The purpose of this study was to examine the effectiveness of Instrumental Enrichment, an educational program developed by Reuven Feuerstein, which attempts to improve an individual's ability to reason. A meta-analysis was performed on studies that had been conducted between the years 1979 to 1996. Thirty-six studies were analyzed according to their results from measurements in the cognitive/visual-perceptual, academic achievement and affective domains. The results from the meta-analysis were mixed. There were significant combined effect sizes of 0.24 for non-verbal ability, 1.41 for verbal ability, and 0.60 for one combination of full-scale ability. Significant effect sizes for measures of visual perception and visual-motor ability were 0.42, 0.71 and 1.68. There were also significant effect sizes for general achievement and for one combination of math achievement at 0.26 and 0.29 respectively. The intellectual achievement locus of control effect size was significant at 0.33. (Cohen (1988) considers an effect size of 0.20 to be small, that of 0.50 to be of medium size, and that of 0.80 to be large.) All effect sizes for reading were non-significant as was that for the Learning Potential Assessment Device. All other measures, such as those for self-confidence, self-concept, motivation and attitudes, in the affective domain were non-significant. One effect size for motivation and attitudes was significantly negative, indicating that the control group outperformed the treatment group. The results are discussed in terms of near- and far-transfer of learning. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

I dagens stadsplanerings saknas det allmänt erkännande metoder för hur utvärdering av social hållbarhet i planering ska gå till. Forskning inom planering belyser att det även finns en brist på utvärdering efter genomförandeskedet i stadsplaneringen. Det finns även en insikt inom forskningen att resultat av planer kan få oväntade effekter, denna insikt har ökat efter att de sociala aspekterna integrerats mer i planeringen. En positiv aspekt av utvärdering i efterhand är att den ger nytta i form av ett lärande, planeringsteorin har visat ett behov av effektanalys för att förklara resultat. Vidare lever vi i en komplex föränderlig värld som således påverkar stadbyggnadsprocessen, det finns en komplexitet som kommer av projektets omfattning över tid.  Dessa problemformuleringar ligger till grund för denna studie. Syftet är således att skapa ökad förståelse för hur svenska kommuner arbetar med utvärdering av stadsbyggnadsprojekt i relation till mål kring social hållbarhet. Vidare undersöks även vad som sker efter att en utvärdering ägt rum - det vill säga om det finns ett lärande i samband med utvärdering. Studien åskådliggör hur utvärderingar genomförs genom att exemplifiera fyra kommuner som arbetar med utvärdering i olika omfattning. Kommunernas metoder för att utvärdera framhävas samt deras sätt att arbeta med lärande i organisationen. Studien belyser även sambandet mellan sociala projektspecifika mål i relation till utvärdering. Vidare berörs temat om utmaningar med utvärdering, detta framgår både från kommuner som intervjuats samt via enkät. De vanligaste utmaningarna är främst: vem som bär ansvaret för en utvärdering, att det är svårt att mäta, att kommuner har hög arbetsbelastning, ekonomiska hinder, att politiken ej lagt resurser eller inte visar intresse samt utmaningar med lärandet efter en utvärdering.  Studiens empiriska material grundar sig i en kvalitativ ansats bestående av åtta intervjuer och tolv enkätsvar från svenska kommuner. Samt en intervju med tjänsteperson från Boverket, intervjun med Boverket berör frågor inom samma tema som kommunerna besvarar. Det empiriska materialet kompletterats med relevanta dokument från kommunerna och Boverket vid behov.  I denna studie framgår även förbättringspotential för framtida arbete med utvärdering av social hållbarhet i stadsbyggnadsprojekt. Det första förslaget handlar om att kommuner bör arbeta med tydliga konkreta sociala hållbarhetsmål för att veta vad de ska utvärdera. Det andra förslaget berör en gemensam syn på utvärdering, att den följaktligen inte bör uppfattas som bestraffning. Det tredje temat nämner indikatorer, dessa bör fokusera på den lokala kontexten samt finnas med avsikt att leda till reflektion och förbättring. Den fjärde åtgärden belyser att goda exempel i stadsplaneringen bör framhävas samt att ett strategiskt urval av projekt bör väljas ut vid utvärdering. Slutligen beskrivs lärandet som en gemensam process som bör ske kollektivt istället för endast individuellt. Avslutningsvis redogörs värdet av lärande utvärdering inom projekt samt i relation till framtida projekt. / Modern urban planning lacks generally recognized methods for evaluating the social sustainability of urban development projects. Research has also shown there is also a lack of evaluation after the implementation stage in urban planning. There is an insight within research that the results of plans can have unexpected effects. This insight has increased after the social aspects were integrated more into the planning. Evaluation can be valuable to planners by providing benefits in forms of shared experiences and learning. Planning theory has shown a need for impact analysis to explain unexpected results in planning projects. Furthermore, we live in a complex changing world which thus affects the urban planning process. These processes are usually very long and can affect projects in various unexpected ways. These problems form the basis of this study. The aim of the study is to create an increased understanding of how Swedish municipalities work with evaluation of social sustainability in urban development projects, furthermore, what