Dissertations / Theses: 'Demonstration school'

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Al-Shuaili, Ali Huwaishel Ali. "A study of interactive projected demonstration techniques for school science in Oman." Thesis, University of Glasgow, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366143.

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Reuer, Charles R. "Project overview of the Naval Postgraduate School Spacecraft architecture and technology demonstration experiment." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2001. http://handle.dtic.mil/100.2/ADA397397.

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Thesis (M.S. in Space Systems Operations)--Naval Postgraduate School, Sept. 2001.
Thesis advisors, Panholzer, Rudy ; Sakoda, Dan. "September 2001." Includes bibliographical references (p. 69-70). Also available in print.

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Silkwood, Michael N. "Traditional lecture and demonstration vs. modular self-paced instruction in technology education middle school." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000silkwoodm.pdf.

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Basaraba, Deni Lee 1981. "Examining school, student, and measurement effects on first grade students' demonstration of the alphabetic principle." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11657.

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xviii, 193 p.
Learning to read and successfully decode words is complex, requiring the integration of critical component skills such as phonological awareness, alphabetic understanding, and phonological recoding. As foundational skills required for reading with automaticity, researchers recommend that explicit instruction of these skills begin early, particularly for students at risk. One commonly used measure to examine students' alphabetic understanding and phonological recoding skills is DIBELS Nonsense Word Fluency (NWF), a pseudo-word reading measure composed of vowel-consonant and consonant-vowel-consonant words. One purpose of this study was to examine the effects of school-level and individual student-level predictors on students' overall performance on NWF in the spring of grade 1 as evidenced by their total Correct Letter Sounds (CLS) and Words Read as Whole Units Correctly (WRWUC) scores. A series of hierarchical linear models were estimated to investigate the contributions of three student-level predictors (English Learner status, fall of grade 1 Phoneme Segmentation Fluency raw scores, and fall of grade 1 NWF scores) and two school-level predictors (percentage of students eligible for free and reduced lunch and percentage of incoming at-risk kindergarteners) in explaining the variance observed in NWF scores A second purpose was to estimate the item difficulties of the first 20 pseudo-words for comparability of difficulty, controlling for student-level covariates. A series of hierarchical generalized linear models were estimated to investigate the contribution of student-level predictors while controlling for school effects. Participants were 1,111 first grade students enrolled in 14 elementary schools participating in the Oregon Reading First initiative. Results indicated that fall of grade 1 NWF raw and quadratic scores were the only statistically significant student-level predictors of CLS and WRWUC scores in the fully specified Level 1 model. The relation between school-level predictors and spring of grade 1 NWF performance complicated interpretation, but both school-level predictors were also significant. Additionally, results of the item difficulty estimates reveal significant student-level effects on item difficulties, providing evidence that item parameters are not equal for the first 20 pseudo-words on DIBELS NWF. The effects were particularly strong for English Learners. Implications for practice and directions for future research are discussed.
Committee in charge: Dr. Paul Yovanoff, Chair; Dr. Gerald Tindal, Member; Dr. Akihito Kamata, Member; Dr. Elizabeth Harn, Outside Member

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Muchaka, Patrick. "Non-motorised school travel planning: development, demonstration and evaluation of a 'walking bus' initiative at selected schools in Cape Town." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/16962.

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This dissertation reports upon research conducted at selected primary schools in Cape Town between 2010 and 2011 aimed at developing, implementing and evaluating the impacts of a non- motorised school travel intervention in the local context. The literature review conducted situated the current interest in active travel modes in the context of concerns over declining child independent mobility. 'Walking buses' were identified as the most appropriate intervention to address the child mobility concerns identified in the city. A 'walking bus' is a group of children who walk to school along a set route, supervised by adult volunteers. As part of data collection for the research, three school travel surveys were conducted using self-completion questionnaires. The first two surveys (n=1,784) were conducted at selected schools in 2010 in two neighbourhoods (Rondebosch and Delft) and were aimed at gaining insights into current learner travel behaviour and collecting the data required to implement 'walking buses'. The third survey (n=984) was conducted in 2010 and 2011, amongst schoolchildren aged 7-15 years, and their parents, and was aimed at exploring child independent mobility in the context of Cape Town and its hinterland. Key findings from the three surveys are discussed in terms of how independently mobile children are, how this varies according to neighbourhood and parent's willingness to let children use 'walking buses'. It was found that independent mobility varied considerably between wealthy and poor households, and across age and gender. Children from poorer households were heavily reliant on walking (88% share of school trips) while children from wealthier households were heavily reliant on cars (87% share of school trips). Parental interest was found to be sufficiently high to make 'walking buses' a viable intervention in both lower- and higher-income neighbourhoods. 'Walking buses' were subsequently implemented, and in the case of Rondebosch, evaluated using qualitative interviews with some of the participating children (n=16) and their parents (n=14). Key findings from the qualitative interviews are discussed in terms of learner travel behaviour prior to, and after, the setting up of 'walking buses', and insights into the impacts of 'walking buses'. The evaluation findings suggest that while scheduled 'walking buses' may be established with considerable levels of support and enthusiasm from parents and schools, they are difficult to sustain over the longer term. The dissertation concludes with a discussion on the tension between child independent mobility and 'walking buses', and implications of the findings for municipalities and schools wishing to promote greater use of walking for school travel.

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Jimerson, Philip Bret. "The demonstration of need, benefits, and outcomes of in-house counsel for a mid-sized urban school district in the State of Texas." [Fort Worth, Tex.] : Texas Christian University, 2008. http://etd.tcu.edu/etdfiles/available/etd-12182008-161630/unrestricted/Jimerson.pdf.

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Rubio, Angel. "Authentic leadership| Demonstration of authentic leader behavior from the perspective of high school wrestling coaches in successful wrestling programs." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732011.

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Authentic leadership emphasizes the role of ethics and trust a leader displays and which can be a natural and inherent part of a leader’s behavior (Robbins & Judge, 2010). Leaders who are authentic know who they are, know what they believe in and value, and behave in a way that reinforces those values and beliefs openly and candidly (2010). Authenticity is inward-focused and reflects on the behaviors that a leader believes are virtuous and true, from which they project a self-perception that is consistent with their self-concept (Sosik & Cameron, 2010).

Studies within the spectrum of sports have identified that leadership among coaches is a contributor to individual and team performance (Kent & Chelladurai, 2001). In the field of amateur wrestling, coaches can be highly influential in improving their followers’ self-efficacy, which may lead to improved performance and completion of objectives (Rutkowska & Gierczuk, 2012). In leadership literature, however, a substantial gap exists regarding the importance of authentic leadership in sports.

This study was executed to identify which qualities, if any, were displayed by amateur wrestling coaches that are consistent with authentic leadership. The study revealed that four constructs – self-awareness, relational transparency, balanced processing, and internalized moral perspective – were each rated highly both by the coaches themselves and other raters. What was also revealed was that authentic leadership had a relationship with success as reported by assistant wrestling coaches. The study also showed that head wrestling coaches had similar views of their own authentic leadership as that reported by assistant coaches and wrestlers.

There was not enough evidence to support a relationship with success as reported by the head coaches and their wrestlers.

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Round, Eugene L. "A study of the potential benefits of using interactive software in high school geometry solely for whole class demonstration and discussion /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949508368771.

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MACEDO, ROBERTA DE BARROS DO REGO. "THE PEDAGOGICAL AND PSYCHO-PEDAGOGIC ORIENTATIONS IN THE SCHOOL CONTEXT OF DEMONSTRATION OF THE INEP IN RIO DE JANEIRO, IN THE 1950/1960 DECADES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10801@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Esta dissertação tem como objetivo compreender as Orientações Pedagógica e Psicopedagógica que possibilitaram a construção da experiência educativa da Escola Guatemala, instituição de caráter experimental, vinculada ao Departamento de Aperfeiçoamento do Magistério (DAM) do Centro Brasileiro de Pesquisas Educacionais (CBPE/INEP), com sede no Rio de Janeiro, à época, Distrito Federal. Por ser tratar de uma pesquisa no campo da História da Educação, elaborada sob a perspectiva da História Cultural, recorremos a entrevistas e à análise documental dos arquivos pessoais de Lúcia Marques Pinheiro e Terezinha Lins de Albuquerque, Supervisora Pedagógica do INEP e Coordenadora do Serviço de Orientação Psico-Pedagógica (SOPP), respectivamente. Partindo de uma interlocução permanente com Marcus Vinicius Cunha, foi possível apreender os tipos de orientação que os docentes desta escola receberam durantes os anos de 1955 a 1968, período compreendido como o final do movimento da Escola Nova no Brasil. Se, de um lado, a orientação pedagógica norteava a prática docente e, por sua vez, limitava as possibilidades de manifestação da subjetividade destes que ensinavam, do outro, a orientação psicopedagógica proporcionava a criação de um clima favorável e propício junto aos professores para que, assim, as propostas pedagógicas pudessem ser colocadas em prática. Deste modo, no primeiro capítulo buscamos caracterizar o contexto político e educacional que marca o período; no seguinte, descrevemos a maneira pela qual a escola se organizava e desenvolvia suas ações pedagógicas durante o referido período; no terceiro capítulo, nos aproximamos do pensamento educacional de Lúcia Marques Pinheiro, para, por fim, evidenciar o Serviço de Orientação Psicopedagógico, por intermédio de sua coordenadora Therezinha, e situá-lo dentro da perspectiva de formação de professores que vem sendo discutida no Brasil nos últimos vinte anos.
This dissertation has as objective to understand the Pedagogic and Psycho- Pedagogic Orientations that made possible the construction of the educative experience of the Guatemala School, experimental institution tied with the Departmento de Aperfeiçoamento do Magistério (DAM) of the Centro Brasileiro de Pesquisas Educacionais (CBPE/INEP), with headquarters in Rio de Janeiro, when it was Federal District. For being a research in the field of the History of the Education, elaborated under the perspective of Cultural History, we appeal to interviews and to the documentary analysis of Lúcia Marques Pinheiro and Therezinha Lins e Silva personal files, Pedagogical Supervisor of the INEP and Coordinator of the Serviço de Orientação Psicopedagógico (SOPP), respectively. Starting of a permanent interlocution with Marcus Vinicius Cunha, it was possible to learn the types of orientations that the professors of this school had received during the years from 1955 to 1968, period understood as the end of the movement of the New School in Brazil. If by one side, the pedagogical orientation guided the practical teaching and, in this way, it limited the possibilities of manifestation of the subjectivity of these that taught, of the other side the psychopedagogic orientation provided the creation of a favorable and propitious climate next to the professors so that the pedagogical proposals could be placed in practical. In this way, in the first chapter, we search to characterize the educational and political context that marks the period; in the following one, we describe the way for which this school was organized by itself and developed its pedagogical action during the period; in the third chapter, we approach to the educational thought of Lúcia Marques Pine, for, finally, to evidence the Service of Psycho-Pedagogic Orientation, through its coordinator Therezinha.

