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Dissertations / Theses on the topic 'Connected understanding'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Lee, Christopher M. "Principals' Understanding of Teacher Evaluations Connected to the Colorado Student Assessment Program." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583291.

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This qualitative grounded analysis involved exploring the knowledge and understanding school principals have on teacher evaluations and the connections to students’ scores on the Colorado Student Assessment Program (CSAP). The problem was that Colorado does not have a comprehensive and consistent standards-based teacher evaluation system managed by highly trained administrative evaluators capable of providing evaluation marks representative of actual teacher performance and competency levels based on student achievement from CSAP results. The purpose of this qualitative grounded analysis was to create a theoretical model based on the exploration of the knowledge and understanding school principals have on teacher evaluations being connected to students’ Colorado Student Assessment Program (CSAP) scores in order to effectively evaluate teacher performance in the classroom. The research questions examined and analyzed data from the perspective of school principals on teacher evaluation proficiency marks and student proficiency scores on the CSAP. Interview responses from 10 school principals were analyzed with the NVivo qualitative analysis software revealing emerging themes. Critical analysis of the themes produced courses of action and recommendations for school principals to improve the evaluation process of teachers as connected to student CSAP scores to improve classroom instruction. Key results indicated a need for school principals to consider the themes of classroom environment; funding, administrative support, and an over haul of teacher contracts that include compensation and advancement.

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2

Brozina, Stephen Courtland. "Learning Analytics: Understanding First-Year Engineering Students through Connected Student-Centered Data." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/77865.

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This dissertation illuminates patterns across disparate university data sets to identify the insights that may be gained through the analysis of large amounts of disconnected student data on first-year engineering (FYE) students and to understand how FYE instructors use data to inform their teaching practices. Grounded by the Academic Plan Model, which highlights student characteristics as an important consideration in curriculum development, the study brings together seemingly distinct pieces of information related to students' learning, engagement with class resources, and motivation so that faculty may better understand the characteristics and activities of students enrolled in their classes. In the dissertation's first manuscript, I analyzed learning management system (LMS) timestamp log-files from 876 students enrolled in the FYE course during Fall 2013. Following a series of quantitative analyses, I discovered that students who use the LMS more frequently are more likely to have higher grades within the course. This finding suggests that LMS usage might be a way to understand how students interact with course materials outside of traditional class time. Additionally, I found differential relationships between LMS usage and course performance across different instructors as well as a relationship between timing of LMS use and students' course performance. For the second manuscript, I connected three distinct data sets: FYE student's LMS data, student record data, and FYE program survey data that captured students' motivation and identity as engineers at two time points. Structural equation modeling results indicate that SAT Math was the largest predictor of success in the FYE course, and that students' beginning of semester engineering expectancy was the only significant survey construct to predict final course grade. Finally, for the third manuscript I conducted interviews with eight FYE instructors on how they use student data to inform their teaching practices. Ten themes emerged which describe the limited explicit use of formal data, but many instructors use data on an informal basis to understand their students. Findings also point to specific, existing data that the university already collects that could be provided to instructors on an aggregate, class-level basis to help them better understand their students.
Ph. D.

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3

Passarelli, Rebecca E. "Teen dating violence in a connected world: Understanding and exploring cyber dating abuse." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1466512410.

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4

Bledsoe, Ann M. "Implementing the connected mathematics project : the interaction between student rational number understanding and classroom mathematical practices /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074374.

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5

Breuss, Towe, and Cajsa Torpman. "Understanding how SME’s handle CSR activities connected to the supply chain : A qualitative study in a B2B context." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65609.

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It has been argued for the past years that one of today’s main important factors for gaining competitive advantage is to implement CSR activities. There have been many studies showing the many benefits CSR have, not only to the organizations but also to society and the environment. However, CSR does not only concern the organization itself but also ensuring that the social and environmental behaviour is accomplished throughout the whole supply chain. Larger firms have the ability to implement and focus on several tasks at once, while small and medium-sized enterprises are struggling with limited resources and cannot afford any mistakes. This study is focusing on how SMEs with limited resources implement CSR within the supply chain and what difficulties they experience, since CSR is often seen as a complex and resource based issue. A case study was conducted at a SME in a B2B context and the study is based on a qualitative approach, with empirical data gathered from five in-depth interviews. After the empirical data was analysed it was concluded that by decreasing the supplier base is a way of gaining stronger contact and trust, also centralizing the supplier base in order to decrease transportation and emissions. SMEs with limited resources can outsource duties such as checkups and audits to external companies in order to assure quality and environmental criteria’s. Also, being an SME with limited resources indicates that the employees have to take on multiple roles in order to adapt to all customer and supplier demands, which was shown to be a complexity since obligations such as making a profitable procurement, were often prioritized before CSR. It was also found that the internal CSR communication was a major contributor to the lack of knowledge as well as interest in the subject, CSR is not seen as an obligation if not having anyone responsible for the CSR activities. Lastly, both CSR and digitalization were found to be two crucial keystones for organizational survival on the market.

