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1
Mosley, Dracaena. "A Mixed Methods Evaluation of New Teacher Support Systems at an Urban Elementary." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/154.
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An urban elementary school in the northeast was lacking formal methods to evaluate its
support systems for teachers. This formative evaluation of the school's support systems for new teachers and staff was conducted using a mixed methods design to address the problem. The purpose of this evaluation was to determine the indicators of progress or need of improvement of effectively supporting teachers through mentoring, professional development, and collaboration. The theoretical framework for the study was Kirkpatrick's 4 levels of evaluation: reaction, learning, behavior, and results. The evaluation was also guided by questions about the extent, perceived effectiveness, strengths, and weaknesses of the support systems. Data were collected using surveys from 33 teacher participants and interviews with 10 teacher participants. Qualitative data analysis involved emergent coding for themes and sub-themes. Inconsistent support emerged as a support weakness and a comforting school community emerged as a support strength. Frequencies and ratios of survey items were calculated and reported. Key findings were that 60% of the participants perceived the support systems to be adequate and 79% perceived the mentor and new teacher meetings to be effective. However, 36% of respondents reported that all support systems needed some improvements. A full report including recommendations was prepared for the stakeholders at the school and district levels. Implications for positive social change include higher retention and enhanced performance of beginning teachers, which may help to improve learning outcomes for students.
2
Neigel, Scott. "Assessing the Meaning and Value of Traditional Grading Systems| Teacher Practices and Perspectives." Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10683026.
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This study employed a mixed methods approach to evaluate the meaning and value of grades within a traditional grading system. Teachers’ grading and assessment practices were examined in terms of clarity, consistency, and to what extent assessment guided instruction. Teachers from a high-performing suburban high school in the Northeast responded to an electronic survey and participated in focus groups regarding their grading and assessment practices. Gradebooks were analyzed to triangulate teacher practices and perspectives regarding the meaning of student grades. Clark and Estes (2008) Gap Analysis Framework was utilized to assess knowledge, motivational, and organizational influences on teachers’ grading and assessment practices. The findings of this assessment revealed that teachers possessed knowledge about assessment and the motivation to apply it, but faced organizational barriers implementing effective practices in a traditional grading system. Responses indicated that teachers understood and used formative assessment during class, but also included it in students’ grades to elicit effort and ensure sufficient graded assignments to justify student performance. Organizational constructs such as marking periods and online grading systems, in addition to an overall lack of organizational support and training, were found to be substantial obstacles to teachers achieving the stakeholder and organizational goals. The findings of this study emphasized the need for enhanced training, collaboration, and communication on grading and assessment. The development and implementation of an effective plan to address these organizational issues could shift schools from using traditional grading systems to rank and sort students to assessment programs that promote student learning.
3
Smith, Laura. "A Mixed Methods Comparative Analysis of the Implementation of the Multi-Tiered Systems of Support in Missouri Elementary Public Schools." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10934605.
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This study consisted of a mixed-methods comparative analysis of the implementation of the Multi-Tiered Systems of Support (MTSS) in public school districts in the state of Missouri. The researcher surveyed nine public school districts similar in demographics of socio-economic representation, free and reduced lunch percentage, and average daily fund expended to educate students. One district administrator responsible for the implementation of MTSS represented each school district. In the qualitative component of the study, the researcher utilized an original electronic survey to gather insights into the unique implementation path each district employed. Coding and analysis resulted in identification of themes, similarities, and differences. The researcher interviewed 2 state-level leaders integral in the design and implementation recommendations from a state-level perspective. Coding and analysis of interview responses resulted in identification of similarities and differences in state and district-level implementation of MTSS. The quantitative component of study included collection and analysis of secondary data obtained from the Missouri Department of Elementary and Secondary Education via the Missouri Comprehensive Data System. The researcher obtained and analyzed elementary achievement and student attendance data to determine a difference within districts with full and partial implementation of MTSS. Through analysis of the qualitative surveys and interviews, the researcher found unique implementation paths among the study districts. All nine study districts implemented differently and none utilized a recommended path or blueprint. District implementations varied from perceptions held among the state-level leaders interviewed. Through analysis of the quantitative component of the study, the researcher identified no difference in achievement and student attendance in districts deemed full implementation in comparison to partial implementation. The researcher recommended continued attention to successful implementation of MTSS at state and district levels. Future attention with focus on increased technical support and funding at the state level held the promise of prompt, appropriate supports to students who struggle in the academic, behavioral, and social skill areas.