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Yavuz, Ayse. "Effectiveness Ofconceptual Change Instruction Accompaniedwith Demonstrations And Computer Assisted Concept Mapping On Students&#039." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605958/index.pdf.

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ABSTRACT EFFECTIVENESS OF CONCEPTUAL CHANGE INSTRUCTION ACCOMPANIED WITH DEMONSTRATIONS AND COMPUTER ASSISTED CONCEPT MAPPING ON STUDENTS&rsquo
UNDERSTANDING OF MATTER CONCEPTS Yavuz, Ayse PhD., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. Ö
mer Geban January 2005, 133 pages The main purpose of this study was to investigate the effectiveness of conceptual change instruction accompanied with demonstration and computer assisted concept mapping on seventh grade students understanding matter concepts. In addition, the effect of instruction on students&rsquo
attitudes toward science as a school subject and the effect of gender difference on understanding matter concepts were investigated. Seventy five, seventh grade students from four classes of a General Science Course taught by the same teacher at Ö
zel ENKA Middle School during fall semester of 2003&ndash
2004 was enrolled in this study. The classes were randomly assigned as conrol group and experimental group. Students in the control group received traditional science instruction including traditional lecture method with discussions and traditionally designed labsheets. Students who were in the experimental group received conceptual change instruction accompanied with demonstration and computer assisted concept mapping. Both groups were administered Matter Concept Test as pre- and post-tests and Attitude Scale toward Science as a School Subject. In addition to these, Science Process Skill Test was used at the beginning of the study to determine students&rsquo
science process skills. T-test, univariate analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were used for testing the hypotheses of the study. The results indicated that conceptual change instruction accompanied with demonstration and computer assisted concept mapping caused a better acquisition of scientific conceptions related to matter concepts and produced more positive attitudes toward science as a school subject than traditionally designed sicence instruction. In addition, science process skill was a strong predictor in understanding matter concepts. On the other hand, no significant effect of gender difference on students&rsquo
understanding of matter concepts and their attitudes toward science as a school subject was found.

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Banu, Mst Shaila. "The Role of Practical Work in Teaching and Learning Physics at Secondary Level in Bangladesh." Thesis, University of Canterbury. School of Sciences and Physical Education, 2011. http://hdl.handle.net/10092/6291.

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This qualitative study focused on four secondary school physics teachers in Bangladesh using semi-structured interviews and observations to explore their understanding about the relationship between practical work and developing students’ conceptual knowledge of physics. Recent studies indicate that practical work helps secondary science students easily and effectively learn the concepts and theories of physics. However, the secondary school physics teachers in Bangladesh in this study did not provide students with practical work during classroom teaching. Rather, they provided practical work in separate practical classes. Although the teachers believed that practical work made their teaching and also students’ learning easier and effective, they did not offer frequent practical demonstrations in teaching the contents of physics. The major findings of the study include that teachers used mostly transmissive pedagogy to assist students to understand physics concepts and theories. Even though there are clear and specific instructions for the teachers to do demonstrations in the secondary physics curriculum, there were constraints on teachers and on students trying to conduct practical work. Constraints included: a lack of sufficient equipment. Teachers and students in non-government schools faced comparatively more difficulties than those in government schools. Low teacher/student ratios and no positions for laboratory assistants were reasons given for teachers’ intense workloads. This study implies a need to provide government and non-government schools with necessary equipment for doing practical work; to appoint sufficient teachers with higher studies and training that includes practical work in physics; to create positions for laboratory assistants; to set up classrooms with a smaller number of students; and to develop awareness of the value of practical work among school administration and among physics teachers.

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Silva, Fernando Tavares da. "Análise do processo de argumentação e prova em relação ao tópico logaritmos , numa coleção de livros didáticos e numa seqüência de ensino." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/11258.

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Made available in DSpace on 2016-04-27T16:58:28Z (GMT). No. of bitstreams: 1 Fernando Tavares da Silva.pdf: 4680921 bytes, checksum: 745c13dd17b022406b1dfc18f8f102f2 (MD5) Previous issue date: 2007-10-25
The objective of this research is to investigate the approach used in proofs and demonstrations of the logarithmic mathematical object, in a collection of textbooks adopted in the Brazilian Secondary School; as well as to conceive and apply a didactic sequence to introduce the student into the deductive mathematical thought. The research intends to answer the following questions: (1) How does the author of the textbooks approach the process of proving, regarding the subject logarithms in his work? Are the readers stimulated to find out proofs in the suggested activities? (2) Which difficulties do first grade students of the Brazilian Secondary School present during a process of proving? In order to answer the first question, we have analysed the collection Matemática for Secondary School by Luiz Roberto Dante, making use of the criteria of the National Book Catalogue for Secondary School (CNLEM). For the second question, we have used some elements of the didactic engineering methodology , making use of the types of proofs by Balacheff. The results of our analysis bring forward that the author of the collection is always concerned about presenting some kind of justification or demonstration for each element introduced. However, there are few activities that stimulate the reader to produce proofs. Regarding the didactic sequence, the research presents some difficulties observed in the process of production of proofs. Furthermore, it shows that the sequence provided the students development from empiric validations to deductive validations
O objetivo desta pesquisa é investigar a abordagem conferida a provas e demonstrações do objeto matemático logaritmo, numa coleção de livros didáticos para o Ensino Médio, bem como conceber e aplicar uma seqüência didática para introduzir o aluno da primeira série do Ensino Médio ao pensamento matemático dedutivo. A pesquisa procura responder às seguintes questões de pesquisa: (1) Como o autor de livros didáticos aborda o processo de prova em relação ao tema logaritmo na sua coleção? Os alunos leitores são estimulados a realizar provas em atividades propostas? (2) Quais dificuldades os alunos da primeira série do Ensino Médio apresentam durante um processo de produção de provas? Para responder à primeira questão analisamos a coleção Matemática do Ensino Médio de autoria de Luiz Roberto Dante utilizando para isso os critérios do Catálogo Nacional do livro para o Ensino Médio (CNLEM). Para a segunda questão, adotamos alguns elementos da metodologia engenharia didática. Empregamos para essa análise a tipologia de provas de Balacheff. Os resultados das nossas análises aduzem que o autor da coleção se preocupa em oferecer sempre algum tipo de justificativa ou demonstração para cada elemento novo apresentado. Entretanto, há poucas atividades que estimulam o leitor a produzir provas. No tocante à seqüência didática, a pesquisa aponta algumas dificuldades verificadas no processo de produção de provas e mostra que apesar disso, a seqüência permitiu um avanço por parte dos alunos de validações empíricas para as validações dedutivas

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Pasini, Mirtes Fátima. "Argumentação e prova: explorações a partir da análise de uma coleção didática." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/11282.

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Made available in DSpace on 2016-04-27T16:58:33Z (GMT). No. of bitstreams: 1 Mirtes Fatima Pasini.pdf: 22771511 bytes, checksum: 984ad26489e7839b0fb9fc255399a645 (MD5) Previous issue date: 2007-10-16
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This work is inserted the research project Argumentation and Proof in School Mathematics (AProvaME), which aims to study the teaching and learning of mathematical proofs during compulsory schooling. The main research question of this contribution to the project relates to how proof is treated in particular geometry topics in one collection of mathematics textbooks for secondary school students. More specifically, the study aims to identify how the passage from empiricism to deduction is contemplated in the textbook activities as well as to document the interventions and strategies necessary on the part of the mathematics teacher in order to manage this transition. The types of proofs in the classification of Balacheff (1988) and the functions of proof identified by de Villiers (2001) serve as the principle theoretical tools for these analyses. Following a survey of the activities related to proof and proving in topics related to the theorem of Pythagoras and properties of straight lines and triangles, teaching sequences based on these activities were developed with students from the 8th Grade of a secondary school within the public school system of the municipal of Jacupiranga in the State of São Paulo. The main findings of the study indicate that the teacher has at his or her disposal material that permit a broad approach to proof and proving, although the passage from exercises involving reliance on empirical manipulations for validation to the construction of proofs based on mathematical properties is not very explicitly addressed, with the result that intense teacher intervention is necessary at this point. A particular difficulty faced by the teacher is knowing how to intervene without assuming responsibility for the resolution of the task in question. Finally, a dynamic geometry activity is presented, as an attempt to provide a learning situation which might enable students to engage more spontaneously in the transition from evidence-based arguments to valid mathematical proofs
Nosso trabalho está inserido no Projeto Argumentação e Prova na Matemática Escolar (AProvaME), que tem como objetivo estudar o ensino e aprendizagem de provas matemáticas na Educação Básica. A questão principal da pesquisa consiste em analisar o tratamento deste tema em determinados conteúdos geométricos de uma coleção de livros didáticos do Ensino Fundamental. Mais especificamente, o estudo busca identificar como a passagem do empirismo à dedução é contemplada nas atividades dos livros e quais as intervenções e estratégias necessárias por parte do professor para gerenciar essa passagem. Os tipos de prova na classificação de Balacheff (1988) e as funções de prova identificadas por De Villiers (2001) foram as principais ferramentas teóricas utilizadas para estas análises. Após um levantamento das atividades relacionadas à prova nos conteúdos Teorema de Pitágoras, Retas Paralelas e as propriedades dos Triângulos, seqüências baseadas nessas atividades foram desenvolvidas com alunos de 8.ª Série do Ensino Fundamental de uma escola pública no Município de Jacupiranga, do Estado da São Paulo. Concluímos que o professor tem à sua disposição material consistente para trabalhar com seus alunos, embora exista o problema na passagem brusca de exercícios empíricos em diversos níveis de verificação para as demonstrações formais, sendo necessária intervenção do professor por meio de revisões pertinentes, proporcionando ao aluno esclarecimentos para desenvolver uma atividade. A principal dificuldade para o professor foi interferir sem assumir a responsabilidade de resolver a situação em questão. Por fim, apresenta-se uma atividade no ambiente de geometria dinâmica, visando proporcionar uma transição mais espontânea entre argumentos baseados em evidência e argumentos baseados em propriedades matemáticas

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Storrs, Elizabeth. "The Demonstration of Organizational Legitimacy Among Independent Professional Schools of Acupuncture and Oriental Medicine." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2749.

