Relevant bibliographies by topics / Skills acquisition

Contents

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

Academic literature on the topic 'Skills acquisition'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

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Journal articles on the topic "Skills acquisition"

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Alcina, Amparo, Victoria Soler, and Joaquín Granell. "Translation Technology Skills Acquisition." Perspectives 15, no. 4 (November 2007): 230–44. http://dx.doi.org/10.1080/13670050802280179.

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Gask, Linda. "Acquisition of clinical skills." Advances in Psychiatric Treatment 5, no. 4 (July 1999): 311–16. http://dx.doi.org/10.1192/apt.5.4.311.

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“No-one except you and the patient really know what happens when you take him for an interview. You learn from your own mistakes behind the closed door” (Adams & Cook, 1984).Clinical skills in psychiatry are not best acquired in unsupervised practice or in learning by apprenticeship. In the past, it was reported that during the course of their clinical training, students' interviewing skills actually deteriorated rather than improved (Helfer, 1970; Maguire & Rutter, 1976), although recent research suggests that improved training is now having an impact (Davis & Nicholaou, 1992). The methods described below may be employed at both undergraduate and postgraduate level. Traditionally, psychiatrists have been actively involved, along with general practitioners, in the provision of communication skills training to undergraduates. In the future, this training will become a continuous process carried out alongside and within other teaching in all specialities (Gushing, 1996). One of the biggest challenges facing medical schools is how to engage and train clinical teachers from a range of specialities in facilitating students in the acquisition of clinical interpersonal skills.
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Issah, Mohammed Seini, Akosua Tachie-Menson, and Essel Harry Barton. "Teacher Practical and Pedagogical Skills Acquisition (TPPSA) Framework For Skills Acquisition In Leatherwork." Indonesian Journal of Education and Social Sciences 4, no. 1 (January 1, 2025): 140–51. https://doi.org/10.56916/ijess.v4i1.981.

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This paper presents a framework for the instruction of Leatherwork and practical programs aimed at skills acquisition. The development of the pedagogical framework was inspired by observations of teaching and learning in Leatherwork, as well as a series of interviews conducted at the Department of Art and Design Innovation at Tamale Technical University. Additionally, the framework draws from various models, including Technological Pedagogical Content Knowledge TPACK developed by Koehler and Mishra (2009), the Successive Approximation Model (SAM) model, and the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model as proposed by Molenda and Pershing (2003), along with the Ghana National Teachers Guide (2017) in conjunction with established teachers' standards. The pedagogical framework is designated TPPSA. The development of the Teacher Practical and Pedagogical Skills Acquisition (TPPSA) framework is essential for the effective teaching of both content and practical knowledge in technical universities. This structured framework is designed to facilitate skills acquisition among technical university students. This paper commences with a brief introduction to leatherwork as a practical program within Ghanaian technical universities, thereby situating the pedagogical framework within the context of leatherwork. Additionally, it addresses the challenges associated with the teaching and learning of practical courses in technical universities, which underscore the necessity for the development of the TPPSA pedagogical framework. The TPPSA framework for skills acquisition is articulated in detail as a complex interaction among three domains of knowledge: teacher philosophy, pedagogical strategies, and practical skills. The interplay of these domains, both theoretically and in practice, engenders the flexible knowledge required to effectively cultivate content knowledge and practical skills among students in technical universities.
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Kopelman, Peter. "Learning skills and the acquisition of clinical skills." Medical Education 31 (December 1997): 17–19. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02581.x.

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Berninger, Virginia Wise. "Normal Variation in Reading Acquisition." Perceptual and Motor Skills 62, no. 3 (June 1986): 691–716. http://dx.doi.org/10.2466/pms.1986.62.3.691.

