Relevant bibliographies by topics / Repeating students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Repeating students'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Repeating students"

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Bemis, Rhyannon H. "Repeating Something Familiar." Teaching of Psychology 45, no. 2 (2018): 183–88. http://dx.doi.org/10.1177/0098628318762927.

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Segments are a structured presentation style that is commonly used on late-night talk and variety television shows. Research has shown that shows that contain segments with both entertaining and informative content (e.g., The Daily Show) have increased students’ political knowledge. This study investigated how the structure of segments could be adapted to present material in classroom lectures to promote recall of both learning events and course content. For the first two units in a three-unit child development course, students experienced segments along with traditional lecture activities. Al
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Brown, Scott A. "Nifty Nines and Repeating Decimals." Mathematics Teaching in the Middle School 22, no. 3 (2016): 178–86. http://dx.doi.org/10.5951/mathteacmiddscho.22.3.0178.

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The traditional technique for converting repeating decimals to common fractions can be found in nearly every algebra textbook that has been published, as well as in many precalculus texts. However, students generally encounter repeating decimal numerals earlier than high school when they study rational numbers in prealgebra classes. Therefore, how do prealgebra students in the middle grades convert repeating decimals to fractions without using the age-old algebraic process (multiplying and finding the difference of two “stacked” equations) or without applying the precalculus approach of treati
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Sherzer, Laurence. "An Arithmetic Method for Converting Repeating Decimals to Fractions." Mathematics Teacher 82, no. 7 (1989): 574–76. http://dx.doi.org/10.5951/mt.82.7.0574.

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Students can easily use calculators to convert fra ctions to decimal numbers. But students who have studied the algebraic method of changing a repeating decimal to a fraction often find the method tedious and tend to avoid it. This difficulty raises questions about students' under standing of the nature of repeating decimal numbers. Do they know that all repeating decima ls are shown as a pproximations on the ca lculator display?
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Fakoya, Michael Bamidele. "Failure Modesand Effects Analysis of Repeating Accounting Students." Journal of Social Sciences 41, no. 1 (2014): 37–43. http://dx.doi.org/10.1080/09718923.2014.11893339.

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Appova, Aina K. "Repeating Decimals: An Alternative Teaching Approach." Mathematics Teaching in the Middle School 23, no. 3 (2017): 154–60. http://dx.doi.org/10.5951/mathteacmiddscho.23.3.0154.

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Markworth, Kimberly A. "A Repeat Look at Repeating Patterns." Teaching Children Mathematics 23, no. 1 (2016): 22–29. http://dx.doi.org/10.5951/teacchilmath.23.1.0022.

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Roselizawati Hj Sarwadi, Hjh, and Masitah Shahrill. "Understanding Students' Mathematical Errors and Misconceptions: The Case of Year 11 Repeating Students." Mathematics Education Trends and Research 2014 (2014): 1–10. http://dx.doi.org/10.5899/2014/metr-00051.

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Jerome, Annamaria, and Patricia M. Barbetta. "The Effect of Active Student Responding during Computer-Assisted Instruction on Social Studies Learning by Students with Learning Disabilities." Journal of Special Education Technology 20, no. 3 (2005): 13–23. http://dx.doi.org/10.1177/016264340502000302.

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An alternating treatments design with a best treatments phase was used to compare two active student response (ASR) conditions and one on-task (OT) condition on the acquisition and maintenance of social studies facts during computer-assisted instruction. Each week for six weeks, five students were provided daily computer-assisted instruction on 21 unknown facts divided randomly into Clicking-ASR (active responses with computer mouse), Repeating-ASR (active oral responses) or Listening-OT (on task or passive responses). For all five students, Repeating-ASR resulted in more facts correct on same
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Dibbs, Rebecca. "Forged in failure: engagement patterns for successful students repeating calculus." Educational Studies in Mathematics 101, no. 1 (2019): 35–50. http://dx.doi.org/10.1007/s10649-019-9877-0.

