The purpose of the present study was to use an alternate psychoeducational assessment method to examine learning potential of Indian students in an academic domain, specifically Algebra. The study examined six Indian adolescents early in their Year Seven Mathematics. For the purpose of this study, the students were classified as achievers or non-achievers based on Canadian Test of Basic Skills (CTBS) grade equivalent scores, and Grade 7 Mathematics marks on the First Report Card.<p> A cross-case analysis of verbal and nonverbal protocol data gathered from the six Indian achieving and non-achieving Grade Seven students, and reduced through use of a technique developed by Giorgi, yielded information regarding the subjects' internalization processes of algebraic concepts. Vygotsky's zone of proximal development methodology, which was employed in the study, permitted the researcher to investigate processes used by the students during learning, maintenance, and near and far transfer tasks. While verbal and nonverbal communication styles appeared to distinguish achieving from non-achieving students, those same traits did not seem to affect efficiency in problem solving as observed during the present study. Other characteristics such as language usage, questioning techniques, and risk taking were the traits which most clearly affected the students' problem solving skills.<p> During the present study, formal metacognitive data proved hard to collect. This may be attributed to the reluctance of some students to participate in the questioning, and to the difficulty other students experienced In understanding the questions. All students had difficulty at some stage of the study in generating a rule to explain how they had solved the problems.<p> The results of the present study indicated that there were qualitative differences in problem solving between subjects. Those qualitative differences did not follow a pattern of achievement versus non-achievement as delineated by CTBS scores and classroom evaluation in Mathematics. Zone proximal development methodology provided a process assessment which uncovered learning potential profiles that were masked by static standardized tests.

Thesis (M.Ed.)--University of Waikato, 2009. / Title from PDF cover (viewed October 2, 2009) Includes bibliographical references (p. 102-119)

Made available in DSpace on 2016-08-03T16:34:50Z (GMT). No. of bitstreams: 1 Dissertacao.pdf: 352962 bytes, checksum: fec5697cd2c6b76f4585dc1aed9b2708 (MD5) Previous issue date: 2010-03-24 / This study initially evaluates the short-term memory of University students, then the modalities of games by these students and the frequency with which these are practiced are verified, and finally the level of short-term memory observed is related to the playing of games. Our hypothesis is that the practice of playing games is influenced by the short-term memory. Term of Free and Informed Consent - TCLE (Annex A). We utilize the Pictorial Test of Memory - TEPIC-M from Rueda, F. J. M. and Sisto, F. F., duly validated for our reality, and the self-evaluative scale of the practice of leisure/sport games, which aims to determine the type of game played, whether of physical movement, logical reasoning or knowledge and digital games. The research is performed with 100 students of both genders. The results are analyzed by means of the Statistical Package for Social Sciences for Windows, SPSS, version 12.0. The short-term memory levels found were very low: Low (66%), Lower Average (25%), Average (2%), Higher Average (6%) and High (1%). The practice of playing games in their various modalities was also low in Movement Games - JM and Digital Games - JD (25%) and higher in Reasoning Games - JR (61%). The comparison between the results in the TEPIC-M and the frequency of participation in JM proved to be positive, since those who never practiced JM (74%) did not reach even the average level of memory; the same was observed regarding JD, with 70% of their participants who do not play these games without reaching the average level of memory; and, with relation to JR, a smaller percentage (44%) of those who do not play these games without reaching the average level of memory, data which indirectly confirm the hypothesis of this study. / Este estudo avalia inicialmente a memória de curto prazo de estudantes universitários; verifica a seguir as modalidades de jogos por esses universitários e a frequência com que os mesmos são praticados e, finalmente, relaciona o nível de memória de curto prazo verificado com a prática de jogos. Parte da hipótese de que a prática de jogos influencia na memória de curto prazo. Utiliza-se do Teste Pictórico de Memória TEPIC-M de Rueda, F. J. M. e Sisto, F. F., devidamente validado para nossa realidade e de escala auto-avaliativa de prática de jogos de lazer/esporte, a qual visa verificar o tipo de jogo praticado, de movimentação física, raciocínio lógico ou conhecimento e os jogos digitais. Desenvolve-se junto a 100 universitários, de ambos os sexos. Os resultados são analisados por meio do Statistical Package for Social Sciences for Windows, SPSS, versão 12.0. Os níveis de memória de curto prazo encontrados foram muito baixos: Inferior (66%), Médio Inferior (25%); Médio (2%); Médio Superior (6%) e Superior (1%). A prática de jogos em suas diversas modalidades também foi reduzida em Jogos de Movimento, JM, e em Jogos Digitais, JD (25%) e maior em Jogos de Raciocínio, JR (61%). A comparação entre os resultados do TEPIC-M e a frequência de participação em JM, revelou-se positiva, uma vez que os que não praticam nunca JM, 74%, não atingiram sequer o nível médio de memória; o mesmo sendo observado em relação à JD, com 70% dos participantes que não praticam esses jogos, sem atingir o nível médio de memória; e, em relação a JR, uma porcentagem menor (44%) dos que não praticam esses jogos, sem atingir o nível médio de memória, dados que indiretamente, comprovam a hipótese deste estudo.