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Thesis advisor: Ted I. K. Youn
Independent professional schools were a significant part of higher education in the United States until the rise of universities at the beginning of the 20th century. In the 21st century, the overwhelming majority of professional schools are indeed affiliated with universities; however there are a growing number of professional schools in variety of fields that are independent. The institutional perspective from organizational theory suggests these schools, like all organizations, must be creating and maintaining legitimacy in order to survive. This multiple case study explores how independent professional schools of acupuncture and Oriental medicine (AOM) demonstrate legitimacy over time. Analysis was focused on temporal patterns, correlations, and interdependencies between and/or among particular legitimizing activities within institutions, and global patterns of legitimizing activities across different institutions. Data were analyzed with specific reference to the possibility that there are multiple alternative paths to legitimacy outside of isomorphism with educational myths and structures. Findings included identification of higher education, health care, context, the profession, and business as the five arenas in which AOM schools signal their legitimacy, as well as general patterns of signaling to these arenas across all institutions over the past twenty years. Signals in each arena ebb and flow between relatively narrow limits, and it is not possible for schools to increase their signals in all areas simultaneously. Over time, the business and academic signals are generally increasing, contextual and professional signals decreasing, and health care remains fairly stable. This research marks an initial effort bring scholarly awareness both to schools of acupuncture and Oriental medicine to independent professional schools as a group. It offers support for the idea that there are multiple avenues for demonstrating legitimacy, and suggests a model for the arenas in which legitimacy operates for independent professional schools. In addition, this research articulated the concept of multi-liminality as both a characteristic of independent professional schools and an important feature for future research
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Telidou, Thaleia. "demonstrations in chemical education: Contribution to the effectiveness of the teching process in Greek high schools." Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493988.

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Telidou, Thaleia. "Demonstrations in chemical education: Contribution to the effectiveness of the teaching process in Greek high schools." Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487295.

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The. contribution of the use of demonstrations to the quality and the effectiveness of the teaching process of chemistry in Greek high schools is examined in this research. Specifically, the questions which arise in students' minds when they attend demonstrations, the opportunities for more 'thoughtful' questions and explanations that chemistry teachers can provide; the teachers and students' perspectives on the scope of the use of de~onstrationsin chemical education, and how all these can be improved. This research is a case study ofteaching chemistry through demonstrations in four high schools of Thessaloniki, which is the second biggest city of Greece. :rhe answers to the above-mentioned questions were obtained by interviewing five chemistry teachers and sixty students aged fourteen to seventeen from four Greek high schools and by observing nine whole-class demonstrations. The analysis of the data showed that teachers and students believe that demonstrations give a direct access to chemical phenomena and they are the bridge which connects theory with practice by offering images through which students are able to see and understand how phenomena are. actually developed. Furthermore, it seemed that in the Greek education system, limitations of curriculum, time allocation and access to laboratories put a premium on demonstrations carrying the burden of achieving the aims of chemical demonstrations. Moreover, as concerns the way in which they are carried out, even though. they give more opportunities for 'thoughtful' questions and explanations than those given in a teaching process without demonstrations, there is still room for improvement. Thus, from the analysis and by observing .the Royal Institution Christmas Lectures 2003 and 2004, some aspects of demonstrations which can enhance the quality ofthe teaching of chemistry, like getting the students to make predictions and testing those, providing explanations in a logical order and so on, arose. These aspects were examined in two Greek high schools of the area of Thessaloniki. Specifically, an intervention was fo'rmulated in order to inform two of the teachers of what could be done to improve teaching of chemistry through demonstrations. Then two demonstrations which involved these aspects were observed and the two chemistry teachers who had carried out them were interviewed. The analysis of the new data showed that these aspects can actually improve demonstrations' effectiveness and contribute to the better quality of the teaching of chemistry through demonstrations enhance their pedagogy and educational value by. increasing students' participation and the scientific level of questions and explanations

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Strick, Jacqueline M. "Modifications and accommodations Medford Middle School teachers make for students demonstrating behaviors of attention deficit/hyperactivity disorder." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001strickj.pdf.

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Truitt, Janice Lynn. "Effective principal leadership practices as perceived by teachers in schools demonstrating continuous student academic improvement." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/298763.

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The purpose of this study was to investigate effective principal leadership behaviors as perceived by teachers in schools demonstrating continuous student academic improvement. The principal leadership behaviors, which were based on transformational leadership theory, were (1) provides vision, (2) models appropriate behavior, (3) fosters commitment to goals, (4) provides individualized support, (5) provides intellectual stimulation, and (6) holds high expectations. Continuous student academic improvement was defined as improved scores on the Stanford 9 Achievement Test for a cohort of students over a three-year period. The Principal Leadership Questionnaire (PLQ) (Valentine & Lucas, 2000) was administered to teachers in six schools which had demonstrated continuous student academic improvement. Focus groups were conducted with teachers in three of the six schools to define further the leadership behaviors they observed in their principals. The following conclusions were based on the findings of this study. (1) Teachers in schools demonstrating high continuous student academic improvement rated their principals significantly higher on all six transformational leadership behaviors than teachers in the medium and low continuous student academic improvement schools. (2) Principals who were strong in one of the principal leadership behaviors were strong in the other principal leadership behaviors. (3) All of the principal leadership behaviors were correlated with the school's academic gains. The correlations indicated that schools with high mean gains all had high mean teacher ratings. (4) Teachers in the high CSAI school identified more examples of how their principal modeled the six transformational leadership behaviors than did teachers in the medium CSAI and the low CSAI schools. These six transformational leadership behaviors, first identified by Podsakoff, MacKenzie, Moorman, and Fetter (1990) in their review of research, were expanded by Leithwood, Tomlinson, and Genge (1996) to provide indicators of each specific behavior. Principals who have a goal of increasing and maintaining high levels of student academic achievement should focus their day-to-day actions on modeling and emphasizing these transformational leadership behaviors. The findings of this study could be utilized to assist principals in ensuring that they demonstrate the transformational leadership behaviors identified by teachers in the schools demonstrating high continuous student academic improvement.

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Deus, Karine Angélica de. "O recurso da demonstração em livros didáticos de diferentes níveis do ensino de matemática." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/7072.

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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
This present research, of qualitative nature, was guided by the question: what characterizes and what are the functions of school demonstrations in different level textbooks for teaching mathematics? In order to answer this question, three high school and three Junior high school textbook collections –which are assessed and approved by the National Textbook Program (PNLD, in Portuguese), the National Curricular Parameters (PCN, in Portuguese) and the PNLD guides for the same presented school levels –were considered as documents. Inspired by the Depth Hermeneutics methodological referential, these demonstrations were considered symbolical. Firstly, the way how research in academic mathematics and Mathematical Education discuss the demonstrations was pointed out. Afterwards, the demonstrations, in different historical periods, were exposed –such as in the literary work “The Elements” by Euclid and in textbooks which were published during reforms in the teaching of mathematics in Brazil. Through a referential of the sociology of the science, the symbolic value of these school demonstrations was discussed. The development of this study has pointed to a discussion about the naturalization processes of the uniqueness and verity of logical values. In addition, the demonstration was presented as a belief linked to symbols of stringency, precision, mathematical scientificity, proof, subdual, respectability and authority. Upon performing content analysis on the selected books, four categories of school demonstrations were set: (1) through experiments and particular cases; (2) through deductive reasoning with an exploratory character; (3) through formal elements of classical reasoning; (4) through particular cases, generalization and explanation. The analysis has shown changes regarding: the methodology for the development of a demonstration; the type of language applied; the way a procedure was introduced and concluded; the use of pictures and inductive, intuitive and visual procedures. In order to complement interpretations and understand the different demonstration fashions expressed in these categories, official documents were used, what made it possible to identify that the school demonstrations in the textbooks fulfill their role in preparing students for the understanding and future development of a formal demonstration, besides being aligned with the goal of developing deductive reasoning and approximation in forming a professional mathematician. Upon that, it can be understood that the formal demonstration is appreciated and motivated in curricular propositions which, despite guiding the use of different demonstration forms adapted to each teaching degree, seek to build a unique idea of demonstration.
A presente pesquisa, de natureza qualitativa, se orientou pela questão: o que caracteriza e quais funções cumprem as demonstrações escolares em livros didáticos dos diferentes níveis do ensino de matemática? A fim de responder essa questão tomamos como documentos três coleções de livros didáticos dos anos finais do ensino fundamental e três do ensino médio, avaliadas e aprovadas pelo Programa Nacional do Livro Didático (PNLD); os Parâmetros Curriculares Nacionais (PCN); e os guias do PNLD para os mesmos níveis de ensino citados. Inspiramo-nos no referencial metodológico da Hermenêutica de Profundidade (HP) e concebemos as demonstrações como formas simbólicas. Primeiramente, destacamos como as pesquisas da área da matemática acadêmica e da Educação Matemática discutem a demonstração e, em seguida, expomos as demonstrações em momentos históricos, como na obra “Os Elementos” de Euclides e em livros didáticos publicados durante reformas do ensino de matemática no Brasil. Por meio de um referencial da sociologia da ciência discutimos o valor simbólico das demonstrações escolares. Os encaminhamentos desse estudo nos apontaram para uma discussão acerca dos processos de naturalização da unicidade, verdade e de valores da lógica. Além disso, a demonstração se apresentou como uma crença atrelada a símbolos de rigor, de precisão, de cientificidade da matemática, comprovação, pujança, respeitabilidade e de autoridade. Da análise de conteúdo realizada nos livros didáticos selecionados foram organizadas quatro categorias para as demonstrações escolares: (1) via experimentos e casos particulares; (2) lógico-dedutiva com caráter de exploração; (3) formal com elementos da lógica clássica; (4) mediante casos particulares, generalização e explicação. A análise nos indicou mudanças quanto: à metodologia para o desenvolvimento de uma demonstração; ao tipo de linguagem empregada; à maneira de se introduzir e concluir um procedimento; ao uso de figuras e de procedimentos indutivos, intuitivos e visuais. Para complementar as interpretações e compreender as diferentes formas de demonstrar expressas nas categorias recorremos aos documentos oficiais, que nos permitiram identificar que as demonstrações escolares nos livros didáticos cumprem o papel de preparação dos estudantes para a compreensão e desenvolvimento futuro de uma demonstração formal, além de estarem atreladas ao objetivo de desenvolvimento do raciocínio lógico e a aproximação ao fazer matemático profissional. Com isso entendemos que a demonstração formal é valorizada e incentivada em propostas curriculares que, apesar de orientarem o uso de diferentes formas de se demonstrar adequadas a cada nível de ensino, almejam a construção de uma ideia única de demonstração.

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20

Schaper, Andrew. "Informative Prior Distributions in Multilevel/Hierarchical Linear Growth Models: Demonstrating the Use of Bayesian Updating for Fixed Effects." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18366.