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Desli, Despoina, та Dimitra Gaitaneri. "Η κατανόηση των μαθηματικών μοτίβων από παιδιά Γ’ και Δ’ δημοτικού και οι στρατηγικές σκέψης τους". Preschool and Primary Education 5, № 1 (2017): 63. http://dx.doi.org/10.12681/ppej.10216.

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The aim of the present study was to examine how children attending the middle years of the primary school understand and extend mathematical patterns. A total of 90 students coming from grades C (N=48) and D (N=42) were asked 21 pattern tasks that were designed on the basis of two main categories (visual patterns and number patterns) and were further divided into: a) repeating visual and repeating number patterns, and b) growing visual and growing number patterns. Participants were asked to identify the pattern rules and extend the patterns by filling the missing steps. They also had to make a
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Dissertations / Theses on the topic "Repeating students"

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Frye, James. "Voices of Summer: Interviews with Middle School Students Repeating Academic Courses in Summer School." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2148.

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As the needs of society changed, states faced increasing pressure from the federal government to raise educational standards. States adopted rigorous standards, however many students failed to meet defined proficiency levels, necessitating summer school attendance or grade retention. Factors associated with academic failure have been extensively documented in the academic literature. The factors identified in the research can be organized into six categories, including motivation, age and ability, withdrawal from school, parents and guardians, school practices, and teacher practices. The purp
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Spillman, Karen C. "The effects of interdisciplinary teaming and parent contacts on the academic achievment, motivation, attendance, and supervision rate of students identified to be at-risk of repeating the ninth grade." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/37251.

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Marin, Velazco Sofia Elena. "Autoeficacia y perspectiva temporal en estudiantes repitentes de nivel secundaria." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/653303.

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La repetición escolar es un fenómeno escolar percibido, pero no atendido en América Latina, esto se evidencia en la escasa producción científica de la población en relación con las variables autoeficacia y perspectiva temporal. La presente investigación tiene como objetivo examinar la relación entre la autoeficacia y perspectiva temporal en estudiantes de nivel secundaria que han repetido de año escolar. Realizada con base en un diseño correlacional, se hizo uso de la Escala de Autoeficacia General (Grimaldo, 2005) y el Inventario de perspectiva temporal (Díaz-Morales, 2006). La muestra constó
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Kembitzky, Kimberle Ann. "Addressing Misconceptions in Geometry through Written Error Analyses." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259169709.

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Kang, Ting-Hua, and 康亭華. "A study of Developmenting and Implementing Conceptual Teaching Programs for Gifted Students: Repeating Pattern." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/69698772007775550583.

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碩士<br>國立臺北教育大學<br>自然科學教育學系碩士班<br>98<br>The purpose of this study was to develop the teaching program of repeating pattern .The Design-Based Research was used(DBR). The teaching process develop teaching plans in a real classroom.Eight students of fourth grade in Taipei’s elementary school were involved.The research of teaching process was involved making problems,designing teaching plans,guide from teacher, reaction of students, interaction from teachers and students and teaching revising. The use of instruments such as teaching videotapes, teacher’s reflection diary, student’s worksheets and d
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Books on the topic "Repeating students"

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Mariano, Louis, Paco Martorell, and Tiffany Tsai. How Does Repeating a Grade Impact Students' High School Persistence and Behavior? The Case of New York City. RAND Corporation, 2018. http://dx.doi.org/10.7249/rb10025.

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Book chapters on the topic "Repeating students"

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Xiang, Meifang, and Sarah Hinchliffe. "Chapter 4 Determinants of Students’ Repeating the First College-level Accounting Course." In Advances in Accounting Education: Teaching and Curriculum Innovations. Emerald Publishing Limited, 2018. http://dx.doi.org/10.1108/s1085-462220190000022004.

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Hancı-Azizoglu, Eda Başak, and Nurdan Kavaklı. "Rewriting the Future Through Rhetorical Technology." In Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6508-7.ch001.