happens after an evaluation is also examined - that is, whether there are any learning elements in relation to evaluation in practice. The study illustrates how evaluations are carried out with four examples of municipalities that work with evaluation to different extents, the study highlights the municipalities’ evaluation methods, as well as the municipalities’ ways of working with learning in the organization. The study also highlights the connection between evaluation and social project-specific goals. Furthermore, the study emphasizes the challenges municipalities often face with evaluation through a qualitative approach combining interviews and surveys. The most common challenges the study found were: difficulty determining who is responsible for an evaluation, difficulty determining evaluation criteria, high municipal workload, financial cost, lack of resource allocation or political interest, and difficulty communicating knowledge received after an evaluation. The study is based on eight interviews and twelve survey responses from Swedish municipalities, as well as an interview with an person from the Housing Agency Boverket. The interview with Boverket contains the similar questions as those asked to the municipalities. The material has been supplemented with relevant documents from the municipalities and the Swedish Housing Agency where necessary. The study shows potential for improvement in evaluation of social sustainability in urban development projects and provides six proposals for steps municipalities can take to accomplish this. The proposals are: that municipalities should work with clear and concrete social sustainability goals in order to know what to evaluate; that municipalities should create a shift in the mentality towards evaluation away from the common perception of evaluation as a form of punishment; that chosen indicators in a project should focus on the local context and exist with the intention of leading to reflection and improvement; that good examples in urban planning should be highlighted and that a strategic selection of projects should be selected during evaluation; that learning should be emphasized as a joint process which must take place collectively rather than just individually; and that the municipality should emphasize value of learning evaluation within projects and in relation to future projects.

Asthma is not a disease with a single etiology but a very complex syndrome. Irrespective of a better understanding of the pathophysiology of asthma and its related therapeutic regimens the disease still escalates in prevalence and severity. Characteristic features of chronicity and remission ensures a fertile ground for non-compliance by patients. This quantitative, descriptive study set out to determine the asthma knowledge, asthma control and quality of life of adult asthmatics who attended the respiratory outpatient clinic at Tygerberg Hospital. The purpose was to determine an association between asthma knowledge, asthma control and asthma quality of life. A statistically significant association was found between asthma control and asthma quality of life, not with knowledge of asthma for either of the concepts. Important gaps in knowledge were identified namely an inability to recognise nocturnal coughing as a risk factor. The increased role of nurse practitioners in asthma care is highly recommended. / Health Studies / M.A. (Health Studies)

Thesis (PhD (Educational Psychology))--Stellenbosch University, 2008. / It is evident that many students admitted to higher education in South Africa are ill-prepared for tertiary study. The predominantly behaviorist school system encourages learner dependency and superficial understanding and fails to encourage reflection and self-direction. Changing times and a more diverse student population have heightened the need for a broader range of teaching and learning approaches at tertiary level. As a result, many departments, faculties and institutes such as SciMathUS have explored the merits of problem-based learning (PBL) which supports students as self-directed, independent learners. Problem-based learning is a different philosophical approach to the whole notion of teaching and learning where problems drive the learning and is one of the best examples of a constructivist learning environment. Thus far, problem-based learning has mainly been implemented in long-term medical curricula, so research findings focus mainly on the development of PBL for longer programmes. The purpose of this study is to evaluate whether introducing a Hybrid PBL approach in a shorter one-year foundation programme can create conditions for learners to develop and sustain self-directed learning skills and gain more control of the learning process. This interpretive-constructivist study may be broadly termed evaluation research. A mixedmethod approach that involved collecting and analyzing both qualitative and quantitative data was chosen. Evaluation findings indicate that introducing students to a Hybrid PBL approach does promote more meaningful learning patterns, typified by processing the subject matter critically and self-regulating learning processes. However the sustainability of the meaningdirected learning activities is questionable if student beliefs do not support the activities employed. Findings also reveal that the Hybrid PBL approach contributes to overall programme improvement by promoting understanding in mathematics and science and improved staff relationships and subject knowledge. PBL helps to establish a learner-centered learning environment that emphasizes relations in mathematics and science, promotes deep approaches to learning which may lead to higher levels of achievement and success in Higher Education.