4
SILVA, Manoela Milena Oliveira da. "Evolution of the use of Augument Reality Tools in the Education Fied." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/14921.
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CNPq
Augmented Reality technology (AR) has a huge potential to be applied in the education field. The coexistence of real and virtual environments enables experiences that would not be possible without this technology. Some of the reasons why AR learning experiences differ from other technology are: (i) it enables contextualized interaction between real and virtual worlds, (ii) it enables tangible interaction metaphors for object manipulation, and, finally, (iii) it enables smooth transition between the real and virtual contents. While AR offers new learning opportunities, it also creates new challenges for education in different domains, such as technological, learning and pedagogical issues. This work intends to provide some reflections about the challenges involved in the process of evaluating AR educational technologies. In order to better understand those issues, a systematic review was carried out aiming to identify how AR technology has been evaluated. Taking into account lessons learned during the review, a projective educational AR tool, especially designed to young children education, the ARBlocks, was evaluated. This tool was evaluated in the field of language learning with three different groups. The study involved the teacher as an instructional designer along with the use of multiple metrics. From the analysis of the ARBlocks in the classrooms, it was possible to observe that this tool offered different possibilities for language teaching to young children. The results obtained demonstrated that, in general, the ARblocks contributed to student’s learning and the practice and reinforcement of language abilities. From the reflections presented, some guidelines were proposed in order to assist the evaluation of AR educational tools. The use of multiple metrics as well as the active involvement of teachers in the elaboration of contents are encouraged as way to better understand the impact of technology in the teaching and learning process.
A tecnologia de Realidade Aumentada (RA) possui grande potencial de aplicação na área educativa. A coexistência de ambientes reais e virtuais abre possibilidades de aprendizado que não poderiam ser possíveis sem este tipo de tecnologia. Algumas razões pelas quais experiências de aprendizagem com RA se diferem das demais são: (i) suporte a uma interação contextualizada entre ambientes reais e virtuais, (ii) uso de metáforas com interfaces tangíveis para manipulação de objetos e, por fim, (iii) a habilidade de transição suave entre o real e o virtual. Enquanto oferece inúmeras novas oportunidades de aprendizagem, a introdução de novas tecnologias com RA cria desafios em diferentes domínios, como o tecnológico, de aprendizagem e os desafios pedagógicos. Este trabalho visa prover algumas reflexões acerca dos desafios envolvidos no processo de avaliação de tecnologias educativas com RA. Como forma de melhor compreender essas questões, foi realizada uma revisão sistemática com vistas a identificar como são realizadas avaliações de ferramentas educacionais com RA. A partir da revisão empreendida, foram observadas as principais formas de avaliação de ferramentas educativas envolvendo esta tecnologia. A partir destes conhecimentos adquiridos, foi realizada a avaliação de uma ferramenta educativa baseada em RA projetiva, especialmente desenvolvida para o ensino infantil, o ARBlocks. Tal ferramenta foi avaliada no campo da aprendizagem de novas línguas com três grupos distintos. O estudo envolveu o professor como instructional designer, bem como o uso de múltiplas métricas de avaliação. A partir da análise do ARBlocks em sala de aula, foi possível observar que esta ferramenta oferece inúmeras possibilidades para o ensino de línguas para crianças pequenas. Os resultados obtidos demonstraram que, no geral, o ARBlocks auxiliou no processo de aprendizagem dos estudantes e na prática e reforço das habilidades linguísticas. A partir das reflexões apresentadas, alguns guidelines foram propostos com vistas a auxiliar na avaliação de ferramentas educativas com RA. O uso de múltiplas métricas e o envolvimento ativo dos professores na elaboração dos conteúdos é encorajado como forma de melhor compreender os impactos provocados pela tecnologia no processo de ensino-aprendizagem.