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The failure to advance our understanding of intellectual rhetoric prevents opening up new avenues for rewriting the future through rhetorical technology. Rhetorical technology is the intellectual ability to use the power of empathy for human evolution through imagination and rhetorical data analysis. It draws attention to the fact that human beings can avoid repeating the same catastrophic events that their ancestors experienced with rhetorical data analysis. Within the context of this study, rhetorical technology has indeed a magical and intellectual power, and teaching empathy through writing and world languages can offer more sophisticated worldviews for humanity to evolve. For this purpose, it is quite futuristic and technological to treat writing as a resource for guiding the next generation to rewrite the future through empathy and technology.
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Baba, Kyoko, and Ryo Nitta. "Dynamic Effects of Repeating a Timed Writing Task in Two EFL University Courses." In Applied Natural Language Processing. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-741-8.ch023.

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The longitudinal effects of repeating a timed writing activity on English as a Foreign Language (EFL) students’ second language (L2) writing development were investigated. Data for 46 students in two university classes (23 in each class), each with a different course objective, were collected 30 times in the same way over one year. The students’ compositions were analyzed for fluency, grammatical complexity, and lexical complexity. Text analysis using Coh-Metrix showed that task repetition had an overall effect on L2 writing development. The text analysis was supplemented with a visual analysis using moving min-max graphs. Grammatical complexity developed more prominently than the other aspects of writing in both classes. This counter-predictive result points to the significance of the writers’ reflective consciousness towards their own writing. This study also emphasizes that it is important to study the dynamics in L2 writing development with multi-wave data.
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Schniedewind, William M. "Scribal Curriculum at Kuntillet ʿAjrud." In The Finger of the Scribe. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190052461.003.0002.

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This chapter offers a new interpretation of the Kuntillet ʿAjrud inscriptions as a variety of scribal exercises that parallel the basic outlines of the early cuneiform school curriculum. Using the framework of cuneiform school curriculum, this chapter analyzes the evidence from Kuntillet ʿAjrud. Elementary curriculum was found on two large jars that show evidence of students writing, erasing, and repeating practice texts. Evidence of elementary curriculum includes abecedaries, vocabulary lists, model texts, and proverbial sayings. Inscriptions on the plastered walls of the fortress may have served as advanced texts, taken from liturgy, which students memorized and recited. This evidence can be supplemented from fragmentary evidence from other sites as well as comparative evidence from Ugaritic.
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Martin, Sean. "Between Church and State." In Polin: Studies in Polish Jewry Volume 30. Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9781906764500.003.0013.

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JANUSZ KORCZAK, physician, writer, pedagogue, and Jewish community leader, described a public school classroom in which religion was being taught in 1932: I see a classroom: a class of forty or fifty students. Young and old, in the third or fourth lesson of the day, in the days before or after a holiday, during spring or fall. I see a teacher: sometimes feeling good, sometimes not. A teacher repeating the same material for the fourth or fifth year. I see a bored class and a bored teacher, who has to teach the lesson because of the mandatory curriculum. The hour, which lasts sixty minutes, passes slowly. And in these hours, on a topic that is supposed to enthral children, to give them eternal truth, the task is not easy. In each kind of work there are hours that are tiring and torturous and hours that are noble and beautiful....
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Ostashewski, Nathaniel, Romana Martin, and Andrew Brennan. "Blended Learning and Digital Curation." In Models for Improving and Optimizing Online and Blended Learning in Higher Education. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6280-3.ch014.

