This thesis reports the results of studies set up to investigate formative assessment in the context of a computer managed learning (CML) practice test. The studies sought to determine whether taking the practice test affects performance on later CML assessed tests for first year university students and to determine the characteristics of the most effective CML practice test. The study was carried out in the context of CML testing at Curtin University of Technology. Because data were collected in a real testing environment, the research questions were addressed using a series of small studies, each focusing on a one-semester unit for first year students. Those students who sat a practice test improved their performance from the practice to the assessed test. Further, they outperformed the non practice test group on the assessed test. The effect was statistically significant in eleven of the twelve studies where CML test results were investigated. Student ability, anxiety level, and sex did not affect test performance or choice to sit the practice test. Students preferred to be given the correct answer for an incorrect response and to have a practice test that was the same length as the assessed test but students continued to show improved performance regardless of these conditions. They reported that they used the feedback in a variety of ways including identifying important areas of content, identifying their own error areas and as a motivator for further study. The findings suggest that using the CML system as a formative assessment tool improves student performance on summative assessment. The practice test is contributing to improved performance, however this improvement cannot be attributed to a single factor. In those cases where the practice test only partially covers the content of the assessed test, the improvement is seen on that common part, however when ++ / there was no overlap of content the group who did the practice test still performed better on the assessed test than the group who did not. This suggests that a contributing factor may be familiarity either with the CML system, items or test type. It is also possible that the beneficial effect was due to prior exposure to the CML system and that only one test is required for this purpose.This research has implications for current teaching practices because the acceptance of a practice test provides feedback to both students and lecturers prior to the assessed test. The optimal practice test c covers the same content as the assessed test with the same number of items and provides the correct answer for a item answered incorrectly. The key recommendation for use of the CML system is the provision of a practice test for formative purposes, for the use of both lecturers and students. Lecturers need to encourage student participation not just on an initial practice test but on all practice tests provided. Students need to be encouraged to review their error summary, as is the current practice in the CML Laboratory. Lecturers need to make more use of the feedback provided by the tests, in terms of content coverage, revision and consolidation of work, and quality of test items.

The purpose of the thesis was to explore what students within vocational education are expected to learn and the practices that constitute vocational education in Swedish upper secondary school. The empirical basis for the thesis is two studies, both of which have been reported separately. In the first study, twelve vocational teachers were interviewed sequentially. Classroom observations were made of the tasks their students worked with and these supplemented the interviews. The second study consists of case studies of five teachers in academic subjects within vocational education. Here sequential interviews of the teachers and classroom observations of the tasks their students worked with were supplemented with group interviews of their students and, in two cases, of collaborating vocational teachers. A social perspective on knowing and learning was used for analysing data. The results from the interviews with the vocational teachers show that what they wanted their students to learn in vocational education (their object) is related to vocational knowing but is not the same thing. Knowing in school can be regarded as preparation for work within the respective vocational area, as preparation for further learning and as preparation for citizenship. The first category relates to vocational knowing, whereas the latter two relate to a broader commission of education in late modernity – the risk and uncertainty of the future work situation that the students are likely to encounter. The tasks were analysed regarding their content, form, and the tools used for completing the tasks. Three categories of tasks were construed: school tasks, simulated tasks and vocational tasks. School tasks are characterised by that they employ the practice of school, whereas the vocational tasks employ the practice of the respective vocation. Simulated tasks are specific in that they allow a testing and correction of the result before the job is done. Through school tasks the students were introduced into a new content. Vocational tasks were used in bridging school and work. Besides the obvious tools of the respective vocation, texts were also used as tools in the work with the tasks. Most texts were vocational texts, i.e. texts that were used in similar ways in school as within the vocation. The second study, case studies of five teachers in academic subjects within vocational education, focused the infused tasks their students worked with. These results showed that the teachers used three different steering documents for planning their work: the national curriculum for upper secondary school, the objectives of the respective