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McNaughton, Amy K. "Instructional management profiles the relationship between teaching styles, grade level preferences, and related factors /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.
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Donmez, Ayca. "The Evaluation Of Communication And Customer Relations Training Program At Tepe Defence And Security Systems." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605671/index.pdf.
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The purpose of this study is to evaluate Communication and Customer Relations Training Program at Tepe Defense and Security Systems. The study also aims at exploring the learning level of the security staff, measuring the staff&rsquos reaction to the training program, finding out behavioral changes of the security staff which may positively affect the company. The instruments, an evaluation scale and two different case studies, were administered to 204 randomly selected security staff who have been working at Tepe Security in Ankara. Data was analyzed both qualitatively and quantitatively such as interviews, observation notes, frequencies, percentages, means, standard deviations, and the t test.
7
Tucker, Pamela DuPriest. "Administrative response to teacher incompetence: The role of teacher evaluation systems." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618396.
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The major purpose of this study was to assess the presence of evaluation system components which assist principals in responding to teachers with less than satisfactory performance. Research data were used to determine the relationship between specific teacher evaluation system components and two measures of evaluation system effectiveness: (a) the principal's overall effectiveness rating of the evaluation system and (b) the incidence of administrative response to teacher incompetence. Administrative response included remediation, reassignment, inducement to retire or resign, and recommendation for dismissal of teachers. A questionnaire was employed to collect data from a randomly selected sample of principals in Virginia's public schools.;According to Virginia principals, 5% of the teachers in their schools were incompetent; however, only 2.65% were documented formally as being incompetent. The typical principal with a staff of 100 teachers, identified 1.53 incompetent tenured teachers per year and remediated.68 teacher, encouraged.37 teacher to resign/retire, reassigned.29 teacher, and recommended dismissal for.10 teacher.;Principals verified the importance and presence of the evaluation system components identified in the study. The mean effectiveness rating for the evaluation systems used by the principals, however, indicated only moderate support for the ability of the system to respond to incompetent teachers. The four evaluation system components of remedial procedures, evaluation criteria, evaluator training, and organizational commitment were found to predict 69% of the variance in the effectiveness rating, but none of the evaluation system components were found to predict administrative response to incompetence.
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McAdoo, Charlie Edward II. "The Identification and Prioritization of the Professional Development Needs for Teachers of Career, Technical, and Agricultural Subjects within Georgia Metropolitan Area School Systems." Thesis, Valdosta State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930416.
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The purpose of this research study was to identify and prioritize the professional development needs for teachers of CTAE subjects within metropolitan Atlanta school systems. The methodology was primarily relational with descriptive components that relied on quantitative data. The administered survey called for participants to self-report demographic groups (i.e. Experience Level, School Type, and School Population). Secondly, participants completed online surveys yielding data that identified professional development needs relative to demographic variables. A modified Borich (1980) Needs Assessment Model was used to identify the perceived importance and perceived competency of 20 competencies prescribed by the Georgia Teacher Assessment of Performance Standards (TAPS). Once analyzed, the researcher identified and described professional development needs relative to demographic variables.
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Mize, Brenda Gail. "Teachers Perceptions of the Impact of Online Grading Systems." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1321.
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This study examined the effects of the communication aspect of using an online grading program. This study explored teachers' perceptions of the implications of allowing the grading process to become transparent to parents. The purpose of this study was to assist teachers in searching for ways to create a positive parent-teacher relationship. A positive and constructive parent-teacher relationship is helpful to the student. If grades are made available to parents on a daily basis, they will have access to specifics about the academic performance of their child. Parents and teachers will be able to communicate with each other on a regular basis with the use of an online grading program. In-depth interviews of 10 middle school teachers were conducted using an interview guide. The interviews were then transcribed and coded by the researcher. The researcher found that teachers spoke positively regarding many of the features of Engrade, an online grade book. The teachers benefited from the convenience of communication with parents and students. The perceived primary result of Engrade is viewed as a positive by teachers because parents can communicate with the teachers about their children, and that, hopefully, allows them to be more involved in their child's academics. Further research opportunities are available in that the perceived implications of implementing an online grade book need to be evaluated from the perspective of parents and students.