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This chapter presents a case of successful integration of digital curation in a repeating series of blended classroom activities. Digital curation, in education, can be understood as the collection, organization, interpretation, summary, and sharing of online resources by learners on a topic of inquiry. This research reports on a blended digital curation learning design integrated into a third-year university course. A digital curation activity sequence development process and the classroom activity structure form the basis of the educational implementation presented here. In theory, digital curation activities can support the sharing of collected resources between learners. In practice, digital curation learning activities in higher education can also support blended and flipped classroom engagement models while providing opportunities for the development of critical thinking skills. The chapter describes the activities, the learning design, and the outcomes of a digital curation activity sequence. This provides other educators with a learning design roadmap for engaging students in pre-lecture activities or blended learning that adds value to classroom lectures.
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Lapkova, Dora, Zuzana Kominkova Oplatkova, Michal Pluhacek, Roman Senkerik, and Milan Adamek. "Analysis and Classification Tools for Automatic Process of Punches and Kicks Recognition." In Advances in Computational Intelligence and Robotics. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0565-5.ch006.

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This chapter deals with the pattern recognition in the time series. The data was obtained from the measurement of the force profiles via strain gauge sensor. This pattern recognition should help to classify different techniques of the professional defence (direct punch, direct and round kicks) and gender of the attacker. The aim is to find a suitable feature sets from the measured raw data which has to be transferred in appropriate way; in the case of this research spectral analysis or discrete cosine transformation were used. Based on the previous experience of authors, artificial neural networks with Levenberg-Marquardt training algorithm were selected as a classifier. In these experimentations, students from the Faculty of Applied Informatics, Tomas Bata University in Zlin participated. The results were successful and higher level than expected accuracy of 85% was achieved. The future plans include involving more participants and repeating the simulations to confirm the proposed technique.
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Thomson, Peter. "The Great Circle." In Sacred Sea. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780195170511.003.0019.

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The Port of San Francisco, once one of the world’s most celebrated ports of call, has been reduced to this: a quarter-mile of bare, worn asphalt between a chain link fence and the bay, a couple dozen oblong cargo containers stacked like a set of playroom blocks, and one huge gray cargo crane that looms over the water like the skeleton of some Stanford student’s monstrous robotic dog. A few miles to the north, the Embarcadero and its ripsaw ridge of angled piers, once the pulsing heart of the city’s commercial port, is today a palm-tree-lined recreational waterfront of restaurants, bars, condos, and t-shirt vendors, while here to the south of downtown, huge swaths of abandoned waterfront lie fallow, awaiting the next wave of redevelopment. The San Francisco Bay itself remains a major Pacific port, but virtually all of its cargo traffic now moves through the modern container terminals of Oakland, across the bay. In the city of San Francisco itself, there remains only a single active cargo pier, and this is it. Pier 80. Lashed to the far side of the sea of asphalt is a ship, of modest size by contemporary standards but its sheer bulk impressive nonetheless—a hulking mass of emerald green steel looming three stories above the tarmac, a pale yellow superstructure rising eight stories above that in the stern, and a wall of red and blue containers stacked six high above the forward decks. The ship looks awkward and ungainly. It looks like it may well challenge the principles of buoyancy and displacement. It looks like nothing that neither James nor I have ever trusted his life to before. Our hallucinatory float down the Copper River is ten days behind us. We’ve reentered civilization in Anchorage, visited friends in Seattle, finally met Gary Cook of Baikal Watch and our Russia-specialist travel agent Debbie, and made other last-minute arrangements here in San Francisco, and now we’re riding across the acres of asphalt in the back of a battered yellow van and our friend Eleanor, who drove us down here, is repeating, as if a mantra, Oh my god, I can’t believe you’re getting on this thing. . . . Oh my god, I can’t believe . . .
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Conference papers on the topic "Repeating students"

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Manteufel, Randall D. "Use of Conceptual Questions With Prompt Feedback in Engineering Thermodynamics." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-52276.