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This study demonstrates a fully Bayesian approach to multilevel/hierarchical linear growth modeling using freely available software. Further, the study incorporates informative prior distributions for fixed effect estimates using an objective approach. The objective approach uses previous sample results to form prior distributions included in subsequent samples analyses, a process referred to as Bayesian updating. Further, a method for model checking is outlined based on fit indices including information criteria (i.e., Akaike information criterion, Bayesian information criterion, and deviance information criterion) and approximate Bayes factor calculations. For this demonstration, five distinct samples of schools in the process of implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) collected from 2008 to 2013 were used with the unit of analysis being the school. First, the within-year SWPBIS fidelity growth was modeled as a function of time measured in months from initial measurement occasion. Uninformative priors were used to estimate growth parameters for the 2008-09 sample, and both uninformative and informative priors based on previous years' samples were used to model data from the 2009-10, 2010-11, 2011-12, 2012-13 samples. Bayesian estimates were also compared to maximum likelihood (ML) estimates, and reliability information is provided. Second, an additional three examples demonstrated how to include predictors into the growth model with demonstrations for: (a) the inclusion of one school-level predictor (years implementing) of SWPBIS fidelity growth, (b) several school-level predictors (relative socio-economic status, size, and geographic location), and (c) school and district predictors (sustainability factors hypothesized to be related to implementation processes) in a three-level growth model. Interestingly, Bayesian models estimated with informative prior distributions in all cases resulted in more optimal fit indices than models estimated with uninformative prior distributions.

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Babušytė, Erika. "Demonstratyvios akcentuacijos 9-10 metų amžiaus vaikų statusas pradinėse klasėse." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060627_141355-18676.

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The main purpose of this thesis is to identify the status of the students aged 9 to10 within the classroom environment, who are ascribed to the demonstrative character accentuation. The first part of this work is dedicated to the analysis of A.Ličko (1983), K.Leonhard (1989), V.Justickis (1993), V.Kaziukėnaitė (1995), I.Petrauskienė (1999) articles, that deal with the features of demonstrative accentuations, the motives of behavior and the possibilities of diagnosis. The second part of the thesis is dedicated to the theoretical aspects of characteristics of group and the importance of the child’s relationships in it. Also indicated are the relationships of the demonstrative children with both the official group ( class ) and the informal one ( chosen friends ). In the third part of this work a research of the primary school students in Kaunas is presented. The hypothesis that the children of demonstrative behavior, experience social difficulties was confirmed. Trying to gain the attention of others they become boring and not interesting to their peers therefore their status in the class is very low. It is recommended for teachers to cooperate with parents and help them to understand the features of the child with demonstrative character and attempt to correct them.

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Nascimento, Gilberto Fernandes do. "Probabilidade no ensino m?dio." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/18663.

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Universidade Federal do Rio Grande do Norte
This thesis aims to show teachers and students in teaching and learning in a study of Probability High School, a subject that sharpens the perception and understanding of the phenomea of the random nature that surrounds us. The same aims do with people who are involved in this process understand basic ideas of probability and, when necessary, apply them in the real world. We seek to draw a matched between intuition and rigor and hope therebyto contribute to the work of the teacher in the classroom and the learning process of students, consolidating, deepening and expaning what they have learned in previous contents
Esta disserta??o busca mostrar para docentes e discentes no processo de ensino e aprendizagem um estudo sobre Probabilidade no ensino m?dio, um tema que agu?a a percep??o e o entendimento dos fen?menos de natureza aleat?ria que nos cerca. A mesma tem por objetivo fazer com que as pessoas que estejam envolvidas neste processo compreendam as ideias b?sicas de Probabilidade e, quando necess?rio, possam aplic?-las no mundo real. Procuramos tra?ar um paralelo entre a intui??o e o rigor e esperamos contribuir para o trabalho do professor em sala de aula e para o processo de aprendizagem dos alunos, solidificando, aprofundando e ampliando o que aprenderam em conte?dos anteriores

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Youngblood, Constance M. "A Study of Change: Exploring the Impact of a Professional Learning Community on the Implementation of a Federal Art Demonstration Grant in Three Northwestern Pennsylvania Rural Elementary Schools." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1452607340.

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24

Ceylan, Eren. "Effect Of Instruction Using Conceptual Change Strategies On Students." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12605335/index.pdf.

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The main purpose of the study was to compare the effectiveness of the conceptual change oriented instruction through demonstration and traditionally designed chemistry instruction on 10th grade students&rsquo
understanding of chemical reactions and energy concepts and attitudes towards chemistry as a school subject. In this study, 61 tenth grade students from two classes of chemistry course instructed by same teacher from Atatü
rk Anatolian High School took part. The study was conducted during 2003-2004 fall semester. This study included two groups which were selected randomly throughout 9 classes. One of the group was defined as control group in which students were taught by traditionally designed chemistry instruction, while the other group defined as experimental group in which students were instructed by conceptual change oriented instruction through demonstrations (CCID). Chemical Reactions and Energy Concepts Test and Attitude Scale toward Chemistry were administered to both groups as a pre-test and post-test to assess the students understanding of chemical reactions and energy concepts and students&rsquo
attitudes toward chemistry, respectively. Science Process Skills Test was given at the beginning of the study to determine students&rsquo
science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results showed that CCID caused significantly better acquisition of the scientific conceptions related to chemical reactions and energy concepts than TDCI. The results showed that there was a significant difference between post-test mean scores of students taught with CCID and those taught with TDCI with respect to their attitude toward chemistry as a school subject. A Science process skill was determined as a strong predictor in understanding the concepts related chemical reactions and energy.

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Kaya, Ebru. "The Effect Of Conceptual Change Based Instruction On Students." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613137/index.pdf.

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The purpose of this study was to investigate the effects of conceptual change based instruction accompanied by demonstrations (CCBIAD) and gender on 11th grade students&rsquo
understanding and achievement in rate of reaction concepts, and their attitudes toward chemistry as a school subject compared to traditionally designed chemistry instruction (TDCI). Sixty nine 11th grade students from two classes in a public high school in Ankara participated in this study in the Fall Semester of 2008-2009. These classes were randomly assigned as control and experimental groups. In the control group TDCI was used, while in the experimental group CCBIAD was used as instructional methods. Rate of Reaction Concept Test, Rate of Reaction Achievement Test, and Attitude Scale toward Chemistry were administered to both groups as pre-tests and post-tests to assess students&rsquo
understanding of rate of reaction concepts, achievement in these concepts, and attitudes toward chemistry, respectively. Science Process Skills Test was given at the beginning of the study to control students&rsquo
science process skills. After treatment six students from each group were interviewed to determine their misconceptions about rate of reaction. The hypotheses were tested by using Analysis of Covariance (ANCOVA) and Two-Way Analysis of Variance (ANOVA). The results show that CCBIAD used a significantly better acquisition of scientific conceptions related to rate of reaction than TDCI. In addition, there was a significant effect of CCBIAD on students&rsquo
attitudes toward chemistry. There was no significant effect of gender on both students&rsquo
understanding of rate of reaction concepts and their attitudes toward chemistry.

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Cetin, Gulcan. "The Effect Of Conceptual Change Instruction On Understanding Of Ecology Concepts." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1260322/index.pdf.

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The purpose of this study was to investigate the effects of conceptual change text oriented instruction accompanied by demonstrations in small groups (CCTI) on ninth grade students&rsquo
achievement and understanding levels of ecology, attitudes towards biology, and attitudes towards environment. The instruments used in this study were the Test of Ecological Concepts (TEC), the Attitude Scale towards Biology (ASB), the Attitude Scale towards Environment (ASE), and the Test of Logical Thinking (TOLT). All data were collected from the public high school in Balikesir in the Spring Semester of 2001-2002. 88 students from four classes and two teachers were included in this study. Two of the classes were called control group and two of them were called experimental group. While the TEC, ASE and ASB were administered to all of the students as pre- and post-tests, the TOLT were conducted as pre-test. Data related to the TEC, ASB, and ASE were analyzed by multivariate analysis of covariance (MANCOVA). The results of the MANCOVA showed that there was significant effect of the treatment which was the conceptual change texts oriented instruction accompanied by demonstrations in small groups on the TEC, while there were no significant effect of the treatment on the attitudes towards biology and attitudes towards environment.

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Gomes, Vinícius Laurindo da Fraga. "Práticas de física para alunos do regime socioeducativo, anos finais do ensino fundamental." Volta Redonda, 2017. https://app.uff.br/riuff/handle/1/4698.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Universidade Federal Fluminense. Instituto de Ciências Exatas. Programa de Pós-Graduação em Ensino de Física. Volta Redonda, RJ
O ensino de ciências e Física para os jovens internados no regime socioeducativo sofre limitações que vão desde necessidade de trabalhar em módulos, até impossibilidade de utilização de recursos e métodos usuais no ensino regular. Em particular o agrupamento de disciplinas em módulos faz com que a disciplina de Ciências e, consequentemente conteúdos de Física, não seja vista nos dois últimos módulos do Ensino Fundamental, deixando o aluno distante desses conteúdos quando ele entra no Ensino Médio. Visando complementar o ensino modular nos módulos correspondentes aos anos finais do Ensino Fundamental, foi construído como produto deste trabalho uma sequência de práticas de Física visando iniciar esse público nos conceitos e reflexões trazidos da Física. Na construção da sequência foram consideradas as limitações particulares a que este público está sujeito, a necessidade de prepará-los para a Física no Ensino Médio, bem como a inserção dos temas abordados no contexto de suas experiências cotidianas. Foram selecionadas práticas com materiais de fácil acesso sobre eletrostática, pressão, tensão superficial e calor, para as quais foram criadas um guia de estudos e um questionário de acompanhamento. O objetivo da sequência de práticas foi aguçar a curiosidade e despertar o interesse pelo estudo e pela Física num público com sérias deficiências e lacunas formativas. A ênfase na atividade experimental, além de associar a ciência Física com o seu lado de prático, possibilita que o jovem expresse suas habilidades construtivas e manuais, contribuindo para sua reaproximação com o estudo, tão importante para sua recuperação para a sociedade. Por meio do produto educacional aqui proposto, espera-se contribuir para a construção dos primeiros conceitos físicos da estrutura cognitiva desses jovens. Da mesma forma pretende-se fornecer aos professores que atuam no regime socioeducativo um recursos educacional para realizar sua prática docente de forma mais atraente, interessante e diversificada.
The teaching of science and physics to young people in the socio-educational system suffers limitations ranging from the need to work in modules, to the inability to use resources and usual methods comonn in the formal education. In particular need to group disciplines in modules makes the subjects of Science and Physics not be seen in the last two modules of the midle school level, leaving the student far away from such contents when he enters high school. To complement the modular teaching corresponding to the modules of the final years of midle school, it was built a sequence Physics practices to presente to this public their first concepts and reflections on physics subjects. In the construction of the sequence were considered the particular constraints that the public is subjected, as the need to prepare them for physics in high school, as well as the inclusion of issues usually addressed in the context of their everyday experiences. Simple experiments with easy findind material on electrostatics, pressure, surface tension and heat were selectec, for wich a guide to the practices and revision questionaries were prepared. The purpose of the following practices was to stimulate their curiosity and arouse interest both to the study and to Physics in public with serious contents deficiencies and training gaps. The emphasis on xperimental activity, in addition to associate the physical science with its practical side, allows the youngsters to express their manual skills, contributing to its rapprochement with study, a crucial step towards his recovery to society. Through the educational product here proposed we expect to contribute to the construction of the first physical concepts in cognitive structure of these youngsters. The same way we intend to provide teachers who work in the socio-educational system with an educational resource that enable them to carry out their teaching practice in a more attractive, interesting and diverse way.