Denna studie har som syfte att beskriva en lärares tillvägagångssätt för att tydliggöra kunskapskraven i Lgr 11 som är relaterade till skriftlig språkfärdighet i spanska, samt att ta reda på elevernas uppfattningar om detta tillvägagångssätt. I den här studien används uttrycket att tydliggöra i en bred mening, vari ingår både lärarens verbalisering av kunskapskraven och alla aktiviteter som läraren sätter igång och som ska hjälpa eleverna att utveckla en förståelse för dessa. Undersökningen bygger på en fallstudie i vilken olika källor har använts: intervjuer med läraren och fyra elever, enkät, klassrumsobservationer, en matris och ett urval rättade uppgifter. Resultatet visar att läraren och hennes elever verbaliserar sina tolkningar av kunskapskraven på ett likadant sätt. För att tydliggöra kunskapskraven använder läraren flera olika tillvägagångssätt, främst utsagor om kvalitet och exempel på korrekta meningar. Som utsagor om kvalitet använder läraren de formuleringar som finns i kursplanen, samtidigt som hon förklarar med andra ord och tydliggör för eleverna vilka konkreta tecken på kvalitet dessa innebär i en text. Återkopplingen till eleverna är också ett tillfälle för att tydliggöra kunskapskraven. Som metod för att tydliggöra kunskapskraven efterlyser eleverna framförallt konkreta råd om hur en text kan bli bättre, samt att få exempel på bra och mindre bra texter. Både läraren och eleverna är tveksamma till vilken roll tydliggörande av kunskapskraven spelar i undervisningen. / This study aims to describe a teacher’s way to clarify knowledge requirements regarding written expression skills in Spanish. It also aims to find out how students perceive their teacher’s way to clarify those requirements. In this study the expression “to clarify” is used in a broad sense, in which is included not only the teacher’s verbalization of knowledge requirements, but also all the activities that the teacher starts in order to help the pupils understand them. This investigation is based on a case study in which data is gathered from the following sources: in-depth interviews with the teacher and four students, a survey, structured observations and documents (a scoring rubrics and a selection of assessed compositions). The results show that the teacher and her students verbalize their understanding of knowledge requirements in a similar way. The teacher uses different ways to clarify knowledge requirements, mainly through descriptive statements and examples of correct sentences. As descriptive statements she uses the same expressions that are used in the course plan while at the same time explaining them with other words and showing the students which specific characteristics those requirements imply when writing a text. Feedback to the students is also an opportunity to clarify knowledge requirements. As a method to clarify knowledge requirements students would like to get concrete advice about how a text could be better and exemplars of texts of varying quality. Both the teacher and the students have doubts about what role clarifying knowledge requirements may have for instruction.