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6

May, David B. "How Are Learning Physics And Student Beliefs About Learning Physics Connected? Measuring Epistemological Self-Reflection In An Introductory Course And Investigating Its Relationship To Conceptual Learning." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1030034022.

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Thesis (Ph. D.)--Ohio State University, 2002.
Title from first page of PDF file. Document formatted into pages; contains xv, 193 p. Includes abstract and vita. Advisor: Gordon J. Aubrecht, Dept. of Physics. Includes bibliographical references (p. 187-193).

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7

Hanson, R. E. "Towards a practical method for ranking acoustic comfort in structurally connected dwellings in England : motivating improvements in, and understanding of, acoustic comfort." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/18697/.

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This study focuses on occupant acoustic comfort in domestic dwellings in England and asks how potential buyers and other interested parties can identify likely ‘quiet homes’ and likely ‘noisy homes’. To answer this question, the roles of building regulations, acoustic comfort classification schemes, building contractor and type of dwelling are investigated. The first of these investigations examines the effectiveness of building regulations at delivering homes built to standards that ensure satisfactory levels of occupant acoustic comfort. The investigation is undertaken through interviews with key personnel in Government and industry. The conclusions are that regulatory standards for sound transference between dwellings have changed little since they were introduced in 1965 (in force 1966) and continue today to remain too low and too poorly enforced to be relied upon to deliver adequate acoustic comfort levels for many occupants. The second focus of study concerns acoustic comfort rating schemes developed in a number of other countries. How these schemes work, their influence on improving acoustic comfort levels and their suitability for England are investigated through interviews with key people that developed them, practising acousticians and government employees. The key findings indicate that few people are aware of rating schemes in their respective countries and that similar number-based schemes are unlikely to be effective in England due to lack of government and industry interest. The third investigation aims to find out if different building contractors in England build their dwellings to different levels of acoustic comfort to those of their competitors. This qualitative investigation is carried out though an attitudinal survey of all major building contractors operating in England. Data is collected by letter written from the standpoint of a potential buyer. The investigation shows contractors only building to minimum regulatory standards and not competing with each other on levels of acoustic comfort. The fourth section of the study aims to found out occupant and buyer attitudes towards acoustic comfort. The quantitative survey collected data through an on line questionnaire. The findings reveal that acoustic comfort is a concern for many occupants, dwelling type is related to acoustic comfort and that prior to buying a home, acoustic performance is an important consideration for many purchasers. Overall this thesis concludes that after over forty years of regulating sound insulation, regulatory standards have not improved, remain poorly enforced, and are of a level too low to ensure satisfactory levels of acoustic comfort for many occupiers; and that measurement based acoustic comfort classification schemes are unsuitable for England, leaving type of dwelling as the only guide to acoustic comfort for consumers. Given the importance occupants and buyers place upon acoustic comfort this is a significant finding of practical value.

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8

Genz, Rebekah Loraine. "Determining High School Geometry Students' Geometric Understanding Using van Hiele Levels: Is There a Difference Between Standards-based Curriculum Students and NonStandards-based Curriculum Students?" Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1373.pdf.

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9

Jimenez, Laura. "Estimating the Reliability of Concept Map Ratings Using a Scoring Rubric Based on Three Attributes." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2284.

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Concept maps provide a way to assess how well students have developed an organized understanding of how the concepts taught in a unit are interrelated and fit together. However, concept maps are challenging to score because of the idiosyncratic ways in which students organize their knowledge (McClure, Sonak, & Suen, 1999). The construct a map or C-mapping" task has been shown to capture students' organized understanding. This "C-mapping" task involves giving students a list of concepts and asking them to produce a map showing how these concepts are interrelated. The purpose of this study was twofold: (a) to determine to what extent the use of the restricted C-mapping technique coupled with the threefold scoring rubric produced reliable ratings of students conceptual understanding from two examinations, and (b) to project how the reliability of the mean ratings for individual students would likely vary as a function of the average number of raters and rating occasions from two examinations. Nearly three-fourths (73%) of the variability in the ratings for one exam and (43 %) of the variability for the other exam were due to dependable differences in the students' understanding detected by the raters. The rater inconsistencies were higher for one exam and somewhat lower for the other exam. The person-to-rater interaction was relatively small for one exam and somewhat higher for the other exam. The rater-by-occasion variance components were zero for both exams. The unexplained variance accounted for 19% on one exam and 14% on the other. The size of the reliability coefficient of student concept map scores varied across the two examinations. A reliability of .95 and .93 for relative and absolute decision was obtained for one exam. A reliability of .88 and .78. for absolute and relative decision was obtained for the other exam. Increasing the number of raters from one to two on one rating occasion would yield a greater increase in the reliability of the ratings at a lower cost than increasing the number of rating occasions. The same pattern holds for both exams.