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Minnis, Tia A. "Demonstrating Effectiveness in Higher Education through Accreditation: An Analytical Review of How the Southern Association of Colleges and Schools Commission on Colleges' Accreditation Standards on Institutional Effectiveness and Student Learning Are Impacted by the Internal Environment of Select Institutions." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/cauetds/6.

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In the United States, measuring and documenting institutional effectiveness in postsecondary educational institutions is not a one-size-fits-all process. Although this can be effectively accomplished in a variety of ways, the best approach for any higher education institution is one that is tailored to the institution’s unique environment and directly supports the its mission. Nevertheless, there are common factors that can greatly influence institutions’ ability to measure and demonstrate levels of effectiveness directly tied to student learning. This qualitative study was designed to gain an understanding of how factors within a higher education environment, including structure, practices and processes, can impact the institution’s ability to evidence institutional effectiveness related to student learning. The study examined institutional effectiveness as defined by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), and reviewed specific components of student learning assessment through SACSCOC Comprehensive Standard 3.3.1.1 (Institutional Effectiveness – Educational Programs). The researcher applied a multi-site case study approach to gain an in-depth understanding of this phenomenon. Through purposeful sampling, seven higher education institutions were selected from the 2011/2012 SACSCOC Reaffirmation Class. The phenomenon was studied at each institution as a single case, and using Yin’s cross-experiment logic, a cross case analysis was also conducted. In addition, to attain the most compelling results from this multi-site case study, both literal and theoretical replication (Yin, 1989) was employed. The researcher concluded that there were four significant variables that impacted the ability of the institutions to sufficiently evidence institutional effectiveness associated with student learning. These variables included leadership, institutional culture, resource allocation, and the planning and assessment processes at the institutions.

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29

Lou, Bow Ju, and 廖保珠. "An improved demonstration on "light path in natural science and teachnology"course in elementary school." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/y9ewj9.

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碩士
中原大學
化學研究所
91
Abstract As covered under the Nan Yi edition of the elementary school Nature Science textbook in volume 5, lesson two, segment 2 – the medium in which light propagates, the segment that covers the medium in which the light propagates is further divided into the curricular activities of light refraction and deflection. During the experience following lab work and due validation, I have come to realize that the results of light refraction and deflection, referring to light that passes through air before entering water, is different from that cited in the textbook. Thereafter I have invited other third grade nature science teachers for in-depth deciphering and validation: from the reflective experience taking to the path of laser light beam that passes through air to enter water, we can reasonably conclude from the experiment that there has not been an ominous light path but only the red dot of the laser, or at best only traces of laser luminance. The foregoing leeriness and discussion have led us to want to further explore and study the phenomenon. The purpose of the experiment activities has been to compare the design of my own experience with that of the experiment activity covered under the Nan Yi version. It is also aimed at improving the depth and width of the course using self-devised experiment activities, and inspiring the students with greater interest in science through such design experiment activities, as well as aspiring the students to realize the fun of hands-on experimenting and realizing the beneficial yield of such hands-on experience. In the experiments of deflection and light passing through convex lens, a major design distinction has been the incorporation of with and without the sandalwood incense. With be which, we attempt to address the questions concerning how different would the textbook example that did not incorporate the sandalwood incense from our experience that incorporates the sandalwood incense, or can the light path be visible to human eye in a more distinct manner, or whether the light path can be more clearly visible through and deflecting, using the laser pen as a light source. As a result, seven distinct experiment have been devised to conduct the experiment activities and with which to increase the depth and width of the subject matter. A series of concise comparisons are to be made attempting to establish a correlation based on the seven distinct mediums of, 1) tap water; 2) tap water + a few drops of milk; 3) tap water + a few drops of milk (1ml) + sandalwood incense fume; 4) convex lens + laser beam; 5) convex lens + laser beam + sandalwood incense fume; 6) mirror + laser beam; 7) mirror + laser beam + sandalwood incense fume. The comparisons made would allow us to decide which one of the designs offer the best medium with which to observe the path the laser beam propagates. The experiment findings revealed that under the criteria of burning sandalwood incense against the medium of tap water mixed with a few drops of milk sandalwood burning fume during initial placement, would yield a preferred medium with which to observe the path of the laser beam. While under the criteria of convex lens + laser beam, the addition of sandalwood fume is seen to bring forth the best results. To add the sandalwood fume, a best timing would to be to let the sandalwood burn down by roughly 5.1 to 5.3 centimeters and over a duration of five minutes. Or rather that it is desirable to have ample fume as a requisite to bring forth the path of the laser beam. Taking to the medium of the reflection obtained through a Petra dish + laser beam incorporating sandalwood fume by burning the sandalwood down by 5.1 5 to 5.3 centimeters over a duration of five minutes on the Petra dish would yield the best results. While the medium of mirror + the reflection of laser beam has been proven the best when added with sandalwood fume. To incorporate the fume, it is preferable to let the sandalwood burn down by approx. 5.1 to 5.3 centimeters and the results being the best during the initial state when the sandalwood is first placed, meaning that under such criteria, the path of light progress can most easily be observed.

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Hung-Lin, Tseng, and 曾鴻麟. "A Study of Elementary School Teachers’Work Stress and Coping Strategies- Teachers’Professional Development Evaluation in Yi-Lan County Demonstration Schools as a Case." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/62529522338075758367.

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碩士
佛光大學
未來學系
97
Abstract This study attempts to probe into the work stress and coping strategies of teachers in the elementary school in Yi-Lan County. In addition, this research concludes the research results and provides the concrete suggestion for the reference to the participating experiment schools, government organizations and the follow-up researches. The methodology of this research applies the questionnaire survey. Samples selected for this research are teachers from public elementary schools in Yi-Lan County at 2006,2007 and 2008.The number of total questionnaire that distributed is 204 and 204 sets are returned with effective 160 sets, the returned rate is 78.4%.The data was analyzed through the method of descriptive and inferential statistics,including mean, standard deviation, independent-samples, t-Test, one–way ANOVA, and Pearson Correlational Analysis. The major findings were： 1.The elementary school teachers’work pressure is below the average and among them,the work-burden-stress and interpersonal-relationship are the highest part. 2.The elementary school teachers’coping strategiges is above the average and among them,the problem-solving is the highest part and the escaping-and-delay-coping-strategy is the lowest part. 3.There are significant differences about work stress of elementary school teachers in age, the highest educational background, working year, the duties of school,different years of demonstration. 4.There are significant differences about Coping strategies of elementary school teachers in age, the highest educational background, working year, the duties of school. 5.It shows significantly negative correlation between each aspects of work pressure and coping strategies for teachers of those schools in Yi-Lan county that implemented the teacher professional development evaluation, which means the stronger the coping strategy application, the lower the awareness of job pressure. Keyword: teachers’professional development evaluation in demonstration schools, work stress,coping strategies

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Jones, Burton S. "Crafting and implementing a school vision for all students : how access to resources and participation in the comprehensive school reform demonstration program helps schools that enroll limited English proficient students /." 2001. http://www.library.wisc.edu/databases/connect/dissertations.html.

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Lin, Jung-chun, and 林榮俊. "Investigation the Junior High School Students’ Concepts of Diffusion by Means of Group Demonstration Test and Model Simulation Instruction." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/77133014774907997614.

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碩士
國立臺灣師範大學
化學研究所
90
This research was aimed at diagnosing the junior high school students’ recognition of diffusion concepts by means of group demonstration test, as well as investigating the improvement of students’ concepts after model simulation instruction. The were 420 subjects, including the 7th, 8th, and 9th grades, who were selected from 12 classes of two junior high schools. According to their answers, students’ recognition of diffusion and the types of their misconceptions could be diagnosed. The subjects were divided into the experimental group and the control group according to whether they received model simulation instruction. It found that model simulation instruction was obviously effective to students’ learning about the concepts of diffusion. The main findings in this research were: 1.Junior high school students’ recognition of the concrete and observable phenomenon of diffusion was better than the abstract and microscopic concepts of particles. 2.Junior high school students held misconceptions of diffusion, especially the aspect of particle motion. 3.Regarding to the junior high school students’ recognition of diffusion, the 9th graders were better than that of 8th and 7th graders. 4.After using model simulation instruction, the junior high school students’ concepts of diffusion is significantly improved.

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"The effect of adult demonstration on Chinese and American infant object-to-surface affordance discovery." Tulane University, 2009.

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According to the perception-action perspective of development, human tool use is the result of object-to-surface affordance discovery subsequent to self-guided object and surface explorations (Gibson & Pick; Lockman, 2000; Siegler, 1996; Smitsman, 1997). However, because tools are often made with a specific purpose, learning to use them is also largely influenced by culture, suggesting that social learning is as valuable to meaningful affordance discovery as teaching oneself (Tomasello, 1999). In line with the perception-action view, with the attainment of greater physical and cognitive capability, infants are expected to better approximate and better understand the value of imitating the actions of others. Because meaningful tool use emerges around the start of the second year, the current study investigated how 14- and 18-month-old Chinese and American infants differ in their exploration strategy, whether self- or other-guided, when presented with a simple tool use task. The findings suggest that important developmental gains are made between 14 and 18 months of age, particularly in social-cognition, as older infants are more likely to imitate an adult demonstration compared to younger infants
acase@tulane.edu

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Chiou, Bo-Kai, and 邱柏凱. "A Case Study of Mathematical Demonstration Performance of Grade 6 Students in Elementary School: The Relationship between Circumference and Diameter." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/pyzaes.