programme, and the syllabuses for their subject. By using all three documents, they were able to construct infused tasks. These tasks made it possible for the students to see other aspects of their respective vocational area than within the vocational subjects, e.g. the environmental work, historical aspects etc. The texts the academic teachers used were not the same as those used by vocational teachers. These texts were texts ‘imposed by others’ (e.g. local authorities) but also used for work within the vocation. The ‘theorisation’ of vocational education, that has been claimed to be a consequence of the academic subjects, can be seen rather as a change within the vocations from an oral to a literate culture. In completing many of the tasks observed, theoretical knowledge from different domains, as well as skills were needed. Vocational education as a purely ‘practical’ education is therefore a myth. A variety of texts were used within vocational education for the work, mostly as tools. The literate practices of vocational education are similar to the literate practices of the vocations rather than to those of school. New tools seem to change working life and vocational education as well. This implies that a different kind of vocational knowing is needed. When employers control or simulate production processes instead of doing the manual work, vocational knowing becomes something else. This new kind of work is dependent on a different kind of experience. Thus the theorisation of the vocational education is a theorisation – or rather an abstraction – on many levels. Some of them have been developed within the vocations, others are imposed from the outside. Three social practices, vocational education, working life and academic education, formally have a joint responsibility for the vocational education. Depending on if and to what extent they collaborate, the learning practices offered to the students will differ. With collaboration, as in these two studies, the students encounter learning practices where the content from each of the three contexts can be experienced as reembedded into new contexts. / <p>Därtill 4 uppsatser</p>

No description available.

Research has shown that South African mathematics performance is extremely poor compared to other countries that participated in the Trends in Mathematics and Science Study in 2015 and 2016, respectively. Most of the competing countries were developing and were disadvantaged by their socio-economic status compared to the more economically vibrant South Africa. However, South Africa came last in the mathematics and science standardised tests commonly referred to as the Annual National Assessment and National Benchmark Test. The poor performance of the country’s learners in mathematics is exacerbated by the inability of veteran mathematics teachers to adopt technological teaching methods and innovations during teaching and learning. The Mathletics programme is a modern teaching tool that links every aspect of mathematics teaching and learning and gives individual learners the ability to successfully engage in mathematics learning activities. The learner gains mental mathematics skills to solve mathematical problems and is then able to apply the acquired mathematical skills to solve similar mathematical problems in any given situation. This study aimed to investigate and develop the professional status of veteran primary school mathematics teachers through participatory action research to improve their understanding of the application of Mathletics during teaching and learning. The data for my study was collected via audiotape, semi-structured interviews, and participant observations. The participants were veteran mathematics primary school teachers between the ages of 40 and 59 from the Gauteng Department of Education, Tshwane South District Circuit 2. The interviews and observations were conducted at times and venues preferred by the participants at their respective schools. The main research finding of the study shows that the majority of the participating veteran primary school teachers are not fully prepared in terms of skills, resources and methods to effectively respond to the recent technological teaching and learning transformations. As a recommendation, this study needs further research to benefit more schools and more teachers, so that participatory action research (PAR) can be a method for continuing professional development (CPD). / Dissertation (MEd)--University of Pretoria, 2020. / Humanities Education / MEd / Unrestricted

Learnability of ethics: is it possible to acquire a virtue? Key words: ethics, virtue, learning, learnability, knowledge, practice This diploma thesis is focused on the field of virtue ethics as one of the main branches of the practical philosophy and on the theme of the possibility to learn or acquire a virtue. In the introduction part, it presents the context and the basis of the theme and besides that also the fundamental criteria, by which the outcome of the thesis and the main question will be assessed. Then a general description of the main principles of the virtue ethics is introduced. The next two main chapters are devoted to the description of the approach to this kind of moral philosophy in the works of it's two most significant representatives, Plato and Aristotle. This description is held with the idea to stress those aspects of virtue, that are in connection with the possibility and forms of learning it. The next chapter brings several more examples of the opinion about both introduces conceptions from the viewpoint of the learnability of virtue. The conclusion then summarizes the described features of the virtue, in what way they connect with the idea of learnability and if they meet the criteria set at the beginning of the thesis.

