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Relevant bibliographies by topics / Education Research (Theses)

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Academic literature on the topic 'Education Research (Theses)'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Education Research (Theses)"

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Kilbourn, Brent. "Research News And Comment: Fictional Theses." Educational Researcher 28, no. 9 (1999): 27–32. http://dx.doi.org/10.3102/0013189x028009027.

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Jumsai na Ayudhya, Thirayu. "Research Directions in Interior Architecture in the Higher Education in Thailand (1997-2016)." Asian Social Science 13, no. 8 (2017): 66. http://dx.doi.org/10.5539/ass.v13n8p66.

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This research aims to explore research directions in interior architecture in the higher education in Thailand within the past two decades (1997-2016). This research is a part of the quinquennial curriculum renewal process of the master degree of interior architecture programme, Department of Interior Architecture, King Mongkut’s Institute of Technology Ladkrabang (KMITL). The systematic literature review was conducted to track back on theses in interior architecture in the higher education in Thailand. The query focused on master degree theses published from 1997 to 2016 within ThaiLIS-Thai Library Integrated System (TTLIS) in which research, theses, and dissertations of all universities in Thailand were systematically collected. The keyword ‘interior architecture’ was used to search for thesis documents in TTLIS with specifically refined results on master degree theses in all universities in Thailand. One hundred and ninety-six theses were found in the search. This research comprises two stages. In the first stage, all one hundred and ninety-six theses were systematically reviewed and categorized into different types of research. It was found that there was no predictive research type and no novel theoretical framework generated among studied theses. In second stage, semi-structure interview was adopted to explore details of participants’ experiences of doing their theses; inspirations, background ideas, supports, and obstacles. A lack of generating new theoretical frameworks in interior architecture in the higher education in Thailand has weaken the progression of research in this discipline. Developing a novel theoretical framework in interior architecture in the higher education in Thailand is recommended.

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Borges, Francisco, and Javier Benayas. "Research in EE and ESD in Portuguese public universities." International Journal of Sustainability in Higher Education 20, no. 1 (2019): 57–74. http://dx.doi.org/10.1108/ijshe-05-2018-0091.

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Purpose This paper aims to outline the scientific production in Portuguese universities in environmental education (EE) and education for sustainable development (ESD). It takes doctoral theses presented in public universities as reference, assuming that, in Higher Education, the production of doctoral theses is a key beacon of the scientific development in academic fields of knowledge. Design/methodology/approach The theses selected were subject to documentary and content analyses. Findings The results allow the identification of research trends and the recognition of detached aspects, such as the influence of the UN Decade of ESD in the research themes and the clear preponderance of a qualitative-led research tradition. Originality/value This paper provides an original and extensive review of PhD studies on EE and ESD in Portuguese public universities.

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Copeland, Susan. "Electronic Theses and Dissertations: Promoting ‘Hidden’ Research." Policy Futures in Education 6, no. 1 (2008): 87–96. http://dx.doi.org/10.2304/pfie.2008.6.1.87.

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Eklund, Gunilla, Jessica Aspfors, and Sven-Erik Hansén. "Master’s thesis – a tool for professional development? Teachers’ experiences from Finnish teacher education." Nordisk tidsskrift for utdanning og praksis 13, no. 2 (2019): 76–92. http://dx.doi.org/10.23865/up.v13.1973.

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This study aims to investigate teachers’ experiences regarding their master’s theses directly after finishing teacher education and after one year in the profession. Previous research exposes the field as problematising the relationship between teachers’ independent scientific work and their professional qualification. Healey’s (2005) model, characterising four distinctions between research and teaching, provides a frame for analysing the theoretical concepts used in the present study. In this empirical study, 18 teachers were interviewed twice, immediately after completion of teacher education and after one year in the profession. The qualitative content analysis results in three themes characterising the teachers’ experiences with their master’s theses, focusing on their learning experiences and their relation to the teaching profession. These themes are subject knowledge, research-related knowledge and self-knowledge. The results show that the master’s thesis can be perceived as a tool for developing teachers’ knowledge, yet there is a need to facilitate the integration of their knowledge into their daily work and its relevance for the school community.

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PINTELON, L., L. GELDERS, and C. VAN DER HEYDE. "Structured Field Research for Master's Theses." European Journal of Engineering Education 22, no. 4 (1997): 435–44. http://dx.doi.org/10.1080/03043799708923475.