Esta investigación es un trabajo de intervención que se ha enmarcado dentro de la metodología cualitativa, bajo una perspectiva interpretativa, asumiendo como fundamento el desarrollo de un proceso de análisis participativo, en la que se han unido docentes y estudiantes en un proceso de reconocimiento y comprensión de la dinámica que gira alrededor del proceso de enseñanza y aprendizaje de Matemática I, en la Universidad Nacional Experimental Politécnica "Antonio José de Sucre" (UNEXPO), Vicerrectorado Puerto Ordaz, Estado Bolívar, Venezuela. Es por ello que la investigación se ha situado, particularmente, en la perspectiva de la investigación-acción colaborativa, en la que han participado los profesores colaboradores de manera activa en una serie de acciones promotoras de cambios en sus ámbitos de actuación y de acuerdo con sus necesidades, para interpretar las implicaciones de esos cambios en su desarrollo y valorar las transformaciones que se iban dando dentro del proceso. / This investigation is a work of intervention that has framed inside the methodology cualitativa, under an interpretative perspective, assuming as fundamento the development of a process of analysis participativo, in which have joined docentes and students in a process of recognition and understanding of the dynamics that turns around the process of education and learning of Mathematical I, In the National University Experimental Politécnica "Antonio José of Sucre" (UNEXPO), Vicerrectorado Port Ordaz, State Bolívar, Venezuela. Is thus that the investigation has situated, particularly, in the perspective of the investigation-action colaborativa, in which have taken part the professors collaborators of active way in a series of actions promoters of changes in his fields of performance and in accordance with his needs, to interpret the implications of these changes in his development and value the transformations that went giving inside the process.

Volume 14 of publication series EINGEBETTETE, SELBSTORGANISIERENDE SYSTEME is devoted to the structure oriented evaluation of e-learning. For future knowledge society, beside creation of intelligent technologies, adapted methods of knowledge transfer are required. In this context e-learning becomes a key technology for development of any education system. E-learning is a complex process into which many different groups with specific tasks and roles are included. The dynamics of an e-learning process requires adjusted quality management. For that corresponding evaluation methods are needed. In the present work, Dr.Tudevdagva develops a new evaluation approach for e-learning. The advantage of her method is that in contrast to linear evaluation methods no weight factors are needed and the logical goal structure of an elearning process can be involved into evaluation. Based on general measure theory structure oriented score calculation rules are derived. The so obtained score function satisfies the same calculation rules as they are known from normalised measures. In statistical generalisation, these rules allow the structure oriented calculation of empirical evaluation scores based on checklist data. By these scores the quality can be described by which an e-learning has reached its total goal. Moreover, a consistent evaluation of embedded partial processes of an e-learning becomes possibly. The presented score calculation rules are part of a eight step evaluation model which is illustrated by pilot samples. U. Tudevdagva’s structure oriented evaluation model (SURE model) is by its embedding into the general measure theory quite universal applicable. In similar manner, an evaluation of efficiency of administration or organisation processes becomes possible.

