Zobrazeno 1 - 10
of 43
pro vyhledávání: '"Surette Van Staden"'
Publikováno v:
Pythagoras, Vol 43, Iss 1, Pp e1-e11 (2022)
Most learner achievement studies tend to focus on identifying individual characteristics, ignoring the learning strategies that promote mathematical resilience. The focus of the study is on the assets embedded in an individual and their interplay wit
Externí odkaz:
https://doaj.org/article/70640ed5a0e34da7a076f88fb5ce1dd2
Publikováno v:
Frontiers in Education, Vol 7 (2022)
Formative assessment may be a useful pedagogical practice to enhance the teaching of HOTS in mathematics. This study explored the impact of a formative assessment intervention on 1) students’ achievements in HOTS mathematics tests (pre-and-post) wh
Externí odkaz:
https://doaj.org/article/4844e5d834dd456aab33991be0feb0a3
Autor:
Surette van Staden
Publikováno v:
South African Journal of Education, Vol 41, Iss Suppl. 1, Pp S1-S2 (2021)
Externí odkaz:
https://doaj.org/article/9ced5f7f1df448f9a14fb0d77a855132
Publikováno v:
Perspectives in Education, Vol 38, Iss 2 (2020)
This study investigated the reading demands of restricted-use items administered to South African grade 9 learners as part of the Trends in International Mathematics and Science Study (TIMSS) 2015. The method proposed by Mullis, Martin and Foy (2013)
Externí odkaz:
https://doaj.org/article/94b4c7e1eba54d8da5870e0ef98cc463
Publikováno v:
South African Journal of Childhood Education, Vol 9, Iss 1, Pp e1-e13 (2019)
Background: South Africa’s participation across a number of international large-scale assessment programmes provides continued evidence of poor student achievement across grades and phases. Despite discouraging achievement results, evidence of slow
Externí odkaz:
https://doaj.org/article/b79931d5d35c46a6a94e9ce58594d27c
Autor:
Surette van Staden, Puleng Motsamai
Publikováno v:
Pythagoras, Vol 38, Iss 1, Pp e1-e10 (2017)
This non-experimental, exploratory and descriptive study, using a qualitative case study approach, aims to investigate whether there is evidence of variance in the quality of school-based assessment (SBA) in Grade 9 mathematics. Participants were pur
Externí odkaz:
https://doaj.org/article/7998f7960d054eea9f41ef5497867fc0
Autor:
Surette van Staden, Roel Bosker
Publikováno v:
South African Journal of Education, Vol 34, Iss 3, Pp 01-09 (2014)
This study aims to identify factors that predict reading literacy achievement among Grade 4 learners in South Africa by utilising aspects of Carroll's model of school learning. The study draws on the preProgress in International Reading Literacy Stud
Externí odkaz:
https://doaj.org/article/31cbaf9dee324ae1a814a7ab5308cfb9
Publikováno v:
South African Journal of Childhood Education, Vol 6, Iss 1, Pp e1-e10 (2016)
This study utilised regression methods to explain Grade 4 reading literacy achievement taking into account discrepancies between the language of the test and home language for learners who participated in the South African preProgress in Internationa
Externí odkaz:
https://doaj.org/article/6d1ad4feb96f4ff7938b75f48f61d493
Publikováno v:
Reading & Writing, Vol 5, Iss 1, Pp e1-e9 (2014)
This study draws on the preProgress in International Reading Literacy Study (prePIRLS) 2011 data. It aims to illustrate the effect of early home literacy activities and the early introduction of reading skills and strategies in the school setting on
Externí odkaz:
https://doaj.org/article/b70378d122bc4dc0945499c61f117e0e
Autor:
Surette van staden, Sarah Howie
Publikováno v:
Perspectives in Education, Vol 32, Iss 3 (2014)
This study reports on a doctoral investigation (Van Staden, 2010) to identify and explain relationships between some major learner- and school-level factors associated with successful reading in Grade 5. South African classrooms are characterised by
Externí odkaz:
https://doaj.org/article/61363ac426314cc685dcf011b63c7f8c