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Visual, linguistic, reading, and spelling tests were administered to the same 45 children at the end of kindergarten and of first grade. Normal variation, i.e., diversity not related to pathology, was found in the visual and linguistic skills and was shown to be related to reading and spelling achievement for a sample of suburban children of similar socioeconomic status. Individual differences in three visual skills—selective attention to letter information (RT), memory for a component letter (accuracy), and memory for a whole word (accuracy)—and two linguistic skills—phonemic analysis and vocabulary understanding—were reliable over the first year of formal reading instruction and had concurrent validity in that they were correlated with achievement in word decoding/encoding at the end of kindergarten and of first grade. Of these five skills, phonemic analysis accounted for more variance in achievement (52% to 64%, depending upon achievement measure) than any other single skill. Significantly mote variance in achievement was accounted for when both a visual skill (memory for a sequence) and a linguistic skill (phonemic analysis) were considered than when either alone was at end of first grade. The predictive validity of quantitatively defined “disabilities” (at or more than a standard deviation below the mean) was investigated; disabilities in both visual and linguistic skills at the end of kindergarten were associated with low achievement in word decoding/encoding at the end of first grade. Two pairs of identical twin girls (each co-twin taught by a different teacher) were not mote congruent on several achievement measures than two pairs of unrelated girls, taught by the same teacher and matched to each other and a twin pair on verbal ability and age. Normal variation in acquisition of word decoding/encoding probably results from an interaction between genetic individual differences in cognitive skills and the processes of assimilation and accommodation during environmental transactions proposed by Piaget.
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Kjelland, Kimberly, Marlena Allen, Kimberly Holder, Amanda Jenny, Christy Roe, Heather Troutman, Holly Nieves, Traci Voils, and Martha Monroe. "The tiered skills acquisition model." Nursing Management 52, no. 9 (September 2021): 51–53. http://dx.doi.org/10.1097/01.numa.0000771756.09339.e2.

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Frawley, William, Don R. Rogers, and John A. Sloboda. "The Acquisition of Symbolic Skills." Language 61, no. 3 (September 1985): 726. http://dx.doi.org/10.2307/414426.

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Moray, Neville, Pam Lootsteen, and Jan Pajak. "Acquisition of Process Control Skills." IEEE Transactions on Systems, Man, and Cybernetics 16, no. 4 (July 1986): 497–504. http://dx.doi.org/10.1109/tsmc.1986.289252.

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Phindane, Pule. "Reading Skills Acquisition in English:." Journal of Psychology 5, no. 1 (July 2014): 85–96. http://dx.doi.org/10.1080/09764224.2014.11885509.

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Holmes, Neville. "Supporting Acquisition of Basic Skills." Computer 41, no. 3 (March 2008): 104–3. http://dx.doi.org/10.1109/mc.2008.99.

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Dissertations / Theses on the topic "Skills acquisition"

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Koehler, Shannon. "Social Skills Training for Adolescent Youth: Measurement of Skill Acquisition." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4103.

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Abstract This study evaluated the effectiveness of a classroom based training in teaching social skills to four adolescent females between the ages of 13–17 years old and residing in foster care. The training took place over a three week period, one night a week, for three hours at a time and utilized a Behavioral Skills Training format. The assessments were conducted via role play scenarios; pre- and posttraining. The results show each participant demonstrated an overall increase in skills from pretraining to posttraining indicating that youth in foster care were capable of learning the skills taught.
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Thompson, Jessica Anne. "Social Skills Training with Typically Developing Adolescents: Measurement of Skill Acquisition." [Tampa, Fla.] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002325.

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Maguire, Rachael. "Acquisition and maintenance of keyboard skills." Thesis, University of Surrey, 2000. http://epubs.surrey.ac.uk/926/.

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Muller-Townsend, Katrina Louise. "Transfer of automatic skills: the role of automaticity in skill acquisition and transfer." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1954.

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Skill acquisition theories suggest that automaticity of lower-level processes is required before the acquisition of higher-level skills can be attempted. However, there is a disparity between the theoretical expectations of skill acquisition and the empirical findings in the transfer of training research. Research has found that when a change is made to the contextual conditions in which a skill is acquired, the learned response becomes less skilled. When skill transfer occurs performance is disrupted so that reaction times are slower than observed prior to the context change. This observation has been made with several different tasks, however no research has established whether a transfer disruption is observed with automatic skills. The discrepancy between the theoretical assumptions and empirical findings suggests that aiming for automaticity in education may not be best practice. The experiments in the current thesis were designed to examine whether automaticity disrupts or enhances transfer performance. The studies were based on Lassaline and Logan’s (1993) visual numerosity task and Speelman and Parkinson’s (2012) two-step task design. The study has a particular emphasis on individual differences, and thus individual participant data are explored to determine the pervasiveness of trends observed in the group data. In experiment one it was found that experimental design might play a role in the acquisition and probability of transfer, with the experimental conditions revealing differences in disruption and acquisition of automaticity. Group results in experiment two suggest that automaticity is unaffected by context changes, however individual results revealed that some participants failed to approach automatic performance. In experiment three participants were approaching automaticity, however a large percentage of participants did not demonstrate a shift from controlled to automatic processing. Furthermore, group results suggest that performance is unaffected by context changes in transfer, yet, this observation was not reliably presented amongst individuals with many individuals demonstrating transferable skills while not attaining automaticity. Overall, the results appear to be congruent with Lassaline and Logan’s (1993) findings. According to the group data, automaticity appears to facilitate transfer, and performance continues in accordance with the power law of learning; automaticity was transferred despite novel context changes. However, individual data indicates that not all participants are behaving this way. The current results question whether automaticity should be the desired outcome in education settings as many people failed to achieve automaticity. Further research is required at an individual level that includes factors such as working memory ability and task approach to determine why some participants deviate way from group data trends, and why they may be affected differently by context changes.
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Krosnick, Burton W. "Perceptual augmentation to support skill acquisition and robust decision-making and control skills." Thesis, Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/24349.