Asthma is not a disease with a single etiology but a very complex syndrome. Irrespective of a better understanding of the pathophysiology of asthma and its related therapeutic regimens the disease still escalates in prevalence and severity. Characteristic features of chronicity and remission ensures a fertile ground for non-compliance by patients. This quantitative, descriptive study set out to determine the asthma knowledge, asthma control and quality of life of adult asthmatics who attended the respiratory outpatient clinic at Tygerberg Hospital. The purpose was to determine an association between asthma knowledge, asthma control and asthma quality of life. A statistically significant association was found between asthma control and asthma quality of life, not with knowledge of asthma for either of the concepts. Important gaps in knowledge were identified namely an inability to recognise nocturnal coughing as a risk factor. The increased role of nurse practitioners in asthma care is highly recommended. / Health Studies / M.A. (Health Studies)

CARVALHO, Wirla Risany Lima. Da alvorada ao ocaso: estudo de caso sobre a avaliação da aprendizagem em Cursos de Pedagogia diurno e noturno em uma instituição de ensino superior da rede pública. 2012. 148 f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará. Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2012. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-05T16:54:38Z No. of bitstreams: 1 2012_Dis_WRLCarvalho.pdf: 1284711 bytes, checksum: 2ab25322a8b88026b91ac57d4db123ff (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-06T13:59:08Z (GMT) No. of bitstreams: 1 2012_Dis_WRLCarvalho.pdf: 1284711 bytes, checksum: 2ab25322a8b88026b91ac57d4db123ff (MD5) / Made available in DSpace on 2012-07-06T13:59:08Z (GMT). No. of bitstreams: 1 2012_Dis_WRLCarvalho.pdf: 1284711 bytes, checksum: 2ab25322a8b88026b91ac57d4db123ff (MD5) Previous issue date: 2012 / O presente estudo intencionou investigar a prática de avaliação da aprendizagem realizada junto aos alunos de turnos diurno e noturno do curso de Pedagogia de uma Instituição de Ensino Superior (IES) da rede pública, na cidade de Fortaleza-CE, refletindo sobre um modo de construção avaliativa que considere os fatores biopsicossociais dos discentes. Especificamente, intencionou-se: identificar um perfil dos alunos dos turnos diurno e noturno do curso de Pedagogia da IES investigada; descrever os problemas relacionados aos fatores biológicos, psicológicos e sociais mais apontados pelos discentes, vivenciados por eles como empecilhos a um bom rendimento acadêmico; elencar os tipos de avaliações realizados atualmente no curso de Pedagogia da IES pesquisada; analisar a visão dos docentes e discentes sobre o processo de construção das avaliações realizadas com os alunos desse curso, assim como seus resultados para o desenvolvimento e autonomia discente. O campo teórico da Avaliação Educacional atualmente desenvolvido promove uma avaliação de natureza formativa, a fim de minimizar os efeitos da cultura do exame, ainda identificada no ensino brasileiro. Nesse contexto, é necessário aliar-se à didática para melhor desenvolver a aprendizagem do educando, tornando-o mais autônomo e seguro de sua formação. Enfatizase, pois, o importante papel do professor para uma mediação pedagógica eficiente no contexto universitário. Para esse propósito, realizou-se uma investigação de natureza qualiquantitativa, na forma de um estudo de caso, perfazendo um total de 350 sujeitos investigados, sendo 340 alunos e 10 professores do curso de Pedagogia da IES estudada. Os dados foram coletados no período de novembro de 2010 a janeiro de 2011, na cidade de Fortaleza-Ceará. A análise dos dados confirmou a validação da pesquisa e dos depoimentos dos professores e alunos sobre a avaliação da aprendizagem no Ensino Superior, como previstos nas hipóteses propostas pelo estudo. Os modelos de avaliação da aprendizagem, realizados atualmente no curso de Pedagogia da IES, consideram os fatores biopsicossociais como elementos importantes na construção do processo avaliativo dos alunos como um todo, principalmente os do curso noturno, mesmo ainda não apresentando índices ideais. Conclui-se que, apesar de ainda existirem alguns indícios de prática, por parte de alguns docentes, da utilização de um método didático tradicional expositivo e de uma avaliação baseada na cultura do exame, já se observa a presença de métodos mais formativos e participativos, que consideram os fatores biopsicossociais dos discentes, visando a um desenvolvimento integral do estudante.

