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Relevant bibliographies by topics / Slow learners / Dissertations / Theses

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Dissertations / Theses on the topic 'Slow learners'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Best, R. E. "Remedial education in transition? : A comparative study of teacher and pupil perspectives on the organisation of remedial education in two comprehensive schools." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377700.

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2

Alenezi, Nouf. "Teachers' and parents' perspectives towards including 'slow learners' in mainstream schools in Kuwait." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24053.

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This qualitative research inquiry explores the perspectives of a diverse range of participants, namely head teachers, teachers and mothers, towards inclusion of "slow learners" in two primary mainstream schools in the State of Kuwait. The concept of inclusion, through a review of major issues and limitations in the current practice of inclusion is highlighted by this case study. A multi-method data collection approach, using semi-structured interviews and critical discourse analysis of the policy document for inclusion in Kuwait, has led to identifying what has been done, so far in practice, f

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3

Hugo, Martin. "Liv och lärande i gymnasieskolan : En studie om elevers och lärares erfarenheter i en liten grupp på gymnasieskolans individuella program." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Övrig skolnära forskning, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-682.

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Syftet med studien är att förstå och beskriva sju elevers och tre lärares erfarenheter av skolan under deras treåriga gymnasietid tillsammans. Målet är att kunna utveckla kunskap om hur gymnasieskolan ska kunna möta behovet hos elever som lämnar grundskolan med ofullständiga betyg. Bakgrunden till studien är den snabba förändring som skett i Sveriges utbildningssystem de senaste decennierna. Från att ha varit en urvalsskola går idag mer än 99 procent av varje årskull vidare till gymnasieskolan i Sverige. Det innebär att gymnasieskolan ställts inför en betydligt svårare uppgift med nya elevgrup

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4

Purdy, Gerald Albert. "Impact of independent instruction on the achievement scores of slow learner students." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28456.

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This study compared the effectiveness of independent lesson reviews with teacher-directed lesson reviews using the same content material. Student improvement was measured by improvement of the mean scores of the students, as determined by their performance on teacher-made tests. The students taking part in the study were grade nine vocational students at W.J. Fenton Secondary School in The Peel Board of Education. The students were tested on their ability to recall names of equipment, on their comprehension of a scientific phenomenon and on their ability to apply a mathematical formula to quan

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5

Root, Scott. "Investigating Corrective Instructional Activities for Secondary-Level Students Within Mastery Learning Environments." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/34.

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This applied dissertation was designed to provide a better understanding of the effectiveness of out-of-class safety net corrective instructional activity practices conducted beyond regular classroom instruction for lower secondary level (9th- and 10th- grade high school) students within mastery learning educational environments. The study was designed to shed light on the impact and implications of these practices on Bloom’s vanishing point (Bloom, 1971) and Arlin’s leveling effect (Arlin & Westbury, 1976). Seven mastery learning structured international schools in geographic proximity, of si

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6

Urek, Halime. "Control Of A Satellite With Flexible Smart Beam During Slew Maneuver." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613597/index.pdf.

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In this thesis, an attitude control system based on Linear Quadratic Regulator (LQR) technique is developed for a hypothetical Earth observation satellite with a long flexible boom. To improve pointing performance of the satellite, the piezoelectric actuators are used as well. The boom is rectangular made of aluminum with the surface bonded piezoelectric layers on all four surfaces. The boom is modeled using finite elements. The pointing performance of the satellite using various metrics is evaluated through simulations. Effectiveness of the piezoelectric actuators is demonstrated.

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7

Li, Yu-fen, and 李玉芬. "The effect of slow speech on Chinese EFL learners' listening comprehension." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/63174074035226428359.

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碩士<br>國立彰化師範大學<br>英語學系<br>87<br>Abstract Owing to the fact that language learners often confront with the overwhelming fast speed in English speech, the present study aims to examine the effect of slow speech on Chinese EFL students' listening comprehension by conducting two phases of experiments: the preliminary study and the main experiment. Forty freshman English majors participated in this study. In the preliminary study, 3 passages of about 300 words were used; each passage was tape-recorded by a female English native speaker at approximate 3.2 syllables per second (s.p.s.) (or

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8

Birch, Kathryn Guy. "Phonological processing, automaticity, auditory processing, and memory in slow learners and children with reading disabilities." 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116264.