The Adult Education sector in South Africa (SA) occupies a crucial space in higher education (HE) in terms of securing access and opportunities for a diverse group of non-traditional students to further their development. Amongst this diversity are highly marginalized subgroupings of adult learners, especially black working-class women. Participation of these women within HE requires serious attention given the low social ranking that this group continues to occupy in all spheres. Evidence drawn from Adult Education research suggests that not enough attention has been given to this group of learners with respect to how they are impacted by issues of geographic, cultural and racial diversity in the Adult Education setting. This study undertaken here reports on transformative dimensions underlining Adult Education pedagogy, with a specific focus on the concept of empowerment and how this is attained by RPL learners. A qualitative case-study methodology using a critical interpretive perspective grounded in phenomenological enquiry, was used to develop contextual understandings of four disadvantaged adult female learners' experiences of their transitions into HE. The focus is on these learners' perceptions of the forms of empowerment they have gained from their participation in a Higher Certificate in Education in Adult Education (HCEAE) course, and the extent to which such empowerment has impacted positive change in their lives, even beyond the course. The argument made in this qualitative study is that the active participation of marginalized black women in Adult Education, does lead to the attainment of multiple levels of self-empowerment. Such empowerment is realized when the objectives of national educational provisions, operationalized through Adult Education legislature, are correctly aligned with the transformative and social justice mission of Adult Education theory and practice. Proper alignment yields desirable outcomes in terms of enabling transformative learning environments that engender experiences of self-empowerment, agency and control. To this effect, an evaluative study was conducted of the Higher Certificate in Education in Adult Education (HCEAE) course offered by the University of Cape Town. The findings in this study demonstrate that factors such as race, geographic setting and cultural location, impact experiences of empowerment amongst adult learners. Furthermore, it is evident that such experiences of empowerment is a multi-layered and dynamic process which occur at cognitive, personal and social levels that can only be realized through praxis. The bringing together of educational policy, theory, and practice in proactive and productive ways in this study, also offers the potential for designing new hybrid frameworks for assessing the extent to which Adult Education provisions successfully achieve their transformative function, beyond the educational setting.

164 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-29T15:17:36Z No. of bitstreams: 1 Dissertacao Braulito Perazzo.pdf: 1818607 bytes, checksum: ffbd7f1eb15b98cbdbee75287ff9f0c8 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-10T17:20:10Z (GMT) No. of bitstreams: 1 Dissertacao Braulito Perazzo.pdf: 1818607 bytes, checksum: ffbd7f1eb15b98cbdbee75287ff9f0c8 (MD5) / Made available in DSpace on 2013-06-10T17:20:10Z (GMT). No. of bitstreams: 1 Dissertacao Braulito Perazzo.pdf: 1818607 bytes, checksum: ffbd7f1eb15b98cbdbee75287ff9f0c8 (MD5) Previous issue date: 2009 / Partindo do pressuposto, sustentado pelo pensamento de Michael Polanyi, de que o conhecimento se constitui das dimensões tácita e explícita, nesta dissertação desenvolve-se uma análise conceitual e discursiva do programa curricular do curso de medicina da Universidade Estadual do Sudoeste da Bahia (UESB) em busca de manifestações do conhecimento tácito nas estratégias de ensino. Tal estratégia de ensino está amplamente baseada em uma metodologia denominada Aprendizagem Baseada em Problemas (ABP), que vem representando uma mudança paradigmática no Ensino Médio e na Educação Profissional em Saúde, em resposta às significativas limitações observadas nas formas tradicionais e unilaterais de transmissão do conhecimento. O referencial teórico da presente dissertação ancorou-se não apenas nos conceitos de socialização e da convivialidade desenvolvidos mais propriamente na obra Personal Knowledge de Michael Polanyi, como também no modelo de conversão do conhecimento, proposto por Nonaka e Takeuchi, intérpretes de Polanyi e teóricos da gestão organizacional . Neste sentido, buscou-se identificar nas dinâmicas dos módulos tutoriais temáticos do programa curricular do tipo ABP do curso de medicina da UESB, as instâncias onde o conhecimento tácito se manifesta e onde se verificam suas conversões. Portanto, a análise da qual essa