Made available in DSpace on 2014-06-11T19:31:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-11-29Bitstream added on 2014-06-13T19:42:20Z : No. of bitstreams: 1 bartalo_l_dr_mar.pdf: 619978 bytes, checksum: 410047d770f8ed716b707d72b40bf675 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / As estratégias de estudo e aprendizagem adotadas por alunos de cursos superiores têm-se mostrado eficientes para uma aprendizagem mais significativa. O diagnóstico, mensuração e estudo dessas estratégias colocam-se como um dos aspectos fundamentais com vistas à melhoria do processo de aprendizagem. Nesse sentido, instrumentos válidos, fidedignos e sem vieses para realizar essa mensuração são necessários na área de educação. Neste estudo realizou-se a adaptação e a validação, para a população de dois estados brasileiros, de um instrumento de mensuração de estratégias de estudo e aprendizagem construído em 1988, o LASSI (Learning and Study Strategies Inventory), e utilizado no mundo inteiro, principalmente nos Estados Unidos, onde foi criado. Participaram desta pesquisa 833 alunos universitários de quatro universidades públicas localizadas nos estados de São Paulo e Paraná. A análise fatorial exploratória indicou uma estrutura de dez fatores no instrumento, que depois de trabalhada e analisada com a utilização de outros testes estatísticos, como o teste de consistência interna (alpha de Cronbach), de correlação de Pearson e os testes de estabilidade temporal, bem como análises conceituais, passou a ser composto por nove fatores. O instrumento, originalmente tinha 77 questões, às quais foram acrescentadas para este estudo 11 relativas às estratégias de estudo e aprendizagem adotadas na Internet. Em sua versão final o instrumento ficou com 71 questões em sua parte geral e com as mesmas 11 questões relativas à Internet, ou seja, no trabalho de validação foram eliminadas seis questões, todas da parte geral. As dimensões originais foram reconfiguradas. Duas delas foram excluídas: Autoverificação e Estratégias de Verificação e surgiu uma nova: Preocupações ao Estudar... . / Learning and study strategies adopted by university students are considered efficient in order to have a more meaningful learning. The diagnosis, measuring and study of these strategies are fundamental aspects for the improvement of the learning process. In this sense, valid, reliable and non-oblique instruments are necessary in the education area for accomplishing this measuring. In this study, it was carried out the adaptation and validation for the Brazilian population, of an instrument used for measuring learning and study strategies created in 1988, LASSI (Learning and Study Strategies Inventory), used worldwide but mainly in the United States where it was created. Eight hundred thirty-three university students from four public universities in the states of São Paulo and Paraná, took part in this research. The exploratory factorial analysis indicated a tenfactor structure in the instrument that, after dealt with and analyzed with the use of other statistical tests such as the internal consistency test (Cronbach's alpha), the Pearson's correlation coefficient and the temporal stability tests as well as conceptual analyses, became a nine-factor structure. The instrument originally had 77 questions to which 11 were added for this study, concerning study and learning strategies adopted in the Internet. In its final version, 71 questions were left in its general part and with the same 11 questions concerning the Internet, that is, in the validation task, six questions were eliminated, all of them from the general part. The original dimensions were reconfigured. Two of them were excluded: Self-Testing and Testing Strategies, and a new one was created: Concerns when studying. Significant correlations were found between the participant's performance in the subscales of the instrument and the variables gender and area of knowledge of their courses... (Complete abstract, click electronic access below).

