are of greatest importance. This study examined the predictive validity of the Cattell-Horn-C

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Alade, Fashina. "What preschoolers bring to the show: The effects of cognitive abilities and viewer characteristics on children’s learning from educational television." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366286271.

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Lakin, Joni Marie. "Comparison of test directions for ability tests: impact on young English-language learner and non-ELL students." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/536.

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Ability tests play an important role in the assessment programs of many schools. However, the inferences about ability made from such tests presume that students understand the tasks they are attempting. Task familiarity can vary by student as well as by format. By design, nonverbal reasoning tests use formats that are intended to be novel. The popularity of nonverbal reasoning tests has increased substantially in recent years because of the increasing number of English-language learner (ELL) students in many U.S. school districts. Nonverbal tests are thought to eliminate the need for language

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Petruccelli, Meredith Lohr. "A Comparison of Teachers' and School Psychologists' Perceptions of the Cognitive Abilities Underlying Basic Academic Tasks." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/3270.

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School Psychology<br>Ph.D.;<br>The Cattell-Horn-Carroll Theory of cognitive functioning is a well-validated framework for intelligence. Cross-battery assessment is a means utilizing CHC theory in practice. School psychologists write recommendations with the assumption that teachers understand the cognitive abilities underlying basic academic tasks in the same way. Theoretically, the more similar the understanding of these two groups, the greater the likelihood of appropriate referrals and intervention fidelity. Teacher perceptions of their students' cognitive abilities impact the referrals tha

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Sims-Cutler, Kristin M. "The General Abilities Index as a Third Method of Diagnosing Specific Learning Disabilities." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/403.

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Many studies have investigated problems with the ability achievement discrepancy (AAD) method of diagnosing specific learning disabilities (SLDs). The definition of an SLD includes the presence of a deficit in one or more cognitive processing systems. Researchers in other studies found that the AAD method overdiagnoses English language learners and students from low socioeconomic backgrounds, and underdiagnoses students with cognitive processing deficits. Although SLD diagnostic methods have been widely researched, much less information is available regarding SLD diagnostic methods that predic

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Ramey, James M. "Differences in Statistical Reasoning Abilities through Behavioral-Cognitive Combinations of Videos and Formative Assessments in Undergraduate Statistics Courses." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2494.

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This study evaluated whether significant differences in statistical reasoning abilities exist for completers of short online instructional videos and formative quizzes for students in undergraduate introductory statistics courses. Data for the study were gathered during the Fall 2013 semester at a community college in Northeast Tennessee. Computer-based pedagogical tools can promote improved conceptual reasoning ability (Trumpower & Sarwar, 2010; Van der Merwe, 2012). Additionally, prior research demonstrated a significant relationship between formative quiz access and student achievement (Stu

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23

Lopez, D. "The Quality of Reports in Undergraduate Physics Laboratory Courses and their Relationship with the Level of Scientific Abilities." Phd thesis, Australian Catholic University, 2024. https://doi.org/10.26199/acu.911v1.

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This thesis aims to provide empirical and theoretical evidence to relate the quality of physics lab reports and the levels of scientific ability of first-year university students. Using an interdisciplinary, multistage mixed-methods design, three perspectives are integrated in seeking to describe the quality of a lab report: (i) a functional perspective on the language in the reports, utilising genre theory in Systemic Functional Linguistics; (ii) an epistemic perspective on modelling practices in physics; and (iii) a measurement perspective for the construction of educational instruments. Fir

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Chotiner, Robyn Richmond. "INVESTIGATION OF COGNITIVE AND PHYSICAL DEVELOPMENTAL ABILITIES OF YOUNG CHILDREN EXPOSED TO TACROLIMUS AND CYCLOSPORINE IN UTERO." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/142947.