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Lima, Maria Janete de, and Renato Izidoro da Silva. "Notes on postgraduate research: the place of student policies in higher education." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (2021): e12440. http://dx.doi.org/10.20952/jrks2112440.

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The article consists of a literature review by surveying publications of theses and dissertations filed in the database of the Digital Library of Theses and Dissertations (BDTD) of (MCTI). In the first part, we present a theoretical framework on university, educational policy and social emancipation. In the second part, we catalog and analyze the productions by reading the summary and keywords. In this section, we make a brief analysis of the surveys grouping them by emerging categories and subcategories, that is, which emerged during the analysis. For the construction of the text, we opted for a documentary research, in an exploratory perspective and with a qualitative approach of getting to know the field of production through theses and dissertations. Among the themes found, we identified: institutional evaluation, University, Educational policy, School management, Professional training, School as rights, Itinerant School. Finally, we believe that the research contributions are timely and reinforce that we have achieved our objective.

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Özçelik, Mahide, and Mukaddes Sakallı Demirok. "EXAMINATION OF GRADUATE THESES CONDUCTED ON PRESCHOOL INCLUSION BETWEEN 2016-2020 IN TURKEY." Near East University Online Journal of Education 4, no. 1 (2021): 88–99. http://dx.doi.org/10.32955/neuje.v4i1.299.

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 The aim of this study is to examine the current research trends in graduate theses on preschool inclusion in Turkey. Document analysis technique, one of the qualitative research methods, was used in the research. It was carried out on 31 graduate theses, which were obtained as a result of scanning the thesis archive of the Higher Education Council (YÖK) and were open to access between 2016 to 2020. The search was carried out by typing "pre-school integration" into the search engine of the Higher Education Institution's thesis archive. The theses included in the study were analyzed using the thesis analysis form prepared beforehand by the researchers. In the prepared form, the theses were analyzed according to the year, thesis level, university, institute, department, thesis supervisor title, research model, number of participants, data collection tool, data analysis method, and domestic and foreign references. The findings obtained within the framework of the examination were interpreted with percentage and frequency tables, and recommendations were made for future research. Key Words: Mainstreaming, preschool, thesis, document analysis.

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Aldemir, Huseyin Onder, and Ferhan Kuyucak Sengur. "Academic Foundations of Air Transportation Research in an Emerging Country." International Journal of Aviation Systems, Operations and Training 4, no. 1 (2017): 15–27. http://dx.doi.org/10.4018/ijasot.2017010102.

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This article explores the progress of academic research of air transportation in an emerging country. The foundations of the air transportation field were scanned in the context of postgraduate theses. Postgraduate theses in air transportation were surveyed to illustrate what kind of themes were researched at Turkish universities and what were the tendencies of Turkish academics to study regarding air transportation. The research that spanned a 44-year period from 1972 to 2016 and was carried out by thoroughly examining the postgraduate theses that exist in the electronic database of the Turkish Council of Higher Education. In this research, 329 postgraduate theses- 58 doctorates (17.6%) and 271 masters (82.4%) - were found. The data were analyzed through a bibliometric method by using content analysis.

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Зыбина, N. Zybina, Евдокимов, V. Evdokimov, Трегубов, and I. Tregubov. "State and Problems of Perfecting of Digitized Array of Domestic Dissertation Research in the Specialty 14.03.10 «Clinical Laboratory Diagnostics»." Journal of New Medical Technologies 21, no. 2 (2014): 98–103. http://dx.doi.org/10.12737/5010.

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Generalized analysis of 427 Russian dissertation researches in the specialty 14.03.10 (14.00.46) «Clinical Laboratory Diagnostics» over the period of 2000-2013 is presented. Currently complete author’s abstracts can be remotely accessed at official sites of institutions with Thesis Boards (since 2007) and at the site of State Commission for Academic Degrees and Titles, Ministry of Education and Science of the Russian Federation (for Doctoral theses – since 2007, for Candidate’s theses – since April 2012). Thesis materials for the year 2013 don’t full in libraries, so the collection of 407 theses for the period of 2000–2012 was used for comparison. In thesis e-library of the Russian State Library 238 theses are digitized, or 55.2% of works total collection in the field of clinical laboratory diagnostics, in e-library of the Russian National Library – 331 author’s abstracts or 81.5 %. The digitized theses materials can be accessed free of charge in libraries reading halls, remote access can be provided for a fee. To optimize information support to scientific research there is a necessity to create in Russia a common theses database at Research Electronic Library, to organize a national subscription to digitized theses materials, and to coordinate the fields of documents scanning. Digitized theses database allows remote access, as well for foreign users. For integration into the world research community one should provide English abstract of the thesis (max. 250–300 characters) on the last page of the author’s abstract.

