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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 40 1 EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university Bui, Thi Hien. - : Edith Cowan University, Research Online, Perth, Western Australia, 2022 In: Theses: Doctorates and Masters (2022) BASE Show details 2 Evaluation of Metacognitive and Self-Regulatory Programmes for Learning, Pedagogy and Policy in Tertiary EFL Contexts WONGDAENG, MEECHAI. - 2022 BASE Show details 3 Achieving Learning Regulation Support: How a Socially Shared Approach Fits, Functions, and Thrives Faith, Laurie Christine. - : University of Toronto, 2022 BASE Show details 4 Exploring the Relationship Between Teachers’ Formative Classroom Assessment Practices and Students’ Self-Regulation in Kindergarten Classrooms Braund, Heather. - 2020 BASE Show details 5 Meditative Breathing A Catalyst for Positive Change Browne, Robyn. - : Victoria University of Wellington, 2020 BASE Show details 6 Erros ortográficos: programa de intervenção com alunos do 2º ano de escolaridade ; F(irst) A(ttempt) I(n) L(earning). Erros ortográficos: programa de intervenção com alunos do 2º ano de escolaridade Almeida, Marta Silva Reis Ribeiro de. - 2019 Abstract: Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção do grau de Mestre na especialidade de Psicologia Educacional. ; O presente estudo teve como objetivo avaliar o impacto de um programa de intervenção, com vista à diminuição da frequência do número de erros ortográficos. Ao longo da intervenção, foi utilizada uma grelha que funcionou como orientadora e reguladora do processo de aprendizagem, permitindo uma revisão e reflexão específica sobre regras ortográficas contextuais e alguns erros ortográficos resultantes de uma análise deficiente d estrutura fonológica das palavras. Os participantes do estudo foram 29 crianças do 2º ano de escolaridade, divididas por um grupo experimental e um grupo de controlo. A equivalência dos grupos foi garantida quer a nível intelectual como no desempenho ortográfico. No início de cada sessão individual de intervenção, realizou-se um ditado de palavras. No grupo experimental, os erros foram sublinhados e procedeu-se à correção dos mesmos, de acordo com as indicações da grelha. No grupo de controlo, as crianças realizaram os ditados e corrigiram os seus erros, escrevendo três vezes as palavras corretas. Nos momentos de avaliação pré-teste e pós-testes, de forma a avaliar a evolução das crianças, realizou-se o mesmo ditado de 64 palavras. Verificou-se uma evolução significativa dos resultados na diminuição do número de erros do grupo experimental, comparativamente ao grupo de controlo, na totalidade das palavras e também em cada tipo de erro analisado. ; The aim of this study was to evaluate the impact of an intervention program, with a view to reduce the frequency of the number of spelling errors. During the intervention, a grid was used as a guide and regulator of the learning process, allowing a specific review and reflection on contextual spelling rules and some spelling errors allow a poor analysis of the phonological structure of words. The study participants were 29 children of the 2nd grade class, divided into experimental group and control group. The equivalence of the groups was guaranteed both intellectually and in spelling performance. At the beginning of each individual intervention session, a dictation of words was made. In the experimental group, the errors were underlined and corrected according to the grid indications. In the control group, the children performed the dictations and corrected their errors by writing the correct words three times. In the pre-test and post-test evaluation moments, in order to assess the children’s evolution, the same 64-word dictation was performed. There was a significant evolution of the results in decreasing the number of errors of the experimental group, compared to the control group, in all the words and also in each type of error analyzed. Keyword: Autorregulação da aprendizagem; Crianças do primeiro ciclo; Domínio/Área Científica::Ciências Sociais::Psicologia; Elementary school children; Orthography; Ortografia; Self-regulation of learning URL: http://hdl.handle.net/10400.12/7277 BASE Hide details 7 Self-regulation and Chinese character learning strategies in Irish Higher Education JIANG, NING. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2019 BASE Show details 8 Cognitive Language Acquisition Training in a Classroom Setting Melles, Ora. - : University of Bamberg Press, 2019. : Bamberg, 2019. : "020000", 2019 BASE Show details 9 L2 Learning-To-Write Through Writing Conferences: A Mixed Methods Research Study Imai, Junko. - : University of Hawaiʻi at Mānoa, 2019 BASE Show details 10 Autorregulação da aprendizagem em inglês no contexto pré-escolar ; Self-regulation of learning in English in a preschool context Pinto, Janaina Miralhe. - 2019 BASE Show details 11 Regulating self, others’ and group motivation in online collaboration Bakhtiar, Aishah. - 2019 BASE Show details 12 Transfer and Articulation: Tracing Metalinguistic Development in Year 8 Writers Morgan, Sharon. - : University of Exeter, 2018. : Graduate School of Education, 2018 BASE Show details 13 Testing the Bilingual Advantage Hypothesis: Language Balance and Self-Regulation Zweig, Hannah Victoria. - : University of Oregon, 2018 BASE Show details 14 Parental Empowerment via Instructional Technology in the Context of Learning Arabic as a Second Language Sweileh, Belal. - : University of Alberta. Department of Secondary Education., 2018 BASE Show details 15 The analysis of cognitive processes as a tool for translator training ; L'analyse des processus cognitifs comme aide à la formation initiale et au perfectionnement des traducteurs Carré, Alice. - : HAL CCSD, 2017 In: https://tel.archives-ouvertes.fr/tel-01823032 ; Linguistique. Université Grenoble Alpes, 2017. Français. ⟨NNT : 2017GREAL034⟩ (2017) BASE Show details 16 Exploring the Impacts of the Parent-Child Mother Goose Program Weber, Natasha. - : University of Alberta. Department of Human Ecology., 2017 BASE Show details 17 Self-Regulation in the Kindergarten Classroom: Co-Constructing Pedagogical Knowledge Boese, Karen. - 2017 BASE Show details 18 Can grit fix the achievement gap? An investigation of grit's conceptual uniqueness and predictive value in diverse student achievement ... Riley, Lynsey W. - : Digital Repository at the University of Maryland, 2016 BASE Show details 19 Can grit fix the achievement gap? An investigation of grit's conceptual uniqueness and predictive value in diverse student achievement Riley, Lynsey W. - 2016 BASE Show details 20 Self-Regulation During A Reading-To-Write Task: A Sociocultural Theory-Based Investigation Wall, Bunjong. - : University of Otago, 2015 BASE Show details Page: 1 2

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