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School Psychology<br>Ph.D.<br>Kidney transplant recipients must take immunosuppressive medications to prevent the rejection of their transplanted kidney. If female transplant recipients become pregnant, however, very limited data are available about the effects of these medications on their exposed offspring. This study specifically reviews two of the most commonly used immunosuppressive medications prescribed to transplant recipients, cyclosporine and tacrolimus, and evaluates physical and cognitive development of the recipients' children who were exposed to these medications in utero. Partic

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Cimentada, Jorge. "Educational institutions and their effect on inequality: three papers on educational systems and inequality of achievement and opportunity." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/667640.

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By placing particular attention to the socio-economic dimension, this thesis explores the role of three pillars of an educational system: decentralization, early education and curricular tracking. The first article focuses on an experiment in Mexico that aimed to increase parental empowerment in the school's decision-making. Results show that increased participation produced an increase in cognitive abilities, however, this was mediated by the SES of the student. The second article brings an international perspective by comparing the evolution of the achievement gap over time in 32 countries.

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Waugh, David George. "Primary schools at the crossroads : a study of primary schools' abilities to implement educational change, with a particular focus on small primary schools." Thesis, University of Hull, 2000. http://hydra.hull.ac.uk/resources/hull:11286.

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This thesis addresses the issue of primary schools' abilities to implement educational change and focuses, in particular, on small primary schools. A comparison is made between small and large primary schools, in order to determine whether there are differences between the ways in which each have adapted to and implemented changes. Whilst a series of educational changes since the Second World War have affected primary schools the thesis takes 1988 as a watershed date, since the Education Reform Act of that year made considerable statutory demands upon primary schools. The thesis examines, in p

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Mowrer, Cathy S. "Self-assessment and gender considerations in utilizing the CAFÉ (complexity, accuracy, fluency, evaluation) to assess student word writing abilities /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220614.

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Li, Xiao Min. "Impact of preschool language abilities and literacy activities inside school on later reading achievement : evidence from PIRLS with Hong Kong sample." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2178502.

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Araujo, Marisa Ribeiro de. "AvaliaÃÃo e intervenÃÃo pedagÃgica para alunos com indicadores de altas habilidades/superdotaÃÃo na perspectiva da educaÃÃo inclusiva." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13444.

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nÃo hÃ<br>A avaliaÃÃo de alunos com altas habilidades/superdotaÃÃo (AH/S), conforme expÃe literatura especializada, tem apontado que a identificaÃÃo desses indivÃduos requer formaÃÃo adequada dos profissionais envolvidos, a fim de evitar equÃvocos nesse processo. Uma vez que, a despeito das diversas caracterÃsticas comuns encontradas nas pessoas com AH/S, tÃm sido evidenciadas variadas habilidades e competÃncias, demonstradas em diferentes proporÃÃes, por meio de suas performances. A despeito das garantias legais do Atendimento Educacional Especializado (AEE) para os alunos com AH/S, a presenÃ

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White, Alisha M. "Artistic Frames: An Arts-Based Study of Teachers’ Experiences with Arts-Integrated English Language Arts for Students with Dis/abilities." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/98.

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This arts-based, qualitative investigation focused on high school English teachers of students with learning dis/abilities (Baglieri & Knopf, 2004) who used visual arts integration (Eisner, 2002) to find out how teachers experience using visual arts in English and what their experiences mean (Zoss & White, 2011) in order to understand why certain experiences stood out for the teachers as being important. I framed the study theoretically with complexity theories of teaching and learning (Davis, Sumara, & Luce-Kapler, 2008), while combining aspects of sociocultural theory (Smagorinsky, 2001; Vyg

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Calderón, Saldierna Marco Lino. "A collection of resources for the study of educational reverse engineering activities in engineering design education." Doctoral thesis, Universitat Politècnica de Catalunya, 2015. http://hdl.handle.net/10803/348553.

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Educational Reverse Engineering Activities referred to as the acronym -EREA- help engineering design students to: Acquire and develop a set of abilities that raise their awareness of the design process; expand their sources of inspiration, position their actions within the lifecycle of a product, and transform theoretical knowledge into practice. However, it was detected that although such activities sparked interest among engineering design educators, they were either absent from typical engineering design curricula or were not fully exploited. After analysing the causes for it and determini

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Neto, Carlos Alves de Almeida. "O uso da robÃtica educativa e o desenvolvimento de competÃncias e habilidades matemÃticas." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12440.