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Dissertations / Theses on the topic "Education Research (Theses)"

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Nelson, Firm Faith. "Perceptions of graduate students regarding the challenges of conducting research in higher education /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1328067531&sid=5&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Springuel, R. Padraic. "Applying Cluster Analysis to Physics Education Research Data." Fogler Library, University of Maine, 2010. http://www.library.umaine.edu/theses/pdf/SpringuelRP2010.pdf.

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Haselton, W. Blake. "A Study of Initial Educational & Occupational Activities of Oldham County High School Seniors for the Years 1979-1983." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2458.

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A follow-up study of five Senior Classes of Oldham County High School (Kentucky) was conducted to determine students' initial status six months after graduation. Study findings based on survey responses from slightly aver 83 % of the 2,025 students listed as seniors in the spring semester for the years 1979-1983 included the following: It was found that 58% of the respondents entered educational activities, 36% entered the work force and 6% were unemployed. Eighty-five percent of all graduates entering college did so at an in-state, state supported institution. Results further indicated that 25% of all graduates attended either the University of Kentucky or the University of Louisville and that most students entered four year colleges in the educational category and retail sales in the employment categories. It is suggested that Oldham County High School could benefit from a reevaluation of the school's curricular program offerings and further study comparing the academic program followed in high school versus actual college and/or career pursuits. The study includes data tables showing a summary percentage of survey respondents by class year and sex, educational and occupational categories, by specific postsecondary schools attended and by academic programs indicated in high school. Appendices include more detailed information by class and sex.

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Davis, Martha. "Analysis of the Relationship Between Levels of Ability Grouped Students & Their Attitudes Toward Teachers & the Learning Process." TopSCHOLAR®, 1990. https://digitalcommons.wku.edu/theses/2238.

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The purpose of this study was to investigate the relationship between the ability grouping of a student and his/her attitude toward teachers and the learning process. Three groups of students enrolled in the Logan County School System in the spring of 1988 were administered the Arlin-Hills Attitude Survey. These groups of students were those who had been identified as gifted/talented, special education (EMH or LD) and regular class students. The findings of this study indicated that the three groups did not differ significantly in attitudes toward teachers or attitudes toward the learning process.

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Ostrow, Jill. "Crystallizing Alex: A Qualitative Case Study of What Influences One Second Grade Teacher's Literacy Instruction." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/OstrowJ2003.pdf.

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Melky, Huda. "A Study of an Academic Enrichment Program at Western Kentucky University." TopSCHOLAR®, 1992. https://digitalcommons.wku.edu/theses/2624.