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碩士
國立臺中教育大學
教師專業碩士學位學程
107
The purpose of this study is to describe the researcher's design of mathematical conjecture task into the classroom teaching, through the case study method, to explore the students' thinking process, learning performance and problem solving performance in the mathematics conjecture teaching class. The researchers took the relationship unit of circle length and diameter of grade 6 elementary school as an example, and conducted the teaching according to the conjecture teaching mode of developing mathematical argumentation (teacher's explanation and focus, observation of limited cases, organization of limited cases, finding rules or patterns, forming conjecture, testing conjecture, teacher's integration and extension). During the study period, materials were collected and analyzed through analysis of teaching materials, teaching video, discussion with kind-minded friends, observation logs of researchers and teaching reflection. The following are the results of the study: (1) Conjecture teaching is of positive help to students in mastering mathematical knowledge. (2) The teaching activities of mathematical guesswork adopted in this study are helpful to new concept learning. Finally, this study mathematical conjecture for design task, mathematical conjecture teaching and future research Suggestions: students can guess is put forward, to collect and test example ability is weak, but compare the mathematics achievement of different students to study, the type of reasoning to join or measurement method to compare differences and argumentation before teachers play many roles, must be a professional knowledge of mathematical conjecture and reasoning.

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Chen, Fang-Lin, and 陳芳伶. "A Video Study of the Formula for the Area of a Circle：Examples of Three Elementary school teachers for Demonstration on Teaching." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/10124708251370733453.

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碩士
臺北市立教育大學
課程與教學研究所碩士班
100
This study used the teaching criteria incorporated the suggestions of experts, scholars, Teacher's Guide and textbooks to analyze three experienced teachers’ teaching contents of teaching the formula for the area of a circle, including mathematical problem posing and selections of various representatives, manipulative and instructional tools used for teaching the mathematical concepts embedded in the specific topic by methods of teaching demonstration video, lesson plans and interview. The results show that three experienced teachers arrange all of the activities involving manipulations and observations that arranged for the students’ reasoning of the formula for area measurement of a circle were based on the teacher’s knowledge of subject matter in mathematics, teaching experience, and knowledge of children’s misconceptions of area measurement of a circle. At the same time , they show their instructional proficiency in designing the teaching activities and plan , including accurate preparation of the segments to recombine a circle, the decision to demonstrating with technology, and reminding students to notice the shape change while practical manipulating, ……and so on. All of them use FLASH to demonstrate the processing that circle is divided into segments, then recombined, which shows the fact that experienced teachers think that it is good to students to learn the formula of the area of circle by the information technology, showing the divided segments, arrangement, and recombination.

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"THE DEMONSTRATION OF NEED, BENEFITS, AND OUTCOMES OF IN-HOUSE COUNSEL FOR A MID-SIZED URBAN SCHOOL DISTRICT IN THE STATE OF TEXAS." Texas Christian University, 2008. http://etd.tcu.edu/etdfiles/available/etd-12182008-161630/.

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Huang, Hsiao-tzu, and 黃孝慈. "An Application of the Multiple Intelligences (MI) Mode in EFL Literature Instruction in a Senior High School: The Novel The Phantom of the Opera as Demonstration." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/00798035128128318753.

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碩士
國立高雄師範大學
英語學系
91
The present study investigates the effects of the multiple intelligences (MI) model on EFL literature instruction in a senior high school. Specifically, the novel The Phantom of the Opera is utilized as a demonstration. The students''s learning interests in literature, their responses to the MI activities and the relevant learning materials, their responses to the classroom interaction, and their performance and responses to the practice of the four language skills, inclusive of listening, speaking, reading, and writing in the MI class are analyzed. The subjects involved in this study included two classes of 89 second-grade students in Taichung Municipal Shi-yuan Senior High School. Based on the students’inventory survey of multiple intelligences and a questionnaire on students’ opinions of first-grade EFL literature learning, the researcher designed the literary syllabus of The Phantom of the Opera. Teaching activities were incorporated into the literature curriculum based on the MI mode to benefit students’learning and aimed to broaden the range of teaching activity options available. For the data analyses, the students’responses were collected in the questionnaire on their attitudes towards EFL literature learning in the MI mode. The students’performance of four language skills, their participation in classroom activities, and their interactions with the teacher and the peers were also recorded. Besides, the Phantom Journal and students’assigned works offered the researcher precious information about each individual student''s improvement and different reactions to the MI mode. Based on the quantitative and qualitative data analyses, the findings of the study are described as follows: 1. The application of the syllabus of The Phantom of the Opera in the MI mode had a positive influence on the students’ learning interests and attitudes towards literature instruction. 2. The MI mode served as a useful teaching approach in teaching the novel The Phantom of the Opera because many of the students expressed that they liked the various MI activities and the relevant learning materials in the literature class. 3. The students felt satisfied with the dynamic and vivacious interaction and atmosphere in the MI class, and they would try to take part in every MI activity and reach the teacher’s requirement. 4. The students made steady progress in their performance in the four language skills in the study. Their listening, speaking, reading, and writing abilities improved through the MI activities. In order to maximize the application of the MI model in literature classes and provide senior high school students in Taiwan with an alternative way to learn literature with sense, pleasure, and purpose, some pedagogical implications for EFL teachers are made as follows. 1. EFL teachers should be convinced that literature is part of a complete language learning experience. 2. EFL teachers should feel the need for an innovative methodology in teaching literature and bring it more in line with the MI mode. 3. EFL teachers should be aware of the fact that PowerPoint, a fantastic product of modern technology, is a versatile and high-powered software tool used for presenting teaching materials efficiently and impressively. 4. EFL teachers should adopt multidimensional assessments to diagnose students’ multiple performances, such as classroom observation checklists, interviews, learning journals, portfolios, etc.

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Wu, Yung-Hsu, and 吳永旭. "Exploring the Learning Effect of Junior High School Students’ Conceptions about Evaporation、Condensation and Boiling by Teaching with A Simulated Particulate Model and A Demonstration Experimen." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/24518562783114132502.

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碩士
國立臺灣師範大學
化學研究所
91
The research aimed at exploring junior high school students’ recognition of correlated concepts about evaporation, condensation and boil. A two-tier multiple-choice test by means of group demonstration was used to explore students’ recognition of correlated concepts. An instruction with a simulated particulate model and a demonstration experiment were used in teaching. It helped students’ conceptual changes in correlated concepts about evaporation, condensation and boil. The subjects of this study were junior high school students in grade 7-9. They were divided into the experimental group and the control group according to whether they received an instruction. The total students were 466. The main findings in this research were ： 1. Excluding boiling concept, junior high school students’ recognitions of evaporation and condensation phenomenon in a macroscopic point of view were better than those abstract microscopic concepts of particle. 2. Most of the students misunderstood the concepts in science textbook, or did not understand the definition of the states of matter, as well as the composition of the air very well. Therefore it was difficult for them to understand the process of phase such as evaporation, condensation and boiling from the microscopic points of view about particle concepts. Therefore, most of them could only use their daily life experiments to explain those physical phenomena, and it would cause some misconceptions for them. 3. Comparing the improvement between the experimental and the control group in pretest and the posttest, it proved that instruction with a simulated particulate model and a demonstration experiment were significantly effective in understanding the correlated concepts about evaporation, condensation, boiling of particles for the experimental group. Those students had significantly improved, especially in the micro particulate concept.

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Yang, Gu-Tsang, and 楊家蒼. "A Study on Developing a Semantic Search Service for Supporting the e-Portfolio System of the Elementary School : Facilitating the Demonstration of the Students’ Works at the Information Courses." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/44204783213649597570.

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碩士
國立交通大學
理學院科技與數位學習學程
100
In recent years, Taiwan has spared no effort in expanding the applications of e-Learning systems. One of the steps is to build a variety of Learning Management Systems (LMS), including the teaching material compilation systems and the e-Portfolio systems, in E-learning environment of campuses. However, in the teaching scenes in elementary schools, we could often find that many teachers and students are not good at using LMS to retrieve the needed information related to the courses. Although the primary and secondary school students can do the assignments by using the traditional computer search engine(s) or by reading the affiliated textbooks (and/or reference books), they are still suffering from losing in the searching results which are too massive and scattered all over the Internet, and students need to spend lots of time to filter irrelevant data. It comes to the end that after uploading the fruitage of their learning to the e-Portfolio, they still do not know the educational content or the core competencies of their works. What’s worse, the fruitage can neither be demonstrated effectively and shared instantly, nor be reused to teach others. In this thesis paper, in order to deal with the above problems, we would like to develop a semantic searching system to facilitate the demonstrations of the students’ works, to enhance the knowledge management and information retrieval capability in teaching activities in the e-portfolio system. Firstly, we build the Information-Course Ontology based on major issues in grade 1-9 curriculum of the information courses in primary & secondary schools. Secondly, we boost the semantic searching system with the SPARQL search language and Fuseki API to assist educators (teachers) and learners (students) in enhancing the effectiveness of teaching and learning. Moreover, to evaluate the performance of the study, we invited 5th and 6th graders (totally 106 students), from the Shen-Ao elementary school to participate the experiments and then divided them into both the experimental and the control groups (i.e., each grade with two classes). While they were conducting the series of assignments on the e-Portfolio, we observed the process. After those activities, we analyzed the statistics. From the statistics, we could find that the experimental e-Portfolio system, enhanced with the semantic searching system, can help both the participated teachers and students get a better grasp of the e-Learning progress. In this way, it indeed help solve the problems as previous mentioned.

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Huang, Jui-jen, and 黃瑞仁. "Investigating the Junior High School Students'' Concepts Regarding Chemical Change by Means of Group Demonstration Test and with a Particle-model-simulation Instruction: The Production of Gas as an Example." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/67497484684691850925.

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碩士
國立臺灣師範大學
化學研究所
90
In daily life, it is full of chemical change. However, because of ordinary terms, direct judgment, and improper teaching, students have quite a lot of wrong recognition of these changes which are normal phenomenon. Taking the chemical change of producing gas for example, this research was aimed at investigating students’ recognition of correlated concepts by means of group demonstration test using self-designed experimental instrument and the problems of two-tier diagnostic test. Furthermore, by means of the experiment-manipulating observation and particle-model-simulation instruction, students could improve their concepts and changed their misconceptions concerning the chemical changes of gas production. The subjects including all the grades in the junior high school, were divided into the experimental group and the control group. There were totally 424 students. The main findings in this research were: 1.Most students were unclear about the definition of chemical changes, lack building up the concept of material, and were not good at distinguishing the variety of changes. Moreover, most students were unclear about the process of chemical changes, and unable to think the character of microscopic particles. Therefore, they held misconceptions of chemical changes. No matter in the microscopic or macroscopic view, students’ main misconceptions were “making something out of nothing” and “disappear out of the void”. 2.Comparing the difference in the recognition of the concepts of chemical change, students’ recognition of the most concepts was progressed while their grades were higher. It implies that the comprehension of chemical changes needs students’ mature ability of abstract thinking. 3.Comparing the improvement between the experimental and the control group before and after the instruction, it proved that the experiment-manipulating observation and particle-model-simulation instruction were significantly effective in understanding the process and the particle concepts of chemical changes. Moreover, in this research, it showed that there was much effective for the eight grade students. It means that by model instruction it had better effectiveness for helping the students who were developing their ability of abstract thinking.