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Veskos, Paschalis. "Development acquisition of rhythmic skills in bipedal robots." Thesis, Imperial College London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.537558.

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Law, Jon. "Perceptual motor skills, acquisition and performance under pressure." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435309.

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Berthold, Oswald. "Robotic self-exploration and acquisition of sensorimotor skills." Doctoral thesis, Humboldt-Universität zu Berlin, 2020. http://dx.doi.org/10.18452/21480.

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Die Interaktion zwischen Maschinen und ihrer Umgebung sollte zuverlässig, sicher und ökologisch adequat sein. Um das in komplexen Szenarien langfristig zu gewährleisten, wird eine Theorie adaptiven Verhaltens benötigt. In der Entwicklungsrobotik und verkörperten künstlichen Intelligenz wird Verhalten als emergentes Phänomen auf der fortlaufenden dynamischen Interaktion zwischen Agent, Körper und Umgebung betrachtet. Die Arbeit untersucht Roboter, die in der Lage sind, schnell und selbständig einfache Bewegungen auf Grundlage sensomotorischer Information zu erlernen. Das langfristige Ziel dabei ist die Wiederverwendung gelernter Fertigkeiten in späteren Lernprozessen um damit ein komplexes Interaktionsrepertoire mit der Welt entstehen zu lassen, das durch Entwicklungsprozesse vollständig und fortwährend adaptiv in der sensomotorischen Erfahrung verankert ist. Unter Verwendung von Methoden des maschinellen Lernens, der Neurowissenschaft, Statistik und Physik wird die Frage in die Komponenten Repräsentation, Exploration, und Lernen zerlegt. Es wird ein Gefüge für die systematische Variation und Evaluation von Modellen errichtet. Das vorgeschlagene Rahmenwerk behandelt die prozedurale Erzeugung von Hypothesen als Flussgraphen über einer festen Menge von Funktionsbausteinen, was die Modellsuche durch nahtlose Anbindung über simulierte und physikalische Systeme hinweg ermöglicht. Ein Schwerpunkt der Arbeit liegt auf dem kausalen Fussabdruck des Agenten in der sensomotorischen Zeit. Dahingehend wird ein probabilistisches graphisches Modell vorgeschlagen um Infor- mationsflussnetzwerke in sensomotorischen Daten zu repräsentieren. Das Modell wird durch einen auf informationtheoretischen Grössen basierenden Lernalgorithmus ergänzt. Es wird ein allgemeines Modell für Entwicklungslernen auf Basis von Echtzeit-Vorhersagelernen präsentiert und anhand dreier Variationen näher besprochen.<br>The interaction of machines with their environment should be reliable, safe, and ecologically adequate. To ensure this over long-term complex scenarios, a theory of adaptive behavior is needed. In developmental robotics, and embodied artificial intelligence behavior is regarded as a phenomenon that emerges from an ongoing dynamic interaction between entities called agent, body, and environment. The thesis investigates robots that are able to learn rapidly and on their own, how to do primitive motions, using sensorimotor information. The long-term goal is to reuse acquired skills when learning other motions in the future, and thereby grow a complex repertoire of possible interactions with the world, that is fully grounded in, and continually adapted to sensorimotor experience through developmental processes. Using methods from machine learning, neuroscience, statistics, and physics, the question is decomposed into the relationship of representation, exploration, and learning. A framework is provided for systematic variation and evaluation of models. The proposed framework considers procedural generation of hypotheses as scientific workflows using a fixed set of functional building blocks, and allows to search for models by seamless evaluation in simulation and real world experiments. Additional contributions of the thesis are related to the agent's causal footprint in sensorimotor time. A probabilistic graphical model is provided, along with an information-theoretic learning algorithm, to discover networks of information flow in sensorimotor data. A generic developmental model, based on real time prediction learning, is presented and discussed on the basis of three different algorithmic variations.
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Wright, Barbara Ann Hargis. "Employability skills acquisition for students with challenging behaviors /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115601.