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The principle objective of this study was the investigation of whether or not an enrichment program would increase the success of remedial students attempting to complete a university program of study. An descriptive analytical design was utilized to test a null hypothesis related to selected control and experimental samples of remedial students. Analysis of variance and descriptive statistics were utilized to compare differences between the control and experimental samples. A two sample t-test treated for equal or unequal variances was utilized to determine significant difference (.05) between grade point average (GPA) and earned hours (ER) of the control and experimental groups at the end of the first year. A Chi-square test was utilized to test for significant difference (.05) in success of completion of four years between the control and experimental group. Descriptive statistics were utilized to present success rates at the end of the first, second, third, and fourth years. A comparison of student retention for the four academic years of this study produced the following results: All students in both groups completed the first year. Control group students produced a mean GPA of 1.43597 and earned 21.67164 hours of credit. Experimental group students produced a mean GPA of 2.11791 and earned 24.35821 hours of credit. At the end of the first year, approximately seventy percent of the control group had failed to earn a two point or higher GPA while approximately thirty-five percent of the experimental group had failed to earn a two point GPA At the end of the second year, fifty (seventy-five percent) of the experimental group and forty-one (sixty-one percent) of the control group remained in school At the end of the third year, thirty-four (fifty-one percent) of the experimental group and nineteen (twenty-eight percent) of the control group were still in school At the end of the fourth year, twenty-six (thirty-nine percent) of the experimental group and sixteen (twenty-four percent) of the control group had successfully completed four years of university work. First year analysis of variance utilized a two sample t-test treated for equal or unequal variances to determine significant difference (.05) between grade point average (GPA) and earned hours (ER) of the control and experimental groups. This form of analysis of variance was possible since all participants in each group were retained, producing data for comparison. Comparison of GPA data indicated that the experimental group earned a significantly (.001) higher GPA than that of the control group. The experimental group also earned a significantly (.02) higher number of earned hours than did the control group. At the end of the fourth year, only twenty-six (thirty-nine percent) of the experimental group and sixteen (twenty-four percent) of the control group had successfully completed four years of university work. Since missing data precluded the use of analysis of variance techniques similar to those used with year one, a Chi-square analysis was utilized to produce a probability of significant difference based upon retention. Chi-square analysis of the control and experimental groups at the end of year two produced an odds ratio of (1.865) and a probability of (.1388). End of year three data produced an odds ratio of (2.603) and a probability of (.0013). End of year four data produced an odds ratio of (2.021) and a probability of (.0094). These data, with the exception of end of year two, indicated a significantly higher level of success for the experimental group as defined by retention.

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Peterson, Dana L. "Community College Student Participation in Undergraduate Research: An Explanatory Case Study for Faculty and Research Mentors." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/PetersonDL2009.pdf.

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Fister-Hull, Elaine. "Using Evidence-Based Guidelines to Evaluate Research Support for the Use of Social Stories with Children with Autism." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/365.

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Social Stories have gained wide acceptance and popularity as an intervention for children with autism and autism spectrum disorders, yet it is unclear whether this intervention method meets the standards of an evidence-based intervention. With a push in educational and mental health fields to use only evidence-based interventions, there is a need to determine whether or not this popular method meets this standard. The research literature on Social Stories has been reviewed for this project. An analysis of each article was conducted to evaluate clinical utility and treatment efficacy. Using the clinical utility and treatment efficacy information, as well as additional criteria, each article was evaluated to determine if it met the criteria deemed necessary by the No Child Left Behind Act (NCLB) for evidence-based research. Based on the findings gathered from the analysis of the studies, only three of the 18 studies (16.7%) meet all NCLB criteria for evidence-based research. Because such a small percentage of the studies reviewed met all criteria, Social Stories cannot yet be considered an evidence-based intervention for children with autism.

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Tomsett, Peter J. F. "Transformational leadership in higher education research supervision." Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/transformational-leadership-in-higher-education-research-supervision(d385176e-0021-4575-906b-a725872c6493).html.

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This thesis investigated the application of transformational leadership (TL) in the higher education (HE) research supervision context, with a specific focus on mechanisms underpinning leader effectiveness. In Chapter 1, the concept of TL is introduced, and the current research in HE briefly reviewed. The chapter highlights the suitability of the context for study in TL, and the need for research with a focus on mechanisms. In Chapter 2 the issue of contextually valid measurement is addressed. In a two-phase study (N = 389), the measurement properties of the Differentiated Transformational Leadership Inventory were explored using conventional confirmatory factor analyses (CFA) and bi-factor models. Traditional CFA confirmed the eight-factor structure of the scale in the supervision context, while bi-factor models revealed a dominant general TL factor. Consequently, an abbreviated global scale was developed using the factor analyses and confirmed using multi-level CFA. In Chapter 3, two studies examined the role of several variables as mediators of the TL-performance relationship. Mediation analysis in Study 1 (N = 155) showed mixed support for the hypothesis that transformational leadership would positively impact grade performance via its influence on leader-member exchange, needs satisfaction and engagement, sequentially. A second study (N = 139) incorporating a time lag between leadership and LMX showed more positive support for the proposed indirect effects. Findings suggest that LMX, need satisfaction and engagement are important mechanisms underlying the effectiveness of TL. Chapter 4 examined the role of students’ implicit theories of ability as an alternative mechanism. A rationale is proposed whereby transformational supervisors may develop incremental beliefs of ability in their students that subsequently enable them to cope more effectively with setbacks. A sample of 421 PhD students completed an online questionnaire measuring TL, their implicit beliefs of ability in their PhD, and their coping styles. Mediation analyses provided some support for the hypotheses, demonstrating an indirect effect of transformational leadership on approach coping via students’ entity beliefs. Finally, in Chapter 5 the theoretical and applied implications of the thesis findings are discussed in relation to existing research. Overall, the findings of the thesis emphasise the applicability of transformational leadership to the HE supervision context, having demonstrated its direct and indirect relationship with key student outcomes including grade performance. Furthermore, the results provide insight into the mechanisms of transformational leader effectiveness that may aid practitioners in their own supervision practices. Finally, the thesis presents two new scales for the measurement of transformational leadership in the HE context for use by practitioners and researchers alike.