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Weng, Se-Fen, and 翁璱芬. "The Analysis of The Concept of Death In The Third And Fourth’s Graders’ Textbooks of Elementary School — A demonstration based on the subjects of Chinese, Social Science and Ethics & Health." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/35395887094490288237.

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碩士
南華大學
生死學研究所
89
In order to serve as a reference for the future textbooks editing and the teaching, this is a study on the content of death concept and the frequency of the concept of death pattern in the third and fourth graders’ Chinese, Social science, Ethics & Health textbooks. The method of Content Analysis is adopted to form my table of the concept of death pattern. I use Speece and Brent’s concept of death classification as the main part of my approach and the findings of Taiwanese children’s concept of death by Cheng-tseng Lin as a support to the main part of my approach. The materials used to be studies are the pictures and the description regards to death in those third and the fourth graders’ textbooks which passed the examining system by the Ministry of Education. The outcome I get after analyzing those materials is divided into the quantitative and qualitative parts. The qualitative part of my result is based on the study of my materials as an whole and to its versions, volumes, and subjects, and then I analyze the frequency of the concept of death in them and finally percentage the result and do the Chi Square test. The major results drawn from this study as follows: 1.In my table of the concept of death pattern, “noncorporeal continuation” and the “causality” have the highest frequency among all. 2.The “nonfunctionality” and “personification” appears at a very low rate. 3.Each of Version, Volume and Subject time made significant differences. 4.There was a similar situation that all of the contents shown in every concept of death patterns put emphasis on some aspect. Based on the results of this study, it provides further suggestions for the textbooks editors, educators and the future studies.

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Chu, Jui-Chieh, and 朱睿潔. "Teaching Demonstration in Taoyuan City’s Elementary Schools－Viewpoints from Demonstration Teachers." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/48ge4b.

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碩士
國立臺北教育大學
教育經營與管理學系
104
The purpose of this research is to probe into teachers’ teaching demonstrations in elementary schools in Taoyuan City, including what teachers want to convey to the viewers and the rationale behind. Furthermore, the resistance, booster of knowledge sharing and how to turn a stumbling block into a stepping stone are the main topics we want to study. By conducting interviews, observation and document analysis, we digged deeper into these issues. In order to help teachers, the administration organizes a teaching skill illustration to demonstrate successful teaching model to teachers. However, according to the data obtained from teachers showed that teachers hold negative attitude toward teaching demonstration. To some teachers, the purpose of teaching demonstrations is for administration purpose rather than practicality. They are lack of intrinsic motivation. By the suggestions of literature review and research results, the most popular teaching demonstrations take three-step process, but some demonstration teachers suggested four-step process, with one more step “lesson before classroom observation”. It’s more helpful to teachers to put it into practice by sharing knowledge. Overall, teaching demonstrations can stimulate teachers generating new thoughts and benefit to daily class. Compared with other teachers, most of demonstration teachers are willing to give teaching demonstrations. It’s worthy to put efforts on teaching demonstrations . The study also found that classroom climate affects teachers’ willingness to do the teacher demonstrations, therefore, this result suggests good classroom management skill is the base of teaching. Most schools in Taoyuan City make lots of policy and SOP of practing teaching demonstrations; however most teachers affirm these but leave a lot to be desired. The contribution of this research makes teachers change their think about teaching demonstration to be more willing to apply teaching demonstrations in improving teaching performance, to share knowledge with each other and to devote themselves to self-growth.

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Silva, Soraia Filipa Neves da. "Interactive Learning Factory Demonstrator for high school students." Dissertação, 2020. https://hdl.handle.net/10216/129806.

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A manufaturação é um dos setores chave dentro da União Europeia, cujo desenvolvimento tecnológico é utilizado para garantir o futuro e a evolução da Europa. Em Portugal existe uma necessidade de evolução tecnológica, uma vez que estamos abaixo da média. É necessário, por isso, que exista um investimento a nível educacional sobre áreas tecnológicas como as várias engenharias. Este investimento deve ser feito ao nível dos anos escolares antes dos alunos entrarem no ensino superior, pois é importante que os jovens tenham contacto com este tipo de tecnologias o mais cedo possível. Este contacto irá permitir que os jovens ganhem uma perspetiva mais positiva e realista do sector industrial, assim como conhecerem as várias oportunidades de carreira relacionadas com este importante sector. Consequentemente, o interesse por áreas tecnológicas como as engenharias irá aumentar, o que levará a um aumento do número de alunos em cursos tecnológicos. Tendo em atenção estes fatores, esta dissertação visa desenvolver uma página web gamificada cujo objetivo é permitir, a alunos do secundário, familiarizarem-se com alguns conceitos básicos sobre o setor industrial e das tecnologias envolventes tais como os sistemas ciber-físicos, a robótica, a otimização, a inteligência artificial, entre outros. O objectivo é usar metodologias e conceitos inovadores para desenvolver um demonstrador que seja interativo, o que permitirá despertar o interesse dos alunos.
Manufacturing is one of the key sectors within the European Union, whose technological development is used to guarantee Europe's future and evolution. In Portugal there is a need for technological evolution, since we are below average. Therefore, it is necessary that there is a level of educational investment in technological areas such as engineering. This investment must be made at the levels of education before students enter higher education, as it is important that young people have contact with this type of technology as early as possible. This contact will allow young people to gain a more positive and realistic perspective of the industrial sector, as well as to learn about various career opportunities related to this important sector. Consequently, interest in technological areas increases, which, consequently, increases the number of students in technological courses. Bearing these factors in mind, this dissertation aims at the development of a gamified website whose objective is to allow high school students to become familiar with some basic concepts about the industrial sector and the technologies involved, such as cyber-physical systems, robotics, optimization, artificial intelligence, among others. The goal is to use innovative methods and concepts to develop a demonstrator that is interactive, which will pique students interest. The objective of this dissertation is to develop the concept and pedagogical strategy for an "Interactive Learning Factories Demonstrator", where a gamified website will be used, it will be used to transmit to students concepts about cyber-medical systems. The "Interactive Learning Factory Demonstrator" will be used to motivate and increase the interest of young foreigners, with special emphasis on high school students (aged 15-18), for activities in the field of manufacturing. Attracting young students to the manufacturing field is a current need. The creation of innovative and creative methodologies and technologies to demonstrate engineering concepts is an interesting field of research that can be applied to the manufacturing domain and later transferred to other engineering domains.

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Silva, Soraia Filipa Neves da. "Interactive Learning Factory Demonstrator for high school students." Master's thesis, 2020. https://hdl.handle.net/10216/129806.

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A manufaturação é um dos setores chave dentro da União Europeia, cujo desenvolvimento tecnológico é utilizado para garantir o futuro e a evolução da Europa. Em Portugal existe uma necessidade de evolução tecnológica, uma vez que estamos abaixo da média. É necessário, por isso, que exista um investimento a nível educacional sobre áreas tecnológicas como as várias engenharias. Este investimento deve ser feito ao nível dos anos escolares antes dos alunos entrarem no ensino superior, pois é importante que os jovens tenham contacto com este tipo de tecnologias o mais cedo possível. Este contacto irá permitir que os jovens ganhem uma perspetiva mais positiva e realista do sector industrial, assim como conhecerem as várias oportunidades de carreira relacionadas com este importante sector. Consequentemente, o interesse por áreas tecnológicas como as engenharias irá aumentar, o que levará a um aumento do número de alunos em cursos tecnológicos. Tendo em atenção estes fatores, esta dissertação visa desenvolver uma página web gamificada cujo objetivo é permitir, a alunos do secundário, familiarizarem-se com alguns conceitos básicos sobre o setor industrial e das tecnologias envolventes tais como os sistemas ciber-físicos, a robótica, a otimização, a inteligência artificial, entre outros. O objectivo é usar metodologias e conceitos inovadores para desenvolver um demonstrador que seja interativo, o que permitirá despertar o interesse dos alunos.
Manufacturing is one of the key sectors within the European Union, whose technological development is used to guarantee Europe's future and evolution. In Portugal there is a need for technological evolution, since we are below average. Therefore, it is necessary that there is a level of educational investment in technological areas such as engineering. This investment must be made at the levels of education before students enter higher education, as it is important that young people have contact with this type of technology as early as possible. This contact will allow young people to gain a more positive and realistic perspective of the industrial sector, as well as to learn about various career opportunities related to this important sector. Consequently, interest in technological areas increases, which, consequently, increases the number of students in technological courses. Bearing these factors in mind, this dissertation aims at the development of a gamified website whose objective is to allow high school students to become familiar with some basic concepts about the industrial sector and the technologies involved, such as cyber-physical systems, robotics, optimization, artificial intelligence, among others. The goal is to use innovative methods and concepts to develop a demonstrator that is interactive, which will pique students interest. The objective of this dissertation is to develop the concept and pedagogical strategy for an "Interactive Learning Factories Demonstrator", where a gamified website will be used, it will be used to transmit to students concepts about cyber-medical systems. The "Interactive Learning Factory Demonstrator" will be used to motivate and increase the interest of young foreigners, with special emphasis on high school students (aged 15-18), for activities in the field of manufacturing. Attracting young students to the manufacturing field is a current need. The creation of innovative and creative methodologies and technologies to demonstrate engineering concepts is an interesting field of research that can be applied to the manufacturing domain and later transferred to other engineering domains.

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Kempen, Maria Elizabeth. "Developing the professional capacity of educators teaching in the context of a special school through collaboration and peer coaching." Thesis, 2013. http://hdl.handle.net/10500/14192.