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9

Birch, Kathryn Guy 1974. "Phonological processing, automaticity, auditory processing, and memory in slow learners and children with reading disabilities." 2003. http://hdl.handle.net/2152/12000.

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10

Dias, Andrea Baptista Água. "Características neuropsicológicas de alunos com funcionamento intelectual borderline." Master's thesis, 2016. http://hdl.handle.net/10316/31272.

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Dissertação de mestrado em Temas de Psicologia do Desenvolvimento, apresentada à Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra.<br>Os Slow Learners são alunos com Funcionamento Intelectual Borderline (FIB) que frequentemente se debatem para acompanhar as exigências académicas. O presente estudo teve como objetivo contribuir para aumentar o conhecimento em relação a estes alunos, tendo-se realizado um estudo empírico comparativo e correlacional, com uma amostra constituída por um grupo com FIB, de 40 crianças e adolescentes (7-15 anos), do 2º ao 6º ano, e um

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11

Abdool, Ryman Sheik Salim. "Assessing the impact of motivational strategies on slow learners in Arabic at a Mauritian school, form 1 level." Diss., 2016. http://hdl.handle.net/10500/22257.

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Motivation and motivational strategies are believed to enhance student participation in the learning of a second language. As an educator, I wanted to conduct my own research to investigate whether a teacher can motivate slow learners by using different motivational strategies. Fifteen pupils of Form I participated in completing a questionnaire to show how much they were intrinsically and extrinsically motivated in the learning of the Arabic language before applying the motivation strategies. At the end, the same questionnaire was given after these strategies were applied. As a result, my go

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12

Rijhumal, Meera Surendar. "SLI or 'slow' to develop English additional language (EAL) learners - how do we know? : an in depth investigation of English additional language learners in the foundation phase with suspected specific language impairment." Thesis, 2011. http://hdl.handle.net/10539/10488.

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Background: This study formed part of a larger longitudinal research study by Jordaan (2009), who tracked the development of language for academic purposes in grade 1- 3 English Additional Language (EAL) and English First Language (EFL) learners attending English only programmes in Gauteng over a period of three years. These learners attended schools in two different educational contexts where there is a marked heterogeneity in the linguistic backgrounds of both the learners and teachers investigated. Results from Jordaan’s (2009) study revealed that some EAL and EFL learners appeared to be sl

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13

Moagi, Daniel K. "Exploring Grade six teachers' views regarding teaching progressed learners in Lichtenburg selected primary schools." Diss., 2020. http://hdl.handle.net/10500/26354.

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According to the National Policy for Assessment Grade R-12, South African learners are either promoted or progressed to the next grade. This study focused on teachers’ views on teaching progressed learners in primary schools in the Lichtenburg District. According to the National Policy Pertaining to the Programme and Progression Requirements, the term ‘progressed’ means the movement of a learner from one grade to the next grade excluding grade R, in spite of the learner’s non-compliance with all the promotion requirements. The theoretical framework was provided by the behaviourist, social co

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14

Jiránková, Lucie. "Vnímání konců slov u studentů angličtiny." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-357889.

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THESIS ABSTRACT Word final positions are sometimes described as optionally salient, depending on the presence or the absence of bound morphology. In fact, word final positions often incur disruptive phonological processes (such as deletion or assimilation) but these processes are partially blocked in the presence of bound morphology. Some evidence suggests that these effects may also be active in the sublexicon (i.e. with no access to semantics). Investigations of this phenomenon so far focused on monolingual speakers, and little is known about the presence of these effects on speakers with En

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15

Chen, Mai-Er, and 陳美娥. "The Study of the Relationship on Slow learner Parental education method and Achievement motivation Life adapation School achievement in Elementary schools." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/68604606843225444396.

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16

Saunders, Inez. "Adolessent se belewenis van graadherhaling." Thesis, 2007. http://hdl.handle.net/10500/1735.

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Nationally and internationally grade retention is still used as a remedial strategy even though the majority of research questions its efficacy. In this qualitative study the adolescent is given a voice to inform important role-players about his experience of grade retention. The findings show that the adolescent is very self-conscious about his new status and fears stereotyping. The adolescent's self-esteem is shattered and he loses confidence in his ability to achieve. He is often the victim of teasing and experiences loneliness when he loses his friends in the process. The adolescent i

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