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Cottrell, Gary Lee. "The Effect of Studying Higher-Level Thinking Skills on Fifth Grade Students with High Language Ability." TopSCHOLAR®, 1986. http://digitalcommons.wku.edu/theses/1654.

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The purpose of this project was to investigate the effect of studying higher-level thinking skills on fifth grade students with high language ability. The researcher compared the test scores of students in an elementary enrichment program with test scores of students enrolled in the same program the following year to which materials emphasizing higher-level thinking skills were added. The researcher also included analysis of student performance on the Ross Test of Higher Cognitive Processes and its component parts of analysis, synthesis, and evaluation as well as each of the eight subtests. It was determined that analysis of Ross Test raw scores and percentile data would be made by the Wilcoxon Matched Pairs Signed Ranks Tests. Comparisons of the raw score results revealed gains in favor of the posttest for each set pf data. The results favoring the posttest are not considered statistically significant and are attributed to the increase in cognitive development inherent in chronological aging. There is no discernible pattern in the areas of significance on the section percentile scores. This researcher has determined that the study of higher-level thinking skills does not have a significant effect on fifth grade students. The comparisons of test data did not yield results favoring the addition of selected thinking skills materials to a language arts enrichment program.

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Books on the topic "Education Research (Theses)"

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L, Brubaker Dale, ed. Theses and dissertations: A guide to planning, research, and writing. 2nd ed. Corwin Press, 2008.

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United States. Naval Postgraduate School, Monterey, CA. Compilation of theses abstracts, October 1994-September 1995. Naval Postgraduate School, 1995.

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The good supervisor: Supervising postgraduate and undergraduate research for doctoral theses and dissertations. 2nd ed. Palgrave Macmillan, 2012.

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David, Layton. Research in science and mathematics education: A list of theses for higher degrees in British universities completed during the period 1982-1984. Centre for Studies in Science and Mathematics Education, University of Leeds, 1987.

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Clark, Jason T. Impact of differentiated learning contracts: An action research project examining the impact of learning contracts using differentiation of product by learning style on A+ TestPrep scores. Sweet Briar College,], 2006.

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McMahon, Walter W. Education and development: Major themes in education. Routledge, 2012.

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R, Borg Walter, and Lietke Gary Edward 1950-, eds. Educational research: A guide for preparing a thesis or dissertation proposal in education. 5th ed. Longman, 1989.

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Harold, Silver. Researching education: Themes in teaching-and-learning. Policy Press, 1999.

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Hilda, Borko, ed. Designing classroom research: Themes, issues, and struggles. Allyn and Bacon, 1993.

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Maka, Lia L. Tā kupesi: Emerging themes and methodologies from educational research in Tonga. Institute of Education, University of the South Pacific, 2006.

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Book chapters on the topic "Education Research (Theses)"

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Erwee, Ronel, and Chad Perry. "Examination of Doctoral Theses: Research About the Process and Proposed Procedures." In Postgraduate Education in Higher Education. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-5249-1_4.

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Erwee, Ronel, and Chad Perry. "Examination of Doctoral Theses: Research About the Process and Proposed Procedures." In Postgraduate Education in Higher Education. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-0468-1_4-1.

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Keskitalo, Pigga. "Pioneering on Research on Sámi Education – Deliberations about a Researcher’s Position." In Obsessed with the Doctoral Theses. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-678-6_6.

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MacDonald, Abbey, and MaryAnn Hunter. "Arts-Based Research in Education: Becomings from a Doctoral Research Perspective." In Structuring the Thesis. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0511-5_25.