Orientador: José Augusto da Silva Pontes Neto / Banca: José Aloyseo Bzuneck / Banca: Sueli Édi Rufini Guimarães / Banca: Elsa Maria Mendes Pessoa Pullin / Banca: Raul Aragão Martins / Resumo: As estratégias de estudo e aprendizagem adotadas por alunos de cursos superiores têm-se mostrado eficientes para uma aprendizagem mais significativa. O diagnóstico, mensuração e estudo dessas estratégias colocam-se como um dos aspectos fundamentais com vistas à melhoria do processo de aprendizagem. Nesse sentido, instrumentos válidos, fidedignos e sem vieses para realizar essa mensuração são necessários na área de educação. Neste estudo realizou-se a adaptação e a validação, para a população de dois estados brasileiros, de um instrumento de mensuração de estratégias de estudo e aprendizagem construído em 1988, o LASSI (Learning and Study Strategies Inventory), e utilizado no mundo inteiro, principalmente nos Estados Unidos, onde foi criado. Participaram desta pesquisa 833 alunos universitários de quatro universidades públicas localizadas nos estados de São Paulo e Paraná. A análise fatorial exploratória indicou uma estrutura de dez fatores no instrumento, que depois de trabalhada e analisada com a utilização de outros testes estatísticos, como o teste de consistência interna (alpha de Cronbach), de correlação de Pearson e os testes de estabilidade temporal, bem como análises conceituais, passou a ser composto por nove fatores. O instrumento, originalmente tinha 77 questões, às quais foram acrescentadas para este estudo 11 relativas às estratégias de estudo e aprendizagem adotadas na Internet. Em sua versão final o instrumento ficou com 71 questões em sua parte geral e com as mesmas 11 questões relativas à Internet, ou seja, no trabalho de validação foram eliminadas seis questões, todas da parte geral. As dimensões originais foram reconfiguradas. Duas delas foram excluídas: Autoverificação e Estratégias de Verificação e surgiu uma nova: Preocupações ao Estudar... (Resumo completo, clicar acesso eletrônico abaixo). / Abstract: Learning and study strategies adopted by university students are considered efficient in order to have a more meaningful learning. The diagnosis, measuring and study of these strategies are fundamental aspects for the improvement of the learning process. In this sense, valid, reliable and non-oblique instruments are necessary in the education area for accomplishing this measuring. In this study, it was carried out the adaptation and validation for the Brazilian population, of an instrument used for measuring learning and study strategies created in 1988, LASSI (Learning and Study Strategies Inventory), used worldwide but mainly in the United States where it was created. Eight hundred thirty-three university students from four public universities in the states of São Paulo and Paraná, took part in this research. The exploratory factorial analysis indicated a tenfactor structure in the instrument that, after dealt with and analyzed with the use of other statistical tests such as the internal consistency test (Cronbach's alpha), the Pearson's correlation coefficient and the temporal stability tests as well as conceptual analyses, became a nine-factor structure. The instrument originally had 77 questions to which 11 were added for this study, concerning study and learning strategies adopted in the Internet. In its final version, 71 questions were left in its general part and with the same 11 questions concerning the Internet, that is, in the validation task, six questions were eliminated, all of them from the general part. The original dimensions were reconfigured. Two of them were excluded: Self-Testing and Testing Strategies, and a new one was created: Concerns when studying. Significant correlations were found between the participant's performance in the subscales of the instrument and the variables gender and area of knowledge of their courses... (Complete abstract, click electronic access below). / Doutor