dissertação é relato, logrou evidenciar mais especificamente, as similitudes existentes entre os princípios epistemológicos da ABP com os postulados de Polanyi e Nonaka e de Takeuchi. Pode-se observar que tal similaridade encontra-se refletida, principalmente, na abordagem sócio-prática desse modelo de ensino e aprendizagem, que se traduz como uma via essencial dos saberes tácitos. Conclui-se a dissertação sugerindo a possibilidade de se instaurar na práxis pedagógica do curso de Medicina da UESB, a abordagem do conhecimento tácito e suas instâncias, como mais um instrumento de enriquecimento epistemológico no contexto da formação dos futuros médicos. Reafirmou-se ainda, a importância de se adotar novas estratégias de ensino que venham privilegiar o conhecimento na sua forma integral, demandando para isto, estabelecer novas relações entre os atores sociais desse processo. Em outras palavras, buscou-se a identificação nas atividades de convivialidade e compartilhamento de experiências, momentos onde se verificam as formas de explicitação do conhecimento tácito. / Salvador

Made available in DSpace on 2016-04-27T16:58:36Z (GMT). No. of bitstreams: 1 Adilson Oliveira da Costa.pdf: 2397105 bytes, checksum: cf8cbc831af5262eedfcf4c825abee77 (MD5) Previous issue date: 2008-05-15 / The objective of this study is to suggest a workshop about learning practice to basic education teachers using the dynamic Geometry provided by Cabri Géomètre software. The main investigation was: how would Dynamic Geometry create a learning atmosphere for the study of notable quadrilateral? The hypothesis was that the development of the activities with the help of a computer as a learning instrument and the use of the chosen program would bring a contribution to a review or even to the acquisition of new subject through the built figurers exploration, supposition survey and by the interaction of the group. The workshop was proposed with the expectation that teachers would be more secure when they approach subjects related to the quadrilateral proprieties and also to give them instruments to improve their formation. Using a research-project also named teaching experimentation as research methodology, it was organized a workshop to teachers (research-phase 1) as source of observation to each activity developed. After analysis, considerations and corrections, at the end of this study it is proposed a new version of this workshop to be used to others interested teachers (research- phase 2). The activities were studied according to the comprehension levels from Van Hiele (1957). The conclusion for this first phase was that Dynamic Geometry promoted the creation of a learning atmosphere once it allows a different way of work; teachers noticed the proprieties of notable quadrilateral, this observation would be more difficult in a traditional way (paper and pencil). Others fundamental aspects of the workshop were the experience exchange among the participants and the interaction of all involved, essentials aspects for a teaching experiment / Este trabalho tem por objetivo propor uma oficina para a prática docente de professores que atuam no Ensino Fundamental para que investiguem as propriedades dos quadriláteros com auxílio da geometria dinâmica proporcionada pelo software Cabri Géomètre. A questão investigada foi: em que medida a Geometria Dinâmica pode favorecer a criação de um ambiente de aprendizagem no estudo dos quadriláteros notáveis? Tínhamos como hipótese que o desenvolvimento de atividades com auxílio do computador como ferramenta de ensino e com o uso do programa escolhido, contribuiria para uma revisitação ou até mesmo para a aquisição de conteúdos novos, por meio da exploração das figuras construídas, pelo levantamento de conjecturas e pela interação com o grupo. Com esta proposta de oficina esperávamos que os professores abordassem com maior segurança assuntos relacionados às propriedades dos quadriláteros estudadas e que adquirissem autonomia na sua formação de forma constante. Com o apoio da Pesquisa-Projeto, também denominada Experimento de Ensino, adotada como metodologia de pesquisa, elaboramos uma oficina que foi aplicada aos professores (fase 1 da pesquisa), que deu subsídios como fonte de observação para realizarmos uma análise de cada atividade trabalhada. Após as análises, considerações e retificações, sugerimos, no final deste trabalho, uma nova versão da oficina para ser aplicada a outros professores interessados (fase 2 da pesquisa). As atividades foram analisadas segundo os níveis de compreensão de Van Hiele (1957). Concluímos nesta primeira fase, que a Geometria Dinâmica favoreceu a criação de um ambiente de aprendizagem, pois permitiu trabalhar de maneira diferenciada para que os professores percebessem propriedades dos quadriláteros notáveis cuja observação pelo modo tradicional (papel e lápis), seria dificultada. Outro aspecto fundamental dessa oficina foi permitir a troca de experiência entre os participantes e a interação entre todos, que são elementos essenciais a um Experimento de Ensino