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Ko, Jang wan. "Institutional Research and Themes, Asia." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_541-1.

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Ko, Jang Wan. "Institutional Research and Themes, Asia." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_541-2.

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Rosa, Maria João, and Patrícia Moura e Sá. "Institutional Research and Themes, Europe." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_568-1.

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Ko, Jang Wan. "Institutional Research and Themes, Asia." In The International Encyclopedia of Higher Education Systems and Institutions. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_541.

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Rosa, Maria João, and Patrícia Moura e Sá. "Institutional Research and Themes, Europe." In The International Encyclopedia of Higher Education Systems and Institutions. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_568.

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Botha, Jan. "Institutional Research and Themes, Southern Africa." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_553-1.

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Conference papers on the topic "Education Research (Theses)"

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Chenyuei Akwene, Godwill, Egbe Martha Beyang, and Asoh Derek Ajesam. "Deficiencies in Defended Theses in Higher Education Institutions: And so What?" In 18th European Conference on Research Methodology for Business and Management Studies. Academic Conferences and Publishing Limited, 2019. http://dx.doi.org/10.34190/rm.19.063.

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Dudziak, Reiner, and Dirk Mohr. "Bachelor and Master Theses in mechatronics engineering study courses - Experiences and perspectives." In 2014 15th International Workshop on Research and Education in Mechatronics (REM). IEEE, 2014. http://dx.doi.org/10.1109/rem.2014.6920441.

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Bernabé Villodre, María del Mar. "HAS RESEARCH ON MUSICAL CONTRIBUTIONS TO THE INTERCULTURAL EDUCATIONAL PROCESS ADVANCED? REVIEW OF DOCTORAL THESES." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0373.

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Ruhaliah, Ruhaliah, and Hernawan Hernawan. "Sundanese Oral Tradition Research Mapin-Undergraduate Theses of Students of Department of Sundanese Education of FPBS UPI." In Proceedings of the 2nd International Conference on Local Wisdom, INCOLWIS 2019, August 29-30, 2019, Padang, West Sumatera, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.29-8-2019.2289005.

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Fielden, Kay. "Exploring the Research Ethics Doman for Postgraduate Students in Computing." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2762.

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In this paper Nicholson’s (1994) four-fold conceptual framework has been applied to ethical issues in research by postgraduate students undertaking theses or dissertations in computing. Ethical dilemmas are explored showing how knowledge in this area is acquired, shared and integrated from one research project to the next and within any one postgraduate cohort. Ethics of performing research within computing rather than professional codes are discussed. A major challenge in raising the level of awareness of professional ethics is in encouraging students to make the upwards shift from not only learning and applying technical skills but also integrating these skills with knowledge of the larger social system in which technology sits. A broad overview of how research ethics is practiced by postgraduate students undertaking thesis or dissertation is also discussed.

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Heinz, Manuela. "Using Real Data in a quantitative methods course to enhance teachers’ and school leaders’ statistical literacy." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11260.

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Engaging part-time Master of Education students in the study of quantitative research methods is challenging. The majority of them lead busy lives as teachers and/or education leaders, attend their MEd classes in the evenings and plan to engage in small-scale qualitative research for their theses. In this context, it has been hard to motivate students to engage critically and deeply with quantitative research methods. A widespread deficit view of their own competency in mathematics and computing, which are often considered essential, further compounds the problem. This paper describes the redesign of a quantitative methods module and the resulting changed experiences of students. Findings from this practitioner research study point to the positive impact of using a real national data set – the Growing Up in Ireland Dataset – on students’ engagement and appreciation of the value of quantitative research in education.

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Waks, Shlomo. "Engineering Education: Prospective Research Issues." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59535.