10
Nordstrom, Karen Lynn. "Pedagogical Praxis Models in Sustainability Education: A Focus on Food Systems and Environment." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/390.
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As societies embrace notions of sustainability, there is an increasing interest in how to best educate students about these concepts. The field of sustainability education (SE) is an approach that has been developed to address this concern. SE frameworks seek to integrate into curricular contents and formats within campus learning environments, in order to systematically improve upon approaches and services developed to support student learning and development. My research offers insight into the relationships between the philosophical principles and praxes of sustainability education, with the aim to inform educators on how best to prepare students to address complex sustainability issues.
I used three cases of University of Vermont courses and programs to explore theoretical and practical factors related to sustainability education and food systems, as follows: 1) a comparative analysis of Education for Sustainability (EfS) together with Sustainable Agriculture and Food Systems Education, 2) an integration of High Impact Educational Practices (HIEP) with the field of agroecology education, and 3) an in-depth program analysis that examined the role of HIEP in engaged learning alongside the EfS framework.
I drew from two action research (AR) traditions that determine particular research methodologies for applied social research settings. The first is a systems approach to organizational learning, and the second is teacher research for curricular and program development. I also engaged in utilization-focused evaluation (UFE) with program stakeholders. Research methods included applied social and mixed methods associated with program evaluation. Three main research implications include: a) Agroecology education in experiential, immersion environments can serve as a primary vehicle for sustainability education; b) sequencing of food systems and sustainability curricula can lead to transformative learning; and c) AR and UFE can serve as tools for program development alongside sustainability education frameworks.
11
Khan, Muzafar, and Aleem Ahmad. "Usability Evaluation of a Hypermedia System in Higher Education." Thesis, Blekinge Tekniska Högskola, Avdelningen för programvarusystem, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4768.
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An effective hypermedia educational system should be easy to use and understand. Different hypermedia educational systems have been evaluated for this purpose by researchers but there is no such study of student wiki system. To evaluate usability of a student wiki system i.e. FUKTwiki in the context of higher education, the authors adopt a multi-phased research approach. They conduct usability test of the system where graduate students are taken as subjects. The system is evaluated on the basis of results of usability test and a questionnaire specifically designed to know the subject‟s opinion. Further, to validate the findings a number of individual subjects participated in usability test and questionnaire are interviewed. The authors find that for higher education, student wiki systems could prove effective in student‟s learning but not with current set of tools and interfaces. Moreover it is important that a system should have sufficient amount of relevant and useful educational contents. There is need to improve student wiki systems in terms of interfaces, contents, and set of tools for creating and editing pages.0046739717017
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Stockslager, Kevin. "Relationships Between Educator Beliefs, Perceptions of Educational Practices and Skills, PS/RtI Implementation, and Educational Outcomes." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3369.
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This study examined the relationships between pilot school status and Problem-Solving/Response to Intervention (PS/RtI) implementation, educator variables and PS/RtI implementation, and PS/RtI implementation and student and systemic outcomes following the final year of a 3-year PS/RtI implementation Project. School-Based Leadership Team (SBLT) members from 34 pilot schools in seven demonstration districts received training, as well as ongoing technical assistance and coaching, related to PS/RtI implementation. Data on educator's beliefs, perceptions of educational practices, and perceptions of PS/RtI skills; PS/RtI implementation; and student and systemic outcomes were collected from the 34 pilot schools, as well as 27 comparison schools. To examine the research questions in this study, multilevel models were conducted. Results of the analyses suggested that pilot school status appeared to be positively related to increases in PS/RtI implementation over time, while the educator variables did not significantly predict changes in PS/RtI implementation. Increases in PS/RtI implementation were not related to changes in DIBELS kindergarten PSF scores over time, but were negatively related to DIBELS kindergarten NWF scores over time. Finally, PS/RtI implementation was not significantly related to changes in office discipline referrals, but was significantly related to decreases in placements in special education over time. Potential explanations for the findings from this study and suggestions for future research are discussed.