The Ph.D. dissertation encompasses an interdisciplinary study exploring qualitative, holistic strategies for individuals with Fetal Alcohol Spectrum Disorder (FASD) in integrated areas of law, medicine, education, psychology and justice, through both inductive analysis of field research as well as through relevant documentary analysis, incorporating a global or comparative component. Compliance with Guidelines for Research Involving Aboriginal Peoples has been sustained through community partnerships with various First Nations and Métis Communities, Elders and Parents, as well as with an FASD Parental Advocacy Group, advised by a team of interdisciplinary researchers in the academy. Accordingly, emergent research protocols were co-constructed through ongoing collaboration with the various community partners. In Aboriginal research, it is essential not to parachute in and out of communities with the data, but rather to forge genuine, collaborative, long term partnerships, and to build capacity in those communities.<p> The dissertation format approved by the Student Advisory Committee is Manuscript Style, a format approved by the University of Saskatchewans College of Graduate Studies and Research (formerly referred to as X-Format) similar to a self-edited book or collection of articles with introduction, sub-text, intra-text and general discussion to link the manuscripts. The various manuscripts comprising the present thesis include:<p> 1.Framing the Research Anthology: A Vision Quest, Ékehohksimoht Ke-kiss-see Muya<p> Section One situates the research style, process, approach, substance and rationale of the dissertation. It is largely situated within holistic Indigenous epistemologies, which may require a paradigm shift, in contrast to more bounded western world views.<p> Interdisciplinary, holistic, community-based research on the topic of FASD, including a search for solutions, extends globally, across the lifespan, and across sectors.<p> II. Indigenous Disadvantage and Despair, An Evaluation of Recent Strategies and Alternatives: Healing and Transformation, Pluralism and Reconciliation, Ne wah kuma ka tik<p> Section Two explores historical and contextual factors leading to a high prevalence of FASD, as well as strategies to overcome disadvantage, including Reconciliation, Treaty Processes, and Research as Reconciliation. Local Narratives are privileged over Meta-narratives, to counter the power of global market forces usurping the sphere of family, community and culture.<p> III. Disjunctures and Discontinuities in the Law of Mental Intent: FASD as a Site of Resistance and Transformation, Esquiskuit<p> Section Three examines the disconnect between medical knowledge of FASD, on the one hand, and the Laws of Mental Intent, on the other, inspiring a search for a unified, integrated theory of mental disorder and criminal responsibility that takes into account modern neurocognitive conditions like FASD. Section Three further explores the present piecemeal and compartmentalized rules for fitness, responsibility, various levels of mental intent, and a resultant rationale, substance and process of law reform and systemic change.<p> IV. FASD and Holistic Literacies: A Talking or Sharing Circle, Wa-sa-cam-e-be-ke-skue<p> Section Fours inductive themes comprise model practice guidelines for the gestalt of Literacy and FASD, derived from inductive analysis of qualitative data collected in the field research. The data was collected using Sharing Circles with Aboriginal Elders, Parents, and Mentors of Individuals with FASD; Conversational Interviews with Parents and Children with FASD; as well as Interviews and Focus Groups with various Professionals who support individuals with FASD and their Families. Special protocols were followed in creating and participating in the Indigenous Research, Sharing Circles and Conversational Interviews. Meta-paradigmatic analysis situates Indigenous Research Methodologies among emerging, multi-disciplinary, inductive methodologies suitable for understanding the infinite complexity of natural phenomena, such as FASD.<p> V. Epilogue: An Honour Song, Kethou-ne-ka-mon<p> Circles of healing, transformation and reconciliation heal wounds, reconcile differences, and transform paradigms of justice, health, education and governance, through the incorporation of models of equitable, holistic relationships with one another and with Mother Earth. Multidisciplinary and cross-cultural perspectives, dialogues between local and global, and particular and universal, become matrices to support new paradigms embodying broader reflections of reality.