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An effective strategy to promote deep understanding in engineering thermodynamics is to increase the use of conceptual questions during lectures coupled with prompt assessment of student responses. A key is to collect responses from all students and provide prompt feedback explaining the correct response. It has been found that conceptual questions are more effective than numerical. Good questions explore if a quantity will increase, decrease or remain unchanged in response to a change in the system. In previous semesters, an instructor would pose conceptual questions during lecture and discus
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Feldhammer-Kahr, Martina, Stefan Dreisiebner, Martin Arendasy, and Manuela Paechter. "ONE MONTH BEFORE THE PANDEMIC: STUDENTS’ PREFERENCES FOR FLEXIBLE LEARNING AND WHAT WE CAN LEARN." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact039.

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"Flexible learning has been associated with e-learning, even before the COVID-19 pandemic. Flexible learning gives the students large degrees of freedom to learn what, when, how and where they want. The aim of this study was to evaluate students’ preferences in e-learning and traditional classroom teaching, and was conducted from October 2019 to January 2020. Students from four courses were assigned randomly to two groups, an online and a classroom group. The study included two phases: three lectures by the lecturer (podcasts vs. classroom) and seven classroom units with student presentations
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Tyagi, Pawan. "Student Presentation Based Effective Teaching (SPET) Approach for Advanced Courses." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66029.

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A student activity based effective teaching approach can significantly improve student learning. However, implementing student activity based teaching for the advanced level courses can be very challenging. Incomplete course coverage and the amount of time required by an instructor for designing active teaching strategies are cited as the common inhibiting factors in the adoption of active student teaching. This paper discusses a student presentation based effective teaching (SPET) approach that covers more course material than that covered in the conventional or other student-active teaching
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Jenjić, Slaviša, та Tatjana Mihailović. "STUDENTSʼ HOMEWORK IN THE EDUCATIONAL CONTEXT OF CONTEMPORARY TEACHING". У SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.165j.

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Aside from a reduced scope of curriculum, students in the European education system, also relax from homework. In our system, it is generally considered that there is room for changes to the scope of curriculum, but that there must be some kind of a “link” with the teaching topics that were taught outside the classroom, too, to ensure efficient adoption of what was realized in classes. Contemporary theoretical knowledge points at the educational function of homework, for it introduces students into independent acquisition and consolidation of knowledge, trains for independent work, for self-ed
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Vyshpinska, Yaryna. "Formation of Creative Personality of Students Majoring in «Preschool Education» in the Process of Studying the Methods of Musical Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/38.

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The body of the article goes on to discuss the creative models of a student’s personality’s development in the process of mastering the course «Theory and methods of musical education of the preschool children». In general, the teacher's profession accumulates a big number of opportunities for the creative improvement of a would-be teacher's personality. All types of activities used while working with children in the process of mastering the artistic competencies (like fine arts, modeling, designing, appliqué work or musical activities) require not only technical skills, but also sufficient cr
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Nichols, Aaron, and Andrew Olewnik. "A Pilot Study of Engineering Design-Decision Methods in Practice." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70407.

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Numerous engineering design-decision methods have been developed to assist groups of engineers in making choices within a design problem. However, while there are a variety of methods to choose from, there is no empirical data that exhibits which decision-method is best for specific phases of the design process, or that designers are willing to adopt particular decision methods. Due to this lack of empirical data, industry may not use certain engineering design methods since they do not have the resources or time to investigate which method would work best for them. This work presents the deve
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Persadie, Natalie, Nadine Sangster, Aaron Ameerali, Dinesh Soodeen, Aatma Maharajh, and Aneil Ramkhalawan. "INTEGRATED APPROACH TO MASTERS PROGRAMME DELIVERY IN MANUFACTURING AND DESIGN ENGINEERING AT UTT." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/luef1120.

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Translating theory into practice at the university level is easier said than done. Students often tend to experience difficulty in the application of knowledge learnt, as they seem to be accustomed to learning theory by rote and simply repeating it for the purpose of assessments. A somewhat different approach has been taken by the Design and Manufacturing Engineering (DME) Unit at the University of Trinidad and Tobago. In its BASc and MSc offerings, the DME Unit has made the application of knowledge learnt in the various courses offered a key feature of its programmes. The focus of this paper
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