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Conlon, Thomas Hugh. "Beyond rules : development and evaluation of knowledge acquisition systems for educational knowledge-based modelling." Thesis, University of Edinburgh, 1997. http://hdl.handle.net/1842/7514.
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The technology of knowledge-based systems undoubtedly offers potential for educational modelling, yet its practical impact on today's school classrooms is very limited. To an extent this is because the tools presently used in schools are EMYCIN -type expert system shells. The main argument of this thesis is that these shells make knowledge-based modelling unnecessarily difficult and that tools which exploit knowledge acquisition technologies empower learners to build better models. We describe how such tools can be designed. To evaluate their usability a model-building course was conducted in five secondary schools. During the course pupils built hundreds of models in a common range of domains. Some of the models were built with an EMYCIN -type shell whilst others were built with a variety of knowledge acquisition systems. The knowledge acquisition systems emerged as superior in important respects. We offer some explanations for these results and argue that although problems remain, such as in teacher education, design of classroom practice, and assessment of learning outcomes, it is clear that knowledge acquisition systems offer considerable potential to develop improved forms of educational knowledge-based modelling.
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Moyer, Adam C. "Systems Engineering Approach to Improving Online Grading." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1337954885.
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Carroll, M. Jane. "Toward optimizing learner feedback during instructional materials development : exploring a methodology for the analysis of verbal data." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61697.
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Racicot, Kelley Ann. "Active assessment in engineering design using a systems approach." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Summer2007/k_racicot_072707.pdf.
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Tokpah, Christopher L. "The effects of computer algebra systems on students' achievement in mathematics." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1215528446.
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Thesis (Ph.D.)--Kent State University, 2008.Title from PDF t.p. (viewed Oct. 19, 2009). Advisor: Shawn Fitzgerald. Keywords: Computer Algebra Systems, Mathematics, Meta-analysis, Technology, Math education. Includes bibliographical references (p. 114-131).
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Heiss, Brandon M. "The Effectiveness of Implementing Classroom Response Systems in the Corporate Environment." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237838763.
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Albury, Steven William. "Further education college quality systems : a framework of design principles for the development of teaching quality improvement processes." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:89a0c63d-18d9-438e-848d-0e82eaf6723a.
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This research is a case study of the quality improvement process in an English further education college. It examines the way that staff involved in the design and operation of the quality system shape the process in a part of the education sector that struggles with issues of performance. The case is placed into the context of an unstable policy environment, where further education colleges have been subjected to frequent bouts of government intervention and a funding regime that is unfavourable when compared to secondary schools and universities. The contribution to knowledge of this thesis is that it addresses an under-researched area of further education by viewing the quality process from the perspective of the governors, managers and professional staff responsible for its design and operation. As such it addresses a problem where a lot of attention has been given to teaching staff who experience the quality process or to macro studies where the focus is on outputs in the sector. However, less attention has been paid to the governors, senior staff and quality teams who assess teaching and learning in colleges. The data for the case study were gathered over a two-year period between 2010-2012 and include interviews with college staff, senior staff from OFSTED and the Department for Business Innovation and Skills and staff from a second college, used to help verify the findings. In addition to this, documentation for the quality system was gathered including inspection documents and policy documents. The data were analysed in order to surface traits of social and organisational practice that address the problem of operating a quality system in an environment that is highly resistant to systemisation and predictability. The findings are presented as 'fuzzy' generalisations supplemented by guidance in the form of design principles. The thesis provides an empirically grounded description of key elements of the relationships and the surrounding sociotechnical system that were found in the case. The design principles augment the case study and provide guidance on how a combination of trust relationships, resilience of processes to disruption and flexibility of application provide a background for the quality improvement process at Stretchford College, which was rated as 'Outstanding' at the time of the research.