The overarching aims of this thesis are to investigate how students in higher education in Rwanda experience learning through the medium of a foreign language, mainly English, and the strategies they employ in order to successfully complete their university studies during a period of both language and educational change. Taking a sociocultural perspective, the thesis subscribes to a qualitative research design. Interviews were used in order to gain in-depth understanding of how higher education students reflect on, handle and cope with learning through a foreign language. Video and audio recorded interactions of students’ formal and informal group discussions were used to capture some of the seen but unnoticed linguistic and communicative details that might be of interest in shedding light on aspects related to learning in a foreign language. Four empirical studies show that students face different challenges in using the newly adopted language of learning and teaching. They are, however, aware of the fact that the globalisation process and dissolution of national boundaries may create new opportunities and are therefore willing to upgrade their English in order to cope with the new academic situation. Findings show that active use of multiple languages, although time consuming, has great potential to facilitate learning, thus emphasizing the complementarities rather than the exclusion of languages used in Rwanda. Also, teacher and student initiated group discussions have the potential to promote knowledge construction in content subjects as students afford a context for confident participation. Although the mother tongue is not officially recognised as language of instruction in higher education, it plays a mediating role for the negotiation of meaning of domain specific content through responsible code switching and translanguaging. / Det övergripande syftet för denna avhandling är att undersöka hur studenter inom högre utbildning i Rwanda erfar att lära på ett främmande språk, i huvudsak engelska, och vilka strategier de använder sig av för att lyckas genomföra sina universitetsstudier i en tid av förändring av både undervisningsspråk och undervisningen i sig. Avhandlingen tar sin utgångspunkt i ett sociokulturellt perspektiv och en kvalitativ forskningsdesign. Intervjuer genomfördes för att få fördjupad förståelse för hur studenterna reflekterar över och hanterar problemet med att lära på ett främmande språk. Video- och audioinspelade interaktioner av studenternas formella och informella gruppdiskussioner användes för att fånga och analysera språkliga och kommunikativa detaljer som förekommer men ofta förbises eller tas för givna. Fyra empiriska studier visar att studenterna möter olika utmaningar när de måste använda ett nyligen introducerat främmande språk i undervisningen och i olika lärandesituationer. De är emellertid medvetna om att globalisering och upplösning av nationella gränser kan skapa nya möjligheter och är därför villiga att förbättra sin engelska för att kunna klara av den nya undervisningssituationen. Analyserna visar också att aktiv användning av en mångfald av språk, även om det är tidsödande, har stor potential att underlätta lärande och på så sätt betonas den komplementerande snarare än den exkluderande synen på språkanvändning i Rwanda. Dessutom visar det sig att diskussioner i grupp initierade av både lärare och studenter har en potential att stödja konstruktionen av kunskap inom akademiska ämnen eftersom studenterna skapar en tillitsfull miljö där de är trygga att delta. Studierna visar också att trots att modersmålet inte är officiellt erkänt som undervisningsspråk spelar det en medierande roll i framförhandlandet av innehållet inom olika ämnesområden genom olika former av gränsöverskridande språkande där alla språk som studenterna har tillgång till används.

The aim of this thesis is to obtain a deeper understanding of students’ approaches to musical knowledge as it is distributed through one-to-one tuition in higher music education (HME). With a cultural-psychological perspective according to Bruner, the project was designed as a longitudinal, qualitative study of eight students in the performance program that concludes with a Bachelor of Arts degree in music. Two main musical genres were represented: Western classical music, and jazz and contemporary music. The students had one-to-one tuition on violin, classical guitar, saxophone and electric guitar, and were observed at three consecutive lessons per semester during one academic year. Many-sided data were collected: video recordings of instrumental lessons, semi-structured interviews with students and teachers, and the participants’ diary notes in connection with the observed lessons. In the analysis, the students’ approaches to knowledge of music cultural tools were focused. The results show that the students use three main approaches in relation to one-to-one tuition: adaptation, reflected navigation and indifference. These approaches vary and overlap, and are connected to the local cultural situations that are being studied, as well as to differences by instrument and genre. The different strategies used by the students are discussed in relation to apprenticeship in higher music education, and in relation to the consequences for students’ musical learning and knowledge development. The results are also connected to the Bologna process and the development of research-based teaching in HME. Methodological considerations and suggestions for further research are put forward. / Genom projektet, Instrumenatlisters musikaliska kunskapsutveckling. Finansierat av Vetenskapsrådet / Genom projektet, Vem äger lärandet? Finansierat av Myndigheten för nätverk och samarbete inom högre utbildning

The aim of this thesis is to obtain a deeper understanding of students’ approaches to musical knowledge as it is distributed through one-to-one tuition in higher music education (HME). With a cultural-psychological perspective according to Bruner, the project was designed as a longitudinal, qualitative study of eight students in the performance program that concludes with a Bachelor of Arts degree in music. Two main musical genres were represented: Western classical music, and jazz and contemporary music. The students had one-to-one tuition on violin, classical guitar, saxophone and electric guitar, and were observed at three consecutive lessons per semester during one academic year. Many-sided data were collected: video recordings of instrumental lessons, semi-structured interviews with students and teachers, and the participants’ diary notes in connection with the observed lessons. In the analysis, the students’ approaches to knowledge of music cultural tools were focused. The results show that the students use three main approaches in relation to one-to-one tuition: adaptation, reflected navigation and indifference. These approaches vary and overlap, and are connected to the local cultural situations that are being studied, as well as to differences by instrument and genre. The different strategies used by the students are discussed in relation to apprenticeship in higher music education, and in relation to the consequences for students’ musical learning and knowledge development. The results are also connected to the Bologna process and the development of research-based teaching in HME. Methodological considerations and suggestions for further research are put forward. / Genom projektet, Instrumenatlisters musikaliska kunskapsutveckling. Finansierat av Vetenskapsrådet / Genom projektet, Vem äger lärandet? Finansierat av Myndigheten för nätverk och samarbete inom högre utbildning