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Tocknell, Carol. "Student acquisition of social skills through teacher modelling." Thesis, Federation University Australia, 2015. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/75649.

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Doctor of Philosophy<br>Using the perspective of school leaders, teachers and students, this research questions whether Victorian Government schools provide opportunities, in the form of explicit teacher modelling, for the development of student social skills and social competence. The essence of this study was to determine whether students feel they can thrive at school and whether they believe there are opportunities for them to succeed. Two Victorian Government secondary schools were involved in the study and eight male and ten female students aged 12–14 years volunteered to be interviewed over the course of their first year in secondary school. Teachers and principals at the schools were also interviewed. The research found that students do not identify teachers as role models for social skills. However, school leaders believe that teachers are behaviour role models for students. Students and teachers were found to place value on positive teacher–student relationships. The variance of social-skills instruction in secondary schools and classrooms points to significant differences between intent and practice of such instruction within schools. It seems there are considerable differences in the perception of the Australian Curriculum‘s Personal and social capability domain within schools and between individual teachers‘ classrooms. This limits opportunity for students to develop social skills, as there appears to be no strategic whole-school social–emotional curriculum plan, few resources to implement such plans and no professional development for teachers in this area. This research describes the opportunities that are available for secondary students at Victorian Government schools to develop social skills and social competence. The research contributes to, and informs teacher pedagogy and contributes to knowledge on the value placed on social competence by students, teachers and school leaders. It also provides insight into the importance that students place on teacher interpersonal skills, the subsequent engagement of students with teachers and their sense of connectedness and belonging to their school.
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Books on the topic "Skills acquisition"

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Elson-Cook, Mark. Acquisition of computing skills. [Milton Keynes]: [IET], 1987.

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M, Pena Carmen, and Air Force Human Resources Laboratory., eds. Acquisition of programming skills. Brooks Air Force Base, Tex: Air Force Systems Command, Air Force Human Resources Laboratory, 1990.

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M, Colley Ann, and Beech John R, eds. Acquisition and performance of cognitive skills. Chichester: Wiley, 1989.

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McMorris, Terry. Acquisition and Performance of Sports Skills. New York: John Wiley & Sons, Ltd., 2005.

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C, Fabini Blake, ed. Spelling skills: Acquisition, abilities, and reading connection. Hauppauge, N.Y: Nova Science Publisher's, 2009.

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Stace, Birks, ed. Skills acquisition in micro-enterprises: Evidence from West Africa. Paris: Organisation for Economic Co-operation and Development, 1994.

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Makoto, Nakayama, and Sutcliffe Norma, eds. Managing IT skills portfolios: Planning, acquisition, and performance evaluation. Hershey, PA: Idea Group Pub., 2005.

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Technology, Kwara State Polytechnic Institute of. Acquisition of entrepreneurial skills through research in technology and engineering management. Ilorin, Kwara State: Kwara State Polytechnic, 2010.

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Buteau, Carol Liddiard. Preschoolers acquiring language skills: Center-based activities with parents as partners. Eau Claire, Wis: Thinking Publications, 2000.

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Gynther, Paivi. Beyond systemic discrimination: Educational rights, skills acquisition and the case of Roma. Leiden: Martinus Nijhoff Publishers, 2007.

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Book chapters on the topic "Skills acquisition"

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Cairns, Helen. "Metalinguistic skills of children." In Generative Linguistics and Acquisition, 271–90. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/lald.54.11cai.

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Teitel, Simón. "Acquisition of Technology." In Technology and Skills in Zimbabwe’s Manufacturing, 55–64. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230514027_6.

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Warner, Darren. "Creating a Skills Based Curriculum." In Skill Acquisition for Judo, 78–84. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003051343-12.