The Ph.D. dissertation encompasses an interdisciplinary study exploring qualitative, holistic strategies for individuals with Fetal Alcohol Spectrum Disorder (FASD) in integrated areas of law, medicine, education, psychology and justice, through both inductive analysis of field research as well as through relevant documentary analysis, incorporating a global or comparative component. Compliance with Guidelines for Research Involving Aboriginal Peoples has been sustained through community partnerships with various First Nations and Métis Communities, Elders and Parents, as well as with an FASD Parental Advocacy Group, advised by a team of interdisciplinary researchers in the academy. Accordingly, emergent research protocols were co-constructed through ongoing collaboration with the various community partners. In Aboriginal research, it is essential not to parachute in and out of communities with the data, but rather to forge genuine, collaborative, long term partnerships, and to build capacity in those communities.<p> The dissertation format approved by the Student Advisory Committee is Manuscript Style, a format approved by the University of Saskatchewans College of Graduate Studies and Research (formerly referred to as X-Format) similar to a self-edited book or collection of articles with introduction, sub-text, intra-text and general discussion to link the manuscripts. The various manuscripts comprising the present thesis include:<p> 1.Framing the Research Anthology: A Vision Quest, Ékehohksimoht Ke-kiss-see Muya<p> Section One situates the research style, process, approach, substance and rationale of the dissertation. It is largely situated within holistic Indigenous epistemologies, which may require a paradigm shift, in contrast to more bounded western world views.<p> Interdisciplinary, holistic, community-based research on the topic of FASD, including a search for solutions, extends globally, across the lifespan, and across sectors.<p> II. Indigenous Disadvantage and Despair, An Evaluation of Recent Strategies and Alternatives: Healing and Transformation, Pluralism and Reconciliation, Ne wah kuma ka tik<p> Section Two explores historical and contextual factors leading to a high prevalence of FASD, as well as strategies to overcome disadvantage, including Reconciliation, Treaty Processes, and Research as Reconciliation. Local Narratives are privileged over Meta-narratives, to counter the power of global market forces usurping the sphere of family, community and culture.<p> III. Disjunctures and Discontinuities in the Law of Mental Intent: FASD as a Site of Resistance and Transformation, Esquiskuit<p> Section Three examines the disconnect between medical knowledge of FASD, on the one hand, and the Laws of Mental Intent, on the other, inspiring a search for a unified, integrated theory of mental disorder and criminal responsibility that takes into account modern neurocognitive conditions like FASD. Section Three further explores the present piecemeal and compartmentalized rules for fitness, responsibility, various levels of mental intent, and a resultant rationale, substance and process of law reform and systemic change.<p> IV. FASD and Holistic Literacies: A Talking or Sharing Circle, Wa-sa-cam-e-be-ke-skue<p> Section Fours inductive themes comprise model practice guidelines for the gestalt of Literacy and FASD, derived from inductive analysis of qualitative data collected in the field research. The data was collected using Sharing Circles with Aboriginal Elders, Parents, and Mentors of Individuals with FASD; Conversational Interviews with Parents and Children with FASD; as well as Interviews and Focus Groups with various Professionals who support individuals with FASD and their Families. Special protocols were followed in creating and participating in the Indigenous Research, Sharing Circles and Conversational Interviews. Meta-paradigmatic analysis situates Indigenous Research Methodologies among emerging, multi-disciplinary, inductive methodologies suitable for understanding the infinite complexity of natural phenomena, such as FASD.<p> V. Epilogue: An Honour Song, Kethou-ne-ka-mon<p> Circles of healing, transformation and reconciliation heal wounds, reconcile differences, and transform paradigms of justice, health, education and governance, through the incorporation of models of equitable, holistic relationships with one another and with Mother Earth. Multidisciplinary and cross-cultural perspectives, dialogues between local and global, and particular and universal, become matrices to support new paradigms embodying broader reflections of reality.