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nÃo hÃ<br>Este trabalho Ã resultado de duas experiÃncias na Ãrea Educacional. A primeira como Professor de MatemÃtica, entre 2010 e 2013, na Escola Municipal JosÃ Ramos Torres de Melo, em Fortaleza/CE, das turmas de 6Â ao 9Â ano do Ensino Fundamental 2, utilizando como ferramenta pedagÃgica em algumas de minhas aulas a RobÃtica Educativa, onde os conteÃdos matemÃticos vistos em sala de aula eram utilizados na prÃtica, nas montagens e programaÃÃes dos robÃs. A segunda experiÃncia foi como Colaborador do Instituto Nacional de Estudos e Pesquisas AnÃsio Teixeira (INEP), entre 2010 atÃ os dias atu

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Price, Misty Renee. "Academic Affairs Officers: An Application of the American Association of Community Colleges Competencies for Community College Leaders." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4389.

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Over the last two decades, several studies have confirmed that there is a leadership crisis among the nation's community colleges. In response to this leadership crisis, the American Association of Community Colleges [AACC] commissioned the development of a leadership competency framework consisting of six leadership competency areas deemed "either `very' or `extremely' essential to the effective performance of community college leaders." Since the release of this framework, limited research has been conducted on the importance of and the preparation in the identified competencies. The majo

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Gustafsson, Hanna. "Pedagogiskt drama i engelskundervisningen : En empirisk studie för drama som metod i engelskundervisningen för åk 4 till 6." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-37327.

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Studien behandlar engelskundervisning för åk 4–6 där problemet är lärarnas inställningar gentemot pedagogiskt drama i engelskundervisningen. Syftet med där här studien är därför att undersöka hur pedagogiskt drama används i engelskundervisningen samt lärarnas inställningar till det. Vidare undersöks även lärarnas inställningar för språkliga- och psykosociala förmågor genom användandet av pedagogiskt drama i engelskundervisningen. Studien har en kvalitativ metod med en fenomenografisk inspirerad metodansats vars resultat bygger på intervjuer från verksamma lärare i åk 4–6. Resultatet är till si

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Speroni, Karine Sefrin. "DISCURSOS E EFEITOS: PROBLEMATIZANDO A TEMÁTICA DAS ALTAS HABILIDADES/SUPERDOTAÇÃO SOB AS TRAMAS DA INCLUSÃO EDUCACIONAL." Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/7018.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This study aimed to investigate and discuss "High Abilities/Giftedness (HA/G) Theme" under Educational Inclusion aspects (EI), as well as its accessibility. To this end, other dialogues possibilities with these themes were attempted to carry out undertaking approaches to some tools found in Michel Foucault's studies. The production process of subject "with high ability/giftedness characteristics" was the primary input developed by the Research Group on Special Education - Social Inclusion (RGSE) in 2009 at some Municipal school in

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AraÃjo, Marisa Ribeiro de. "IdentificaÃÃo e encaminhamento de alunos com indicadores de altas habilidades/superdotaÃÃo na escola pÃblica do MunicÃpio de Fortaleza: proposta para a atuaÃÃo de professores do Atendimento Educacional Especialializado." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=5685.

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nÃo hÃ<br>No Brasil a escassa produÃÃo acadÃmica, aliada Ã presenÃa de antigos mitos e preconceitos tem constituÃdo significativos obstÃculos para a assistÃncia educacional aos alunos com altas habilidades/superdotaÃÃo que juntamente com os alunos com deficiÃncia e transtornos globais do desenvolvimento, compÃe o pÃblico alvo da EducaÃÃo Especial. NÃo obstante as garantias legais para o Atendimento Educacional Especializado (AEE) a esses alunos, estatÃsticas oficiais oriundas dos censos escolares, demonstram haver um reduzido nÃmero de alunos com essas caracterÃsticas efetivamente atendidos. C

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Marques, Clayton dos Reis. "Levantamento de crianças com indicadores de altas habilidades em Jaboticabal/São Paulo." Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/3068.