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Gask, Linda. "Acquisition of Psychiatric Interviewing Skills." In Teaching Psychiatry, 97–108. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9780470974544.ch8.

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Taras, Marie E., and Mary Matese. "Acquisition of Self-Help Skills." In Handbook of Behavior Modification with the Mentally Retarded, 273–303. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-2501-5_11.

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Rose, Andrew M. "Acquisition and Retention of Skills." In Applications of Human Performance Models to System Design, 419–26. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4757-9244-7_30.

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Chaney, Michael P., and Jennifer J. Matthews. "Acquisition of Knowledge and Skills." In Preparing the Educator in Counselor Education, 101–19. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315521695-6.

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Amoateng, Acheampong Yaw, and Elizabeth Biney. "Youth education and skills acquisition." In Youth in Post-Apartheid South Africa, 120–37. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003468288-8.

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Whitman, Joy S., and Laura R. Haddock. "Acquisition of Knowledge and Skills." In Skill Development in Counselor Education, 55–66. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315413938-6.

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King, Kenneth. "Skill Acquisition in the Informal Sector." In Education, Skills and International Cooperation, 65–92. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29790-9_2.

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Conference papers on the topic "Skills acquisition"

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Malmierca-Ordoqui, María, Raúl Ruiz-de-la-Hermosa González-Carrato, and Rosalía Miranda Martín. "ACQUISITION OF SOFT SKILLS THROUGH STUDENTS' INTERACTION WITH BUSINESS REALITY." In 17th annual International Conference of Education, Research and Innovation, 4492–97. IATED, 2024. https://doi.org/10.21125/iceri.2024.1116.

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Belkhouche, Boumediene, Safaa Dhanhani, Fatma Ramsi, and Saada Al Mansoori. "A Linguistic Skills Acquisition Framework." In Annual International Conference on Computer Games Multimedia and Allied Technologies (CGAT 2014). Global Science and Technology Forum, 2014. http://dx.doi.org/10.5176/2251-1679_cgat14.01.

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Aimetti, Guillaume. "Modelling early language acquisition skills." In the 12th Conference of the European Chapter of the Association for Computational Linguistics: Student Research Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1609179.1609180.

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Shen Dong and F. Naghdy. "Application of Competitive Clustering to Acquisition of Human Manipulation Skills Acquisition." In 2006 IEEE International Conference on Fuzzy Systems. IEEE, 2006. http://dx.doi.org/10.1109/fuzzy.2006.1681698.

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Sun, Chao, Fazel Naghdy, and David Stirling. "Application of MML to Motor Skills Acquisition." In 2006 International Conference on Computational Inteligence for Modelling Control and Automation and International Conference on Intelligent Agents Web Technologies and International Commerce (CIMCA'06). IEEE, 2006. http://dx.doi.org/10.1109/cimca.2006.49.

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Persad, Jeevan, Daniel Ringis, and Cathy Radix. "Leveraging student motivation in engineering skills acquisition." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044223.

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Calinon, Sylvain, Zhibin Li, Tohid Alizadeh, Nikos G. Tsagarakis, and Darwin G. Caldwell. "Statistical dynamical systems for skills acquisition in humanoids." In 2012 12th IEEE-RAS International Conference on Humanoid Robots (Humanoids 2012). IEEE, 2012. http://dx.doi.org/10.1109/humanoids.2012.6651539.

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Markus, Dace, and Tija Zirina. "NEW KNOWLEDGE AND SKILLS IN LATVIAN LANGUAGE ACQUISITION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0850.

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Necula, Gina Aurora. "NEW PERSPECTIVES ON THE ACQUISITION OF LANGUAGE SKILLS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end001.

