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Diagnostic mathematics assessment : the impact of the GIST model on learners with learning barriers in mathematics / R.D. SekaoSekao, Rantopo David January 2011 (has links)
Assessment, as an integral part of teaching and learning, gained unprecedented prominence in the
curriculum in South Africa post 1994. When the new curriculum was introduced, it was assumed that
teachers would effortlessly adapt their teaching and assessment practices, and swiftly implement the
curriculum. Fourteen years after the inception of the new curriculum, majority of teachers are still
grappling with issues of assessment. Previously, there was an exclusive bias towards summative
assessment, which is mainly learning product–orientated and less or no focus on the other assessment
typologies such as diagnostic and formative assessment, which are learning process–orientated. Of
these typologies, diagnostic assessment is not being used maximally to enhance mathematics learning
and inform the nature of the interventions to attend to learners’ needs. The study focused on diagnostic
assessment by investigating the impact of a particular model, GIST model, on the learning barriers and
learner achievement in mathematics among the grade 9 learners. The investigation of the impact of the
GIST model was done through the experimental design in four schools with class sizes of d > 40.
Data were collected quantitatively through Study Orientation Questionnaire (SOM) and Mathematics
Achievement Test (MAT) as well as qualitatively through interviews, observations and document
analysis. The t–test and the analysis of covariance (ANCOVA) revealed that the GIST model improved
the learner achievement practically significantly (d = 0.79). However, the GIST model could not
mitigate the learning barriers and improve correlations between SOM and MAT. The study, however,
does find grounds to conclude that the latter findings can be attributed to teachers’ lacking
understanding and implementation of diagnostic assessment, in particular the GIST components.
Hence, certain recommendations are posed with regard to the applicable training of teachers in order to
empower them to effectively utilize diagnostic assessment and to guide learners in overcoming learning
barriers in mathematics. / Thesis (Ph.D. (Mathematics Education))--North-West University, Potchefstroom Campus, 2011.
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Diagnostic mathematics assessment : the impact of the GIST model on learners with learning barriers in mathematics / R.D. SekaoSekao, Rantopo David January 2011 (has links)
Assessment, as an integral part of teaching and learning, gained unprecedented prominence in the
curriculum in South Africa post 1994. When the new curriculum was introduced, it was assumed that
teachers would effortlessly adapt their teaching and assessment practices, and swiftly implement the
curriculum. Fourteen years after the inception of the new curriculum, majority of teachers are still
grappling with issues of assessment. Previously, there was an exclusive bias towards summative
assessment, which is mainly learning product–orientated and less or no focus on the other assessment
typologies such as diagnostic and formative assessment, which are learning process–orientated. Of
these typologies, diagnostic assessment is not being used maximally to enhance mathematics learning
and inform the nature of the interventions to attend to learners’ needs. The study focused on diagnostic
assessment by investigating the impact of a particular model, GIST model, on the learning barriers and
learner achievement in mathematics among the grade 9 learners. The investigation of the impact of the
GIST model was done through the experimental design in four schools with class sizes of d > 40.
Data were collected quantitatively through Study Orientation Questionnaire (SOM) and Mathematics
Achievement Test (MAT) as well as qualitatively through interviews, observations and document
analysis. The t–test and the analysis of covariance (ANCOVA) revealed that the GIST model improved
the learner achievement practically significantly (d = 0.79). However, the GIST model could not
mitigate the learning barriers and improve correlations between SOM and MAT. The study, however,
does find grounds to conclude that the latter findings can be attributed to teachers’ lacking
understanding and implementation of diagnostic assessment, in particular the GIST components.
Hence, certain recommendations are posed with regard to the applicable training of teachers in order to
empower them to effectively utilize diagnostic assessment and to guide learners in overcoming learning
barriers in mathematics. / Thesis (Ph.D. (Mathematics Education))--North-West University, Potchefstroom Campus, 2011.
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Une perspective dyadique chez les couples suivis en clinique de fertilité : le rôle de l’attachement et l’efficacité préliminaire d’une nouvelle intervention de groupeArpin, Virginie 08 1900 (has links)
No description available.
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Integrating individual and social learning strategies in a small-group model for online psychoeducational intervention : a mixed methods study of a parent-management training programWilkerson, David A. January 2014 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / In the fields of formal and informal online adult education, the absence of a social context for instruction has been found to present significant limitations for learner persistence and retention. In the field of online psychoeducational intervention, self-administered and self-paced individualized prevention programs have been developed for delivery to large populations of anonymous users. These delivery models provide limited social context for instructional activities, due in part to the anonymity of their participants. When social interaction is included in their prevention programs through voluntary, asynchronous self-help/mutual aid discussion forums, anonymity may still limit social interaction, in favor of observational learning advantages for self-efficacy appraisals derived from "lurking". When these large-group models have been applied to online psychoeducation intervention programs for the purposes of encouraging mutual aid, interactive participation has been limited. This mixed methods study focused on a model for the design of an online small group psychoeducational intervention that integrated individual and social learning in a parent management training program. Self-paced participation was replaced with facilitator-led participation in an asynchronous discussion forum where topics were prioritized and sequenced with learning content from individual web-based training modules. Social interaction was facilitated through online problem-based learning discussion group. Despite assertions that interactive participation in online psychoeducational discussion forums may only be accomplished once a subscriber threshold of several hundred participants has been reached, this study found that small group participation through the program's integrated design resulted large effects for increases in parent self-agency and reduction of over-reactive, coercive parenting behaviors. Participation in the online problem-based group discussion forum was found to have contributed to participant outcomes when posting characteristics revealed the presence of both mutual aid processes and the application of individual learning module content.
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