The effect of mediation on Lebanese preschoolers' performance skills of classification, sequential pattern completion, and perspective taking (Record no. 20065)

MARC details
000 -LEADER
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005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191210122312.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Yazbek, Zoya Saleem
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The effect of mediation on Lebanese preschoolers' performance skills of classification, sequential pattern completion, and perspective taking
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2008
300 ## - PHYSICAL DESCRIPTION
Extent 80 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This experimental study aims at investigating the effect of mediated teaching on a sample of Lebanese preschoolers' performance using the ACFS, the Application of Cognitive Functions designed by Lidz and Jepsen (1997). ACFS is a Dynamic Assessment curriculum based procedure that assesses cognitive skills in an interactive manner including deliberate and planned mediated teaching/intervention and the assessment of the effects of that adult aided teaching as a social influence on subsequent performance. The ACFS in its pretest- mediation-posttest format was administered to 20 KG 2 preschoolers (10 experimental group, and 10 control group).The hypothesis of the study stipulate that the experimental group undergoing the intervention will demonstrate a gain in scores for the cognitive tasks as well as another gain on the non-intellectual performance before (during pretest) and during mediation (in the process of learning). The results showed a significant increase in the gain score of the experimental as compared to that of the control on both the three cognitive subscales and the behavioral non-intellective scale. Based on these results, implications and suggestions for future research were drawn.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Pré-primaire et primaire L’enseignement du Maths
9 (RLIN) 214
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Pre-primary and primary Math education Teaching Methods
9 (RLIN) 214
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element ما قبل الابتدائي وابتدائي تعليم الرياضيات طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa -
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=27475">http://search.shamaa.org/FullRecord?ID=27475</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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