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10

Holmes, Marilyn. "Community Engagement: Home School Partnership." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80198.

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Five year old children starting their formal education in primary schools bring with them a range of informal mathematical understandings. Transitioning from an early childhood setting to the reception class at school can have a profound impact on their developing mathematical concepts. Traditionally their first teachers (parents, caregivers and whanau) gradually remove the support and encouragement and some of the familiar surroundings of their early childhood centres are no longer there. As children from 5 – 13 years of age spend approximately 85% of their time out of school it is important that their first teachers are encouraged to continue that support. This paper outlines a New Zealand project ‘Home School Partnership: Numeracy’ that gives one approach to enhancing children’s mathematical learning through shared understandings between home and school.

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11

Yao, Guang. "Understanding the Ah receptor regulatory network /." 2002. http://www.library.wisc.edu/databases/connect/dissertations.html.

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12

Martins, Susie C. "Understanding the origin of selectivity in hydroformylation." 2004. http://www.library.wisc.edu/databases/connect/dissertations.html.

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13

Kumar, Revati. "Understanding and modelling hydrogen bonding in liquid water." 2007. http://www.library.wisc.edu/databases/connect/dissertations.html.

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14

Huang, Boyin. "Understanding the temperature trends in the upper-oceans." 2000. http://www.library.wisc.edu/databases/connect/dissertations.html.

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15

Huang, Dagang. "Understanding the impediments to therapeutic protein secretion from yeast." 2007. http://www.library.wisc.edu/databases/connect/dissertations.html.

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16

Gibbs, Frederick W. "Medical understandings of poison circa 1250-1600 /." 2009. http://www.library.wisc.edu/databases/connect/dissertations.html.

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17

Soderberg, Patti D. "High school students' understanding and problem solving in population genetics." 2005. http://www.library.wisc.edu/databases/connect/dissertations.html.

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18

Spalding, Andrew Kurvers. "Beyond family values : toward a progressive understanding of civic education /." 2000. http://www.library.wisc.edu/databases/connect/dissertations.html.

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19

Hill, Eric L. "Understanding and mitigating the effects of soft errors in logic /." 2009. http://www.library.wisc.edu/databases/connect/dissertations.html.

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20

Passmore, Cynthia. "Student learning in modeling classrooms : investigating the lasting impact of understanding /." 2002. http://www.library.wisc.edu/databases/connect/dissertations.html.

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21

Miller, Nathan Andrew. "Understanding the high-resolution x-ray spectra of early-type stars." 2002. http://www.library.wisc.edu/databases/connect/dissertations.html.

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22

Pazicni, Samuel. "Towards understanding the role of the heme cofactor in cystathionine [beta]-synthase." 2006. http://www.library.wisc.edu/databases/connect/dissertations.html.

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23

Schell, Jeffrey M. "Detecting and understanding land use effects on zooplankton communities at multiple scales." 2003. http://www.library.wisc.edu/databases/connect/dissertations.html.

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24

Shin, Sang-Ik. "Understanding the climate of the last glacial maximum using a climate system model." 2002. http://www.library.wisc.edu/databases/connect/dissertations.html.

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25

Scott, Robert D. "Understandings of high school principals who lead an educational change initiative." 2001. http://www.library.wisc.edu/databases/connect/dissertations.html.

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26

Stellrecht, Kathleen Sue. "Basic understandings and attributes of high quality case management : consumer perspectives /." 2004. http://www.library.wisc.edu/databases/connect/dissertations.html.

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27

Yoo, Joan P. "Understanding health variations among children in low-income families : a risk and resilience perspective /." 2006. http://www.library.wisc.edu/databases/connect/dissertations.html.

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28

Godfrey, Robert John. "Risky messages to whom? : understanding our toleration for risk through an examination of values /." 2008. http://www.library.wisc.edu/databases/connect/dissertations.html.

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29

Alani, Adam Wathah Ghassan. "Mechanistic understanding of oral drug absorption enhancement of cromolyn sodium by an amino acid derivitive." 2007. http://www.library.wisc.edu/databases/connect/dissertations.html.