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There exists an increasing gap between engineering developments and research on educating engineers. There is a need to investigate and develop pedagogical means for advancing engineering education. The problem stems from the fact that most engineering educators are concerned mainly with disciplinary engineering contents, while researchers in the educational domain concentrate on educational psychology and pedagogical aspects. There is not enough cooperation between engineering and education, thus avoiding the creation of synergetic interaction between the two domains in a given engineering education system or situation. This article deals with the question: what has to be investigated in engineering education in order to advance learning activities of students and updating engineers? We will analyze some issues, as they aroused during recent years in a series of research studies on engineering education around the world and in the Department of Education in Technology and Science at the Technion – Israel Institute of Technology. After analyzing the status of engineering education and emergence of relevant R&D activities, possible research questions are presented. For example: (1) How should the contents of an engineering curriculum be determined? By whom? (2) Is there a need for a recognized educational scholarship like that of the existing disciplinary scholarship? (3) Creativity and project work – what do engineering educators and students think about? (4) What are the conditions and means for advancing the learning process in a multimedia environment? (5) What are the pitfalls in using hypermedia during the learning process? (6) What is Self-Learning Regulation (SLR) and why is it an important issue in engineering education? Accordingly possible trends in engineering education research are proposed and discussed.

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Bott, Theodore E., Daniel P. Weller, Marcos D. Caballero, and Paul W. Irving. "Student-identified themes around computation in high school physics." In 2019 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2019.pr.bott.

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Baily, Charles, Noah D. Finkelstein, N. Sanjay Rebello, Paula V. Engelhardt, and Chandralekha Singh. "Interpretive themes in quantum physics: Curriculum development and outcomes." In 2011 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2012. http://dx.doi.org/10.1063/1.3680005.

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"Existentialist Themes in Thomas Hardy’s Jude the Obscure." In 2020 International Conference on Social Science and Education Research. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0001633.

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Reports on the topic "Education Research (Theses)"

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Alpaydın, Yusuf. EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, 2020. http://dx.doi.org/10.26414/gt008.

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The first report prepared under the Turkey of the Future project is on education, where our country has long been in a search for stability and methodology. The report aims to realistically study in 2018 what needs to be accomplished when looking forward to 2030 using quantitative and qualitative data. In this context, the study begins by explaining the state of education in the new millennium and the problems experienced from this perspective. The context necessary in resolving the issues and bettering current circumstances has been also emphasized in the purview of the report. Along with these improvements, students’ national and international examination performances are also analyzed. Finally, the developed policies, solution recommendations, and improvements have been presented in 12 points on the vision of the future. In preparing the report, the primary framework has been shaped by the relevant scientific literature, the framework and principal values established by the İLKE Foundation for Science, Culture and Education within the scope of the Turkey of the Future Project, and the educational perspectives of the research team. Besides multidisciplinarity and systems approach, locality and originality have been the two principal values when preparing this report.

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Dempsey, Terri L. Handling the Qualitative Side of Mixed Methods Research: A Multisite, Team-Based High School Education Evaluation Study. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.mr.0039.1809.

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Attention to mixed methods studies research has increased in recent years, particularly among funding agencies that increasingly require a mixed methods approach for program evaluation. At the same time, researchers operating within large-scale, rapid-turnaround research projects are faced with the reality that collection and analysis of large amounts of qualitative data typically require an intense amount of project resources and time. However, practical examples of efficiently collecting and handling high-quality qualitative data within these studies are limited. More examples are also needed of procedures for integrating the qualitative and quantitative strands of a study from design to interpretation in ways that can facilitate efficiencies. This paper provides a detailed description of the strategies used to collect and analyze qualitative data in what the research team believed to be an efficient, high-quality way within a team-based mixed methods evaluation study of science, technology, engineering, and math (STEM) high-school education. The research team employed an iterative approach to qualitative data analysis that combined matrix analyses with Microsoft Excel and the qualitative data analysis software program ATLAS.ti. This approach yielded a number of practical benefits. Selected preliminary results illustrate how this approach can simplify analysis and facilitate data integration.

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Busso, Matías, and Verónica Frisancho. Research Insights: Can Good Peers Hurt?: The Effect of Top Students on Girls' Educational Outcomes. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003565.

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Exposure to good peers of either sex during middle school reduces the probability that top-performing girls are placed in one of their preferred high schools. High-achieving boys have a detrimental effect on the selectiveness of the schools in which top female students are placed. These placement effects are driven by both lower admission scores and weakened preferences for selective and academic schools. Exposure to high-achieving girls improves the admission exam scores of poor-performing girls. This protective effect on scores translates into an average increase in the selectivity of the high schools in which low-performing girls are placed.

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.

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Nassar, Sylvia C., and Aisha Al-Qimlass. Career Builders: Key Components for Effective Global Youth Career and Workforce Development. RTI Press, 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0045.1709.