BENEVIDES, Marta Cavalcante. Avaliação da aprendizagem de alunos com deficiência: estudo de caso em uma instituição de ensino superior da rede pública de Fortaleza-Ceará. 2011. 173f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2011. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-08-07T12:47:19Z No. of bitstreams: 1 2011_DIS_MCBENEVIDES.pdf: 1049581 bytes, checksum: 2a78a50bd167a4194dcab7fd7d3bf3f2 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-08-09T11:42:23Z (GMT) No. of bitstreams: 1 2011_DIS_MCBENEVIDES.pdf: 1049581 bytes, checksum: 2a78a50bd167a4194dcab7fd7d3bf3f2 (MD5) / Made available in DSpace on 2012-08-09T11:42:23Z (GMT). No. of bitstreams: 1 2011_DIS_MCBENEVIDES.pdf: 1049581 bytes, checksum: 2a78a50bd167a4194dcab7fd7d3bf3f2 (MD5) Previous issue date: 2011 / The learning evaluation for disabled students is a pedagogic element of great importance; it can aid or raise difficulties for these students’ educational inclusion. The inclusive avaluation must be prospective, accomplishing a diagnosis of the disabled students’ emerging cognitive conditions. Therefore, it should not be limited to the verification of their acquired capacities. That type of superficial evaluation seems to be harmful, because it can decrease the expectations of the professionals of Education, especially the teacher or professor, regarding that specific group. The educational inclusion of disabled students becomes, as a result, a challenge, because the daily practices of all the teaching levels are still very influenced by traditional conceptions of evaluation that exclude those students with differentiated ways of learning and living. The main purpose of the current research is to accomplish an investigation about the practice of learning evaluation for disabled students registered in graduate and postgraduate level courses of humanities and educational areas in a Public Institute of Higher Education. Specifically, this study aimed: i) knowing the difficulties lived by students, professors and coordinators regarding learning evaluation for disabled students; ii) identifying the accessibility conditions concerning the practices of learning evaluation; iii) gathering contributions of students, professors and coordinators for an inclusive practice of learning evaluation. Thus, a qualitative research was accomplished, as a case study. The semi-structured interview and the questionnaire were used as instruments for data collection. A content analysis of the collected data was accomplished. The sample was composed by: nine disabled students; seven graduate level course’s coordinators and nineteen professors; thirty five subjects altogether. The results revealed that the adaptations accomplished to evaluate the disabled student are still insufficient. The difficulties refer to an inadequate professor educational, to the lack of physical and structural adaptation and the absence of a larger discussion on the theme. The suggestions point to the importance of investment in material and human resources and the adaptation of physical spaces. / A avaliação da aprendizagem voltada para o aluno com deficiência é um elemento pedagógico de grande importância, que pode auxiliar ou dificultar a inclusão do aluno na instituição de ensino. A avaliação inclusiva deve ser prospectiva, realizando um diagnóstico das condições cognitivas emergentes do aluno que apresenta algum tipo de deficiência, não devendo limitar-se à verificação das suas capacidades adquiridas. Esse tipo de avaliação superficial aparece como nociva, tendo em vista que pode rebaixar as expectativas dos profissionais da Educação, especialmente do professor, em relação a esse grupo específico. A inclusão educacional do aluno com deficiência se torna, portanto, um desafio, tendo em vista que as práticas cotidianas de todos os níveis de ensino ainda são fortemente influenciadas por concepções tradicionais de avaliação que acabam por excluir aqueles alunos que possuem maneiras diferenciadas de aprender e de vivenciar o mundo. A presente pesquisa teve como objetivo geral realizar uma investigação da prática de avaliação da aprendizagem destinada aos alunos com deficiência matriculados em cursos de graduação e pós-graduação do Centro de Humanidades (CH) e da Faculdade de Educação (FACED) de uma Instituição de Ensino Superior (IES) da rede pública. Especificamente, intencionou-se: i) conhecer as dificuldades vivenciadas por alunos, professores e coordenadores na avaliação da aprendizagem de alunos com deficiência; ii) identificar as condições de acessibilidade referentes às práticas avaliativas; iii) reunir contribuições de alunos, professores e coordenadores para uma prática inclusiva de avaliação de aprendizagem. Para esse propósito, foi realizada uma pesquisa de natureza qualitativa, na forma de estudo de caso. Os instrumentos utilizados para a coleta de dados foram a entrevista semiestruturada e o questionário. Foi realizada uma análise de conteúdo dos dados coletados. A amostra foi composta por: nove alunos com deficiência; sete coordenadores de curso e dezenove professores, perfazendo um total de trinta e cinco sujeitos. Os resultados revelaram que as adaptações realizadas para avaliar o aluno com deficiência ainda são insuficientes. As dificuldades se referem a uma formação docente inadequada, à falta de adequação física e estrutural e à ausência de uma maior discussão sobre o tema. As sugestões apontam para a importância de investimento em recursos materiais e humanos e para a adequação dos espaços físicos.