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The objective of education authorities worldwide is to enhance teachers’ professional capacities and practices through the supply of quality continuous professional development (CPD) activities. The South African education system has been subjected to many changes during the past two decades which have seriously affected the quality of education provided in schools country wide. Professional development (PD) of teachers has been found to be a key factor in raising standards in South African schools. Although the National Department of Education has identified teacher development as important, very little has transpired in the education system. School leaders should, therefore, take on the responsibility of providing their staff with PD opportunities. To support teachers in special schools and to enhance their professional capacity, the researcher designed, implemented and evaluated a collaborative PD model in six special schools in Gauteng. The aim of the study was to establish the value of the CPD programme on teachers’ learning, learners’ outcomes and whole school change. This multi-phased case study research was positioned within a bigger study conducted by the Gauteng Department of Education and in particular the Early Childhood Development Institute (ECDI). This larger study was based on the fact that most of the burn related accidents in South Africa occur in the 0-4 age group, which served as the rationale for including the fire safety programme in the ECD curriculum. The focus during the research was on the adaptation of fire safety activities and learners and teacher support materials for an inclusive classroom. This research reports on a two year study on the implementation of a CPD model based on collaboration and peer coaching. The theoretical framework for this study links to theories of constructivism, organisational theory of Senge, network and social capital. This research serves as an example of where valuable internal and external networks were formed for the benefit of all involved with the study. During this research theory and practice were successfully integrated for the benefit of the individual, the school and external organisations.
Department of Educational Leadership and Management
D. Ed. (Education Management)

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DVOŘÁKOVÁ, Martina. "Povědomí učitelů o problematice dětí v pěstounské péči." Master's thesis, 2008. http://www.nusl.cz/ntk/nusl-44472.

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This diploma paper is devoted to the problem of children in surrogate families from the teachers´ point of view. Upbringing of a child in a surrogate family ( adoptive or foster) has its own specifies and cause a numer of problems, which result from the possible deprivation of a child over the years of his early development. Education and preparation for chool have thein own specifice as well. That is why teachers schould have sufficient knowledge in this spere. In the theoretic part of my work I focus on the characteristics of surrogate family care, on the problem of psychic deprivation and subdeprivation, thein reasons, demonstration and diagnostics. This work is also devoted to the probleme of the education of mentally deprivated children. The survey was carried out by the help of focus groups. The aim of the survey was to find out the level of teachers´awareness of surrogate family care, thein positions, opinions, expectations, experience and understanding the questions of psychic deprivation and subdeprivation. We carried out the survey in two groups: teachers with work experience and future teachers (students). The next part of the work contains the casuistry of two foster families aimed at effective cooperation between family and school. The obtained results could be a starting point for another research and a source of topics for possible suplement to the education program of padagogical studies.

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Tzeng, Jia-Lou, and 曾家樓. "A Policy Implementation Research on 1st-9th Grade Curriculum Alignment in Elementary Schools: An Instance of Demonstration Schools in Taoyuan County." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/98975069711017993456.

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碩士
元智大學
管理研究所
89
A Policy Implementation Research on 1st-9th Grade Curriculum Alignment in Elementary Schools: An Instance of Demonstration Schools in Taoyuan County Student: Jia-Lou TzengAdvisor: Dr. Hung-Hui Li Institute of Management, Yuan-Ze University Abstract The Thesis probes into current situations in 1st-9th Grade Curriculum Alignment implemented in Elementary Schools and provides future policy implementation references with teachers’ points of view on its policy itself, evaluation of demonstration achievements, and three variables and fourteen factors which influence policy implementation. With historical document analysis and questionnaire research approaches, “the policy implementation research questionnaire on 1st-9th Grade Curriculum Alignment implemented in Elementary Schools” is designed and applied for three demonstration schools teachers in Taoyuan county in 1999. 92 valid samples are analyzed by statistic methods, such as mean, correlation ,regression and analysis of variance. According to the result of data analysis, the following conclusions are attained: (1) in the aspect of current situations in 1st-9th Grade Curriculum Alignment implemented in Elementary Schools, Policy Implementation Process Variable achieves the highest degree of recognition, while Policy Content Variable gains the lowest one; School Organization Structure Factor commands the highest degree of recognition among the fourteen influence factors, while Policy Clearness Factor gains the lowest one; (2) in the aspect of teachers’ viewpoints on policy implementation of 1st-9th Grade Curriculum Alignment and evaluation of demonstration achievement, teachers with positive attitude are much more than those with negative attitude, but over 40% of teachers, more than teachers with positive attitude, do not have particular favors; (3)teachers to Viewpoints of Policy Implementation of 1st-9th Grade Curriculum Alignment, Evaluation of Demonstration Achievement, Policy Content Variable, Policy Context Variable, and Policy Implementation Process Variable, are positively related; (4)Policy Context variable and Communicating Factor between Executives and Target Groups are the most remarkable influences of teachers’ viewpoints on policy implementation of 1st-9th Grade Curriculum Alignment , and Policy Implementation Process Variable and Implementing Project Factor powerfully influence teachers‘ viewpoints on evaluation of demonstration achievements; (5)teachers in different sizes of schools have divergent degrees pf recognition on Policy Opinions, Evaluation of Policy Implementation Achievement, and Policy Implementation Process Variable: teachers in suburban medium-sized schools have the highest degree of recognition, while teachers in small-sized school or small-sized class do not show higher recognition; (6)teachers with different sexes, service years, and with or without attendance in administration assistance have marvelously different recognition on Policy Content Variable: male teachers have higher degree of recognition than female teachers; so do teachers serving 6-10 years to teachers less than 5 years and those over 11 years, and teachers with administration assistance to teachers with teaching job; (7) teachers with different educational backgrounds and professional duties show different degrees of recognition on Policy Implementation Process Variable: Teachers College-graduated teachers have higher degree of recognition than university-graduated teachers, so do directors and principals to homeroom teachers; (8) teachers serving in different grades have remarkable differences in recognition on Policy Opinions, Policy Completeness, Whole Environment Conditions, Executive’s Competence and Will, Supplement Planning: teachers in fourth grade have the highest degree of recognition, while teachers engaging different terms of advanced studies have no obvious disparity in recognition. The research provides concrete suggestions for educational administration bureaus, elementary schools, teachers, parents and relevant studies in the future

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48

"Nutrition Course and Culinary Demonstrations To Increase Perceived Importance of Nutrition in Medical Students." Master's thesis, 2020. http://hdl.handle.net/2286/R.I.54810.

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abstract: Healthy lifestyle behaviors including quality nutrition have been shown to successfully prevent chronic disease or minimize symptoms. However, many physicians lack the knowledge and skills to provide adequate nutrition counseling and education for their patients. A major component of this problem is that medical schools are not required to teach nutrition education. The purpose of this feasibility study was to compare the changes in the perceived importance of nutrition in the medical field in medical students before and after participating in a week-long interactive nutrition course in order to determine if a week-long course can positively influence students’ perceptions of nutrition. Ultimately by changing these perceptions, medical students may be able to better help patients prevent chronic disease. The participants were first year medical students at the Mayo Clinic School of Medicine (Scottsdale, AZ) who chose to participate in this medical school “Selective”. The study included a five-day curriculum of case-studies, lectures from specialized health professionals, and a cooking class led by a chef who trained in France. An anonymous pre- and post-study questionnaire with five-point Likert scale questions was used to measure changes in attitudes. The data suggest that students’ perceptions regarding the importance and relevance of nutrition in the medical shifted slightly more positive after attending this Selective, although these shifts in attitude were not statistically significant. Limitations of this study include a small sample size and selection bias, which may have decreased the potential of having significant results. Both of these factors also make the results of this study less generalizable to all medical students. This study supports the need for a larger experimental study of a similar design to verify that an interactive, evidence-based nutrition class and culinary experience increases medical students’ positive perceptions of nutrition in the medical field.
Dissertation/Thesis
Masters Thesis Nutrition 2020

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49

Tseng, Yu-chuan, and 曾玉泉. "Feasibility study of Demonstrating 3D Computer Graphics on Orthographic Projection Drafting Courses at High School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/54145688530907389790.

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碩士
國立臺灣師範大學
工業科技教育學系
95
The purpose of this study were to understand the feasibility of demonstrating 3D computer graphics on orthographic projection drafting courses at high school. It was made from two parts: the caused problem for teachers and the student’s acceptance. We collected the teacher’s problems of integrating information technology into teaching and checked if it would be problems when using demonstrating 3d computer graphics on orthographic projection drafting courses at high school. Moreover, We made an experiment of two different teaching methods to gain the students’ achievements, so as to understand students’ acceptability. Then made conclusions of feasibility base on the information. The conclusions as the follows: 1.）The Software and equipments can be provided in current school conditions. And the method of demonstrating 3D computer graphics is a basic way when integrating information technology into teaching. For teachers, the loads are low. It is feasible when teachers will. 2.）Teachers must know the conception and manipulation of 3D software when demonstrating 3D computer graphics on courses. The teacher lacked needs to be willing to upgrade. New technology teachers had learned them at teacher’s school, for them, it would not be hard to integrating information technology into teaching. 3.）There were no significant difference among the post-test scores in experimental group and controlled group. It means the method of demonstrating 3D computer graphics can be accepted by students as Solid demonstrating.

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50

McNamee, Lakshini. "Students' perceptions of medico-legal autopsy demonstrations as a learning experience at a South African medical school." Thesis, 2007. http://hdl.handle.net/10413/270.

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How do medical students experience autopsy demonstrations that form part of the undergraduate curriculum? This was the primary question guiding this phenomenological study within the interpretive paradigm. Both explicit cognitive outcomes and elements of the “hidden curriculum” associated with autopsies were evaluated. Most previous studies on this topic employed survey questionnaires and were conducted prior to the radical curriculum reformations in medical undergraduate training. Some of these pedagogical changes have threatened the use of autopsies for teaching. More recently some other studies concentrated on aspects that were not directly related to educational outcomes. Burton (2003) conducted a phenomenological study interviewing medical educators about the uses of autopsy in the modern undergraduate curriculum, essentially detailing the “delivered curriculum”. Therefore this study focused on the “received curriculum”. Interviews were conducted with 10 medical students in their 4th year of study, having attended medico-legal autopsy demonstrations forming a central part of a course in Forensic Medicine. The underlying assumption of the study is that ‘student voices’ need to be heard in determining what is taught and how (Brooker & MacDonald, 1999), something typically determined by academic staff. This need is especially highlighted in a climate of “self-directed learning” promoted by modern medical curricula. The data are analysed qualitatively using a theoretical framework of three dimensions of learning (Illeris, 2004): (1) cognitive content dimension, (2) emotional psychodynamic, attitudinal and motivational dimension, (3) social-societal dimension. Findings of the study show that medical students perceive autopsy demonstrations to be of considerable benefit to their learning; both cognitive and affective outcomes are discussed detailing individual contextual factors that influenced the outcomes. Some suggestions regarding curriculum and autopsy-based teaching are made in the light of various factors found to influence students’ attitudes towards autopsies.
Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

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Dissertations / Theses on the topic 'Demonstration school'

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