Technologijų pamokose didelė pamokos laiko dalis yra skiriama praktinių užduočių atlikimams. Dėl skirtingo mokinių praktinių gebėjimų lygio atliekamų užduočių mokytojams tampa sunku apibrėžti konkrečius vertinimo kriterijus, skirtus kūrybinių užduočių atlikimo sėkmei ir mokinių pasiekimams pamatuoti. Todėl konstruojant užduočių vertinimo kriterijus, kurie remiasi tarpusavio mokytojo ir mokinio lygiateisiais santykiais, išvengiama neaiškaus vertinimo kriterijų formulavimo. Esant lygiateisiams santykiams mokymas tampa lankstesnis, atsiranda galimybė mokiniams rinktis, daugiau atsakomybės perleidžiama mokiniui, mokymasis tampa sąmoningas, kyla vidinė motyvacija, mokiniai įtraukiami į vertinimą. Užduočių vertinimo kriterijų konstravimo įgyvendinimo galimybės turi būti sudarytos, remiantis vadybine vertinimo komponentų struktūra. Tyrimo problema: užduočių vertinimo kriterijų konstravimas vadybos požiūriu. Darbo tikslas: įvertinti mokytojo ir mokinių užduočių vertinimo kriterijų konstravimą, remiantis vadybine vertinimo komponentų struktūra, technologijų pamokose. Siekiant įgyvendinti darbe iškeltą tikslą ir uždavinius buvo taikomi šie tyrimo metodai: 1. Teoriniai: kontentanalizė – mokslinės, metodologinės literatūros, švietimo dokumentų nagrinėjamos problemos aspektu analizė. 2. Kiekybiniai (T tipo duomenų rinkimo): žvalgomasis tyrimas (klausimynų tikslinimui), anketinė apklausa. 3. Kokybiniai (L tipo duomenų rinkimo): technologijų mokytojų interviu ir atviro tipo klausimai... [toliau žr. visą tekstą] / The practical assignments are given more time at technology classes. Since the level of practical capabilities of students is different, it is difficult for teachers to define criteria to assess assignments designed to measure success and progress of students when they implement creative assignments. Therefore in order to design the assignment assessment criteria based on mutual equal relationship between teacher and student, it is required to avoid formulating criteria the assessment under which is not definite. In case of equal relationships the learning becomes more flexible, Students enable to choose, more responsibility is transferred to student, their learning becomes more sensible, internal motivation gets improved and students are involved into assessment. The capabilities and conditions required to put into practice the assignment assessment criteria shall be defined based on the managing structure for assessing management components. Investigation issue: designing the assignment assessment criteria from the point of management. Work purpose: assessing the designing of the assignment assessment criteria for teacher and students at technology classes to be based on the management structure for assessing the management components. The following investigation methods have been applied to meet the purpose and to implement the tasks defined: 1.Theoretical: content–analysis is to analyze scientific, methodological papers, education documents with reference to the issue... [to full text]

abstract: With Common Core State Standards (CCSS), all students are held to the same high expectations, including students learning English and other learners who may have academic difficulties. Many students learning English have trouble writing and need effective writing strategies to meet the demands the standards present. Ten fourth and fifth grade students learning English (6 girls and 4 boys), whose home language was Spanish, participated in a multiple baseline design across three small groups of participants with multiple probes during baseline. In this study, self-regulated strategy development (SRSD) for opinion writing using students’ own ideas was evaluated. Students who participated in this study demonstrated an increase in: the number of persuasive elements (e.g. premise, reasons, elaborations, and conclusion) included in their essays, overall essay quality, and the number of linking words used when writing opinion essays using their own ideas. Additionally, students’ knowledge of the writing process and opinion-writing genre improved. Students found the instruction to be socially acceptable. Limitations and directions for future research are discussed. / Dissertation/Thesis / Doctoral Dissertation Learning, Literacies and Technologies 2018