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"Reading, writing, speaking and listening – the four foundational skills of language learning have been constantly reassessed over time. When we learn a new language, we firstly learn to listen, and read then speak, and finally write. Therefore, traditionally, we consider that the student first acquires skills of receiving the newly acquired language (listening and reading) and, later, skills of producing that language (speaking and writing), thus gradually turning from consuming a foreign language, to delivering it. Thus, language teachers insist on practicing all four language skills to ensure that both the spoken (listening and specking) and written (reading and writing) aspects of the language are developed at the same level. However, experiencing the pandemic with all the imposed major switches that needed to be done in education proved changes in the way communication skills are acquired under these specific circumstances. Our research, conducted with foreign students learning Romanian Language during the last academic year, made us understand that teachers need to adapt their teaching tools and cope with new challenges imposed by the reversal of the ratio between the volume of online or asynchronous activity and the onsite ones, according to the traditional model. At the same time, we need to consider the fact that both teachers and students have been forced to redefine and understand how public and private spheres interact during online courses. Nevertheless, through this article, our intentions are to analyze the way in which the students' perception on the way of learning foreign languages has changed due to new social imperatives that have tipped the scales in terms of acquiring oral communication skills to the detriment of written communication skills, but have also changed perspectives on other satellite skills needed for an effective communication such as cultural and social skills."
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Wiesen, Carina, Steffen Becker, Nils Albartus, Christof Paar, and Nikol Rummel. "Promoting the Acquisition of Hardware Reverse Engineering Skills." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028668.

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Reports on the topic "Skills acquisition"

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Ohlsson, Stellan. Feedback and Transfer in the Acquisition of Cognitive Skills. Fort Belvoir, VA: Defense Technical Information Center, June 2003. http://dx.doi.org/10.21236/ada416633.

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Terhark, Linda. Effective acquisition of basic skills: an elementary schools program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.419.

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Reiser, Brian J. Causal Models in the Acquisition and Instruction of Programming Skills. Fort Belvoir, VA: Defense Technical Information Center, March 1992. http://dx.doi.org/10.21236/ada248761.

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Reiser, Brian J. Causal Models in the Acquisition and Instruction of Programming Skills. Fort Belvoir, VA: Defense Technical Information Center, October 1991. http://dx.doi.org/10.21236/ada242899.

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Wood, Mary. Implications of an oral-gestural training program in the acquisition of speechreading skills. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1475.

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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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7

Alvárez-Flores, EP, P. Núñez-Gómez, and C. Rodríguez Crespo. E-skills acquisition and deficiencies at the university in the context of the digital economy. Revista Latina de Comunicación Social, May 2017. http://dx.doi.org/10.4185/rlcs-2017-1178en.

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8

Gustafsson, Martin, and Nick Taylor. The Politics of Improving Learning Outcomes in South Africa. Research on Improving Systems of Education (RISE), October 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe03.

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This paper examines the political economy and the ideology, two important determinants of educational development, in the South African context, using an approach which is in part dialogical, while paying special attention to the acquisition of foundational skills in the early grades.
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Danon, Alice, Jishnu Das, Andrea de Barros, and Deon Filmer. Cognitive and Socioemotional Skills in Low-Income Countries: Measurement and Associations with Schooling and Earnings. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/126.

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We assess the reliability and validity of cognitive and socioemotional skills measures and investigate the correlation between schooling, skills acquisition, and labor earnings. Our primary data from Pakistan incorporates two innovations related to measurement and sampling. With regard to measurement, we developed and implemented a battery of instruments intended to capture cognitive and socioemotional skills among young adults. With regard to sampling, we use a panel that follows respondents from their original rural locations in 2003 to their residences in 2018, a period over which 38% of respondents left their native villages. We first show that in terms of their validity and reliability, our skills measures compare favorably to previous measurement attempts in low- and middle-income countries. We then document that in our data (a) more years of schooling are correlated with higher cognitive and socioemotional skills; (b) labor earnings are correlated with cognitive and socioemotional skills as well as years of schooling and; (c) the earnings-skills correlations depend on respondents’ migration status. The magnitude of the correlations between schooling and skills on the one hand and earnings and skills on the other is consistent with a widespread concern that such skills are underproduced in the schooling system.
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Lawson, Adrienn. 2024 State of Tech Talent Report: Survey-based Insights into the Current State of Technical Talent Acquisition, Retention, and Management Globally. The Linux Foundation, April 2024. https://doi.org/10.70828/lejn2246.

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LF Research and LF Training &amp; Certification partnered again this year to study trends in the technical talent market, surveying individuals responsible for hiring and training IT professionals. The aim of this research was to understand how technical skill development and organizational strategies are changing in response to emerging technologies and economic challenges, in particular the IT layoffs in 2023 and the growing use of generative AI tools. Key findings from the report indicate that despite headlines, only a minority of companies reduced their technical headcount in 2023. What's more, companies are choosing to prioritize upskilling and cross-skilling over hiring to diversify their staff's skills in strategic domains, such as Cloud, DevOps, cybersecurity, and AI / ML.
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