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Hanson, Coral Marie. "An Evaluation of a Student Response System Used at Brigham Young University." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2127.pdf.
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Saad, Kenneth Michael. "The personal need systems of college students: An analysis of the poorly adjusted freshman." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618815.
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This study compared the personal need systems of college students who were failing academically, charged with discipline violation, or psychologically troubled with those of a control group with no record of such problems. The Picture Identification (PIT) was mailed to the 1986 and 1987 entering freshmen classes at the College of William and Mary. From the 1986 class, 531 students completed the PIT, and from the 1987 class, 544 students completed the PIT. The subjects were classified by type of problem and gender. The Female Discipline Group was too small for statistical analysis and was omitted from the report. The Academic Groups were comprised of students who had fallen below the accepted criteria for continuance at the college. The Mental Health Groups were comprised of students who attended the Center for Personal Learning and Development for three or more sessions or sought other psychological aid. The Discipline Group was comprised of students found to be in violation of the "Rules of Conduct" established by the college. The Control Group was comprised of students who had never received counseling, fallen below the minimal academic criteria, or transgressed the rules of the college.;Multiple analyses of variance were performed on all sets of PIT variables. A discriminant analysis was then conducted with the most significant ANOVA variables to determine the strongest independent discriminators among groups. Results are discussed in terms of understanding the relationships between aspects of motivation (as measured by the PIT) and adjustment to William and Mary.
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Dean, Sylvia Estelle. "A Study of Qualitative Miscue Analysis Scoring Systems for Identification of Instructional Reading Levels." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/1388.
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The purpose of this descriptive study was to determine the accuracy and practicality of May's Poor Reader (PR) scoring system for the informal reading inventory (IRI), an individual assessment device designed to determine a student's instructional reading level. The PR is a qualitative scoring system developed by Frank May that examines only two miscues (defaults and meaning-denigrating substitutions) in arriving at an estimate of instructional reading level. The predictor variable, PR, was compared for accuracy and practicality with five other predictor variables consisting of four traditional quantitative scoring systems and an additional qualitative system of May's; PR was also compared with four criterion variables: (a) a scoring system created by Frank May on the basis of research concerning miscues and informal reading inventories, a system that requires the use of a context scale and a graphophonic scale, (b) the judgments of tape recordings made by an experienced and knowledgeable reading coordinator, (c) the judgments of ten reading teachers of the students under their tutelage, (d) and a silent reading score on Form B of the same IRI. The comparisons were made through the use of Chi square tests of significance in which each of the six predictor variables was compared with each of the four criterion variables as to accuracy of agreement with the criterion variables.
Examination of the results showed that there were no significant differences between the instructional estimates made by the PR scoring system and two of the four criterion variables, the research based scoring system and the experienced reading coordinator. This was also true for May's third qualitative scoring system called the CGQ. All other differences in the estimates of instructional level were highly significant--with the four traditional predictor variables and with two of the four criterion variables (p < .01).
The main implications drawn from this study were: (1) Classroom teachers and reading teachers may wish to make use of May's PR scoring system for the IRI as a quick and qualitative way of estimating students' instructional reading level. (2) Since the PR scoring system met the criteria established for a qualitative IRI scoring system, researchers may wish to use this system in studies of informal reading inventories.
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Sanga, Camilius. "A technique for the evaluation of free and open source e-learning systems." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6242_1306494254.
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Evaluating software is a universal and complex problem. The question is: how should software be selected and adopted, or rather, which of the software packages is the most suitable for a specific environment? Extensive research on the evaluation of software has been done, but only a few researchers have considered evaluation of e-learning systems based on three software quality characteristics (i.e. usability, maintainability and deployability) for implementation in third world countries. In this thesis, it will be considered how to use a mixed research methods for the evaluation of free and open source e-learning systems in a developing country. The scope of this investigation is the evaluation of two free and open source e-learning systems at the Open University of Tanzania using 33 stakeholders (some with more and others with less computer expertise).