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Made available in DSpace on 2016-06-02T19:46:13Z (GMT). No. of bitstreams: 1 3373.pdf: 3039078 bytes, checksum: 59337a0af791dccfbb2978c212d1bea2 (MD5) Previous issue date: 2010-09-27<br>Universidade Federal de Sao Carlos<br>Few people with High Abilities/Giftedness are identified in Brazil, and fewer are those that receive satisfactory service to develop their full potential. The field needs more production of knowledge, mainly focusing on local realities, and a greater dialogue between the different theoretical lines. This research represents a small step in that direction. The overall ob

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Plerpaitė, Ingrida. "SKIRTINGAI UGDOMŲ NEŽYMIAI PROTIŠKAI ATSILIKUSIŲ MOKINIŲ MATEMATINIAI GEBĖJIMAI BAIGIANT PAGRINDINĘ MOKYKLĄ." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090827_111501-56596.

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Darbe atlikta teorinė specialiųjų poreikių mokinių integracijos į bendrojo lavinimo mokyklas situacijos bei mokinių matematinių gebėjimų analizė. Iškelta hipotezė, kad specialiosiose mokyklose besimokančių 10 klasės nežymiai protiškai atsilikusių mokinių matematiniai gebėjimai baigiant pagrindinę mokyklą yra panašūs kaip ir toje pačioje klasėje bendrojo lavinimo mokyklose besimokančių nežymiai protiškai atsilikusių mokinių, pasitvirtino. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - įvertinti ir palyginti 10 klasės nežymiai protiškai atsilikusių mokinių, besimokančių skirti

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Silveira, Sheila Torma da. "A APRENDIZAGEM DE UMA CRIANÇA COM ALTAS HABILIDADES/SUPERDOTAÇÃO E TRANSTORNO DE ASPERGER." Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/7125.

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According to the Brazilian educational laws, the inclusion of students targeted by Special Education shall be in regular schools, offering them the Special Educational Services in resources room, during the shift opposite to the class hours. However, to receive such services, the students need to be identified as special education targets, that is, disabled students, those with Global Development Disorders, and those with High Abilities/Giftedness. Due to the lack of information in the field of High Abilities/Giftedness, these students continue to be neglected in their special educational need

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Gazel, Junior Marco Antonio. "Essays on behavioral economics of confidence, creativity and education." Thesis, Paris 1, 2017. http://www.theses.fr/2017PA01E030/document.

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Cette thèse contribue à la littérature économique sur les compétences non cognitives essentielles pour la réussite de la vie, particulièrement pour la réussite scolaire. Elle comprend quatre essais basés sur des approches économiques comportementales et expérimentales, avec deux objectifs principaux. Le premier objectif est d’étudier deux compétences non cognitives, à savoir la confiance en soi et la créativité. Notre but est alors de comprendre les déterminants de la confiance en soi et l’impact de la créativité sur les résultats économiques. Le deuxième objectif est d’étudier comment le syst

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Mažonienė, Valdonė. "Vidutinių specialiųjų ugdymosi poreikių turinčių mokinių gebėjimai ir įgūdžiai atliekant veiksmus su matiniais skaičiais." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110804_084958-56479.

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Bakalauro darbe analizuojama praktinių ir papildomų užduočių (mokymas sverti, matuoti) įtaka vidutinių specialiųjų ugdymosi poreikių turinčių mokinių gebėjimams ir įgūdžiams atliekant veiksmus su matiniais skaičiais ugdyti. Lyginama, kaip mokiniams sekėsi atlikti užduotis su matiniais skaičiais, pateiktas raštu ir atliekant specialias pratybas. Suformuluota hipotezė, kad praktinių užduočių ir specialių pratybų taikymas matematikos ugdymo procese padeda vidutinių specialiųjų ugdymosi poreikių turintiems mokiniams geriau įsisavinti mokomąją medžiagą apie matus ir matinius skaičius, formuoti teis

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Seguy, Jean-Yves. "Les politiques de démocratisation de l’enseignement secondaire dans l’entre-deux-guerres : des classes amalgamées aux classes d’orientation, réformes et réactions aux réformes dans le monde politique et éducatif français." Thesis, Lyon 2, 2010. http://www.theses.fr/2010LYO20092.