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Global youth unemployment is a significant cause of poverty, resulting in the persistent marginalization of populations. Education and career counseling professionals and professionals in policy, research, and practice concur that the consequences of global youth unemployment are dire. But leaders in these domains have not yet come to an agreement on the best ways to face this global challenge. Our analysis of interdisciplinary literature on global youth unemployment is a first step in identifying and formalizing best practices for culturally appropriate career and workforce development worldwide. This research will support education and career counseling professionals in developing appropriate career and psychosocial support interventions, establishing empirical intervention efficacy and other program evaluation protocols, and creating a capacity-building infrastructure for knowledge-sharing across policy, research, and practitioner stakeholder groups. We also include a proposal for next steps to establish rigorous empirical support for these future initiatives.

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Domínguez, Patricio, and Krista Ruffini. Research Insights: How Do Longer School Days Affect Students' Economic Well-Being in Adulthood? Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003284.

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Many Latin American countries and cities have substantially lengthened the school day over the past generation. Chile, for example, increased the school day by 30 percent between 1997 and 2010. While evidence on lengthening these additional instructional resources points to positive effects in the short term, we know little about whether these reforms affect students long-term economic outcomes once they enter the labor market. This project finds longer elementary and secondary school days substantially improve economic well-being by increasing educational attainment, delaying childbearing, and increasing earnings in young adulthood.

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Tare, Medha, and Alison Shell. Designing for Learner Variability: Examining the Impact of Research-based Edtech in the Classroom. Digital Promise, 2019. http://dx.doi.org/10.51388/20.500.12265/81.

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While research shows that learners differ in many ways, this work must be translated into actionable strategies to benefit students. We describe the results of our partnership with ReadWorks, a widely-used literacy edtech platform, to help them implement research-based pedagogical features that support learners with diverse needs. In a national survey of over 11,000 educators, 89 percent said they were likely to assign more articles on ReadWorks and 82 percent said they were likely to assign higher-level articles as a result of the features available to students. We also examined K-6 students’ (N=1857) use of these optional features when completing digital assignments and found that 92% of students tried at least one new feature and engaged with harder assignments when they used the features than when they did not. Feature use did not differ by student characteristics such as reading proficiency or special education status, suggesting that these features could potentially benefit all students when they need extra support.

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Mehta, Goverdhan, Alain Krief, Henning Hopf, and Stephen A. Matlin. Chemistry in a post-Covid-19 world. AsiaChem Magazine, 2020. http://dx.doi.org/10.51167/acm00013.

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The long-term impacts of global upheaval unleashed by Covid-19 on economic, political, social configurations, trade, everyday life in general, and broader planetary sustainability issues are still unfolding and a full assessment will take some time. However, in the short term, the disruptive effects of the pandemic on health, education, and behaviors and on science and education have already manifested themselves profoundly – and the chemistry arena is also deeply affected. There will be ramifications for many facets of chemistry’s ambit, including how it repositions itself and how it is taught, researched, practiced, and resourced within the rapidly shifting post-Covid-19 contexts. The implications for chemistry are discussed hereunder three broad headings, relating to trends (a) within the field of knowledge transfer; (b) in knowledge application and translational research; and (c) affecting academic/professional life.

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Roschelle, Jeremy, James Lester, and Judi Fusco. AI and the Future of Learning: Expert Panel Report. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/106.

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This report is based on the discussion that emerged from a convening of a panel of 22 experts in artificial intelligence (AI) and in learning. It introduces three layers that can frame the meaning of AI for educators. First, AI can be seen as “computational intelligence” and capability can be brought to bear on educational challenges as an additional resource to an educator’s abilities and strengths. Second, AI brings specific, exciting new capabilities to computing, including sensing, recognizing patterns, representing knowledge, making and acting on plans, and supporting naturalistic interactions with people. Third, AI can be used as a toolkit to enable us to imagine, study, and discuss futures for learning that don’t exist today. Experts voiced the opinion that the most impactful uses of AI in education have not yet been invented. The report enumerates important strengths and weaknesses of AI, as well as the respective opportunities and barriers to applying AI to learning. Through discussions among experts about these layers, we observed new design concepts for using AI in learning. The panel also made seven recommendations for future research priorities.

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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.

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