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30

Lee, Mee-Ryung. "Understanding calcium equilibrium in cheese during ripening and its effects on functional properties of cheese." 2007. http://www.library.wisc.edu/databases/connect/dissertations.html.

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31

De, Boer Gijs. "An improved understanding of the lifecycle of mixed-phase stratiform clouds through oberservations and simulation." 2009. http://www.library.wisc.edu/databases/connect/dissertations.html.

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32

Rousseau, Bernard. "Towards a better understanding of the acute and chronic stages of vocal fold wound repair." 2004. http://www.library.wisc.edu/databases/connect/dissertations.html.

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33

Bannen, Ryan M. "Computational and bioinformatic approaches to understanding protein structure and functon [sic] : applications to adenylate kinase /." 2008. http://www.library.wisc.edu/databases/connect/dissertations.html.

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34

Schmierbach, Michael. "Measuring media texts and understanding media effects : a conceptual and experimental examination of news stories and cognition /." 2004. http://www.library.wisc.edu/databases/connect/dissertations.html.

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35

Chutia, Sucismita. "Understanding silicon and gallium aresenide for the spin based quantum computer : valley splitting and the Dzylaoshinskii Moriya interaction /." 2007. http://www.library.wisc.edu/databases/connect/dissertations.html.

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36

Weerts, David J. "Understanding differences in state support for higher education : a comparative study of state appropriations for research I universities /." 2000. http://www.library.wisc.edu/databases/connect/dissertations.html.

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37

Welton, Anjalé DeVawn. "Navigating networks of opportunity : understanding how social networks connect students to postsecondary resources in integrated and segregated high schools." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2803.

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Low-income students of color have the difficult task of navigating their educational pathways in an era of resegregation, where they have higher chances of being tracked to lower academic courses (Mickleson & Heath, 1999) and are more likely to attend low-performing, racially and socioeconomically isolated high schools (Orfield & Lee, 2005). Research promotes the positive educational outcomes of integrated school settings (Wells, 1995), but limited research contextualizes (Wells, 2001) the experiences of low-income students of color in these settings. In light of research on the impact of the racial and socioeconomic composition of a high school on students’ educational outcomes, this dissertation used social capital and network theory to examine how networks of opportunity in accessing postsecondary resources differed between one integrated and one high poverty, high minority high school. Interviews of students and faculty identified by students as institutional agents (Stanton-Salazar, 1997)—individuals who connect students to postsecondary resources—helped frame the two high school portraits (see Lawrence-Lightfoot & Davis, 1997). Without systematic supports in both the integrated and segregated high school settings, only a select group of students were tied to resources that would lead them to their postsecondary aspirations. Students connected to postsecondary resources were at a structural advantage due to opportunities, such as enrollment in advanced placement (AP) courses, which would help broaden their networks of opportunity. In contrast, most students without the same structural advantages as high achieving students often felt lost navigating high school, disconnected from academics, and misdirected in navigating their postsecondary trajectories. Consequently, although the integrated high school was perceived as the gateway to accessing better educational opportunities, stratification occurred, tracking low-income and students of color to non-college preparatory courses. Therefore, low-income and students of color who transferred to the integrated high school in search of better educational opportunities received limited academic preparation similar to what was offered to them in their former low-performing, high poverty, high minority high school. The findings suggest that without both institutional and structural transformations and systematic supports, school integration alone is not the single element to offering greater educational opportunities to low-income and students of color.
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38

Ostergren, Carol S. "Evaluation of a temperament-based parenting program : factors affecting program usefulness, ease of understanding, preferred amount of materials and parental attitudes /." 2003. http://www.library.wisc.edu/databases/connect/dissertations.html.

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39

Lu, Fong-Mei. "Utilizing Caenorhabditis elegans resources in undergraduate biology education: instructional materials development and research on student understanding of early embryonic development using those materials /." 2006. http://www.library.wisc.edu/databases/connect/dissertations.html.

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40

Lazzaro, Cary. "Understanding divorce, single-mother family life, and the development of adolescent social skills competence : a focus on the interplay among individual and family protective factors /." 2000. http://www.library.wisc.edu/databases/connect/dissertations.html.

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41

Woll, Matthew G. "Efforts toward understanding secondary and tertiary structure in polypeptides : I. introducing diversity into 12-helical beta-pepetides ; II. developing novel gamma-peptide structure ; III. exploring backbone thioester exchange as a means to measure conformation stability in alpha-pepetides /." 2004. http://www.library.wisc.edu/databases/connect/dissertations.html.

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