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L’entre-deux-guerres se caractérise par la tentative de mise en œuvre de réformes s’inscrivant dans l’idéal d’instauration de l’école unique et visant la démocratisation de l’enseignement, en particulier de l’enseignement secondaire. Parmi les réactions à ces réformes de l’enseignement, le "démo-élitisme" mis en évidence par A. Robert (2005) constitue une forme subtile de réponse. Elle est d’autant plus efficace qu’elle se positionne au moins en apparence dans le camp des promoteurs de la réforme, puisqu’il s’agit de défendre l’idée de démocratisation de l’enseignement. Cette attitude est d’ai

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Vance, Katherine Therese. "Problem-solving abilities in Parkinson's disease." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185145.

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Anatomic, physiologic and pathologic findings suggest that the integrity of frontal lobe functioning may be compromised in people with Parkinson's disease. This disruption has been proposed to result in neuropsychological deficits similar to those seen in people with cortical frontal lobe lesions. In a number of studies, investigators report evidence of "frontal lobe" deficits (also termed problem solving deficits) in people with the disease. The exact nature of the impairment is as yet unclear. This study employs the Wisconsin Card Sorting Test (WCST) and the Controlled Oral Word Association

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ARAÚJO, Marisa Ribeiro de. "Identificação e encaminhamento de alunos com indicadores de altas habilidades/superdotação na escola pública do Município de Fortaleza: proposta para a atuação de professores do Atendimento Educacional Especialializado." http://www.teses.ufc.br, 2011. http://www.repositorio.ufc.br/handle/riufc/3655.

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ARAÚJO, Marisa Ribeiro de. Identificação e encaminhamento de alunos com indicadores de altas habilidades/superdotação na escola pública do Município de Fortaleza: proposta para a atuação de professores do atendimento educacional especialializado. 2011. 122f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2011.<br>Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-08-06T14:54:27Z No. of bitstreams: 1 2011_DIS_MRARAUJO.pdf: 1553907 bytes, checksum: 416f6d0f1c1143c71022ef4aa775488f (M

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Foor, Ryan M. "Mentoring Abilities and Beliefs of Ohio Secondary Agricultural Education Mentor Teachers." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275451147.

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Urthaler, Stephanie. "Tränas förmågorna i ämnet fysik? : En innehållsanalys av lärarnas planeringar, LPP:er samt hur lärarna övar förmågorna med eleverna i ämnet fysik." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-33978.

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Abstract - Which abilities are the students training in the subject of physics? The purpose of this study was to examine teachers' plans, LPPs (Local Educational Planning) to see which abilities are trained and how. I have created a content analysis of the teachers' plans, LPPs and how the teachers practice the abilities of the students in the subject of physics. I analysed two LPPs in the grade 5 and two LPPs in the grade 6. The LPPs are from two different schools and two teachers' one in each grade. My first purpose was to examine which abilities, prescribed in Lgr 11 students are training a

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Gibson, Maradee Wynn. "The metacommunicative abilities of preschool children in sociodramatic play." Thesis, Kansas State University, 1985. http://hdl.handle.net/2097/9842.

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Wallen, Stacey V. "Vowel Production Abilities Of Haitian American Children." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218998835.

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Alcock, Denise. "Information processing analysis of chronically ill children's problem solving abilities." Thesis, University of Ottawa (Canada), 1986. http://hdl.handle.net/10393/4709.

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Chong, Betty Haw. "Early childhood gifted education : relationship of screening tests with measured intelligence /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974616.

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