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Clayton, Johnson Marla. "The Evaluation of Positive Intervention Strategies on Chronic Absenteeism at the High School Level." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3729.
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There is an abundance of research on chronic absenteeism as well as the multi-tiered system of support (MTSS) approach, specifically the element of positive behavior intervention strategies (PBIS), at the elementary school level. A clear understanding of MTSS and PBIS at the high school level and how those approaches may impact chronic absenteeism of high school students is lacking in the recent research. The literature review provided the reader with an overview on PBIS and chronic absenteeism through the theoretical lens of Cooper’s (1982) Applied Behavior Analysis (ABA) theory and explained the influence that PBIS has on chronic absenteeism at the elementary school level. The argument supporting utilizing successful policies already in place to address chronic absenteeism at the high school level is presented. This study identifies PBIS within the current research, as a means to understand how these promising practices may support improved attendance for the chronically absent high school student. The research suggests that positive behavior intervention strategies have tangentially decreased chronic absenteeism by reducing suspension rates at the elementary school level.
This study sought to understand how effective, evidence-based positive behavior intervention strategies (PBIS), which have addressed and improved challenging student behavior schoolwide, can be repurposed to combat the causes associated with chronic absenteeism at the high school level. The causes associated with chronic absenteeism at the high school level fall into four categories termed school, family, environmental and personal. The objective of this quantitative program evaluation study was to evaluate the PBIS interventions that a local, small public high school used for targeted chronically absent high school students to see if their chronically absenteeism rate decreases. This study hypothesizes that the PBIS approach to behavior intervention can successfully transfer to decrease chronic absenteeism at the high school level. Additionally, this study discusses the extent to which results may be generalized to high school students across school districts.
The results of this research study affirm the research questions that PBIS strategies can be repurposed to address chronic absenteeism at the high school level and having an effective attendance intervention program can improve attendance rates between and within attendance tiers in high school students, resulting in reduced chronic absenteeism. The most effective tier in improving attendance rates and reducing chronic absenteeism was both Tier 3 and Tier 4, with each tier resulting in 50% of participants increasing their attendance rates and reducing chronic absenteeism.
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Hunt, Aaron Scott. "Positive Behavior Support Systems in a Rural West Texas Middle School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1263.
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Positive Behavior Support (PBS) programs are being implemented in schools in the United States to support faculty, staff, and students. The purpose of this study was to evaluate a PBS system at a rural west Texas middle school to discover what improvements are necessary for district-wide implementation and sustainability. The study drew on Bandura's social learning theory, which posits that people learn from each other through observation, imitation, and modeling. PBS systems provide the framework for exhibiting specific behavior expectations so students and teachers can get the most from their educational experiences. A program evaluation was completed using discipline data from 2008-2012 from the middle school, observations at the middle school, and archival campus improvement plan results from the campus needs assessment from 2012. The research instrument used to assess the information was a pre-established PBS evaluation system called the School-Wide Evaluation Tool (SET) designed for programmatic assessment. The SET assessment tool guided the evaluation of information gathered from 100 students, 15 teachers, and an administrative team survey to highlight the strengths and weaknesses of the PBS program in the school and district, identify necessary changes to improve its effectiveness, and determine how to best implement the system district-wide. These findings were used to inform a white paper outlining how to implement a successful program and how to maintain the program over time. This evaluation provided specific steps to strengthen each component of a PBS program to ensure school-wide application and sustainability. A positive social change is experienced by students, teachers, and parents by the enhancement of a PBS system that improves student behavior in the school and district.
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Garner, Robin S. "A Comparative Analysis of Data Collection Systems Used in Radiography Educational Programs and the Role Mobile Electronic Devices Play." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2592.
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Each radiography program has a system to collect important data from didactic and clinical settings in order to accurately assess the progress and success of students, provide the needed student intervention, and provide accreditation agencies with appropriate documentation that demonstrates student success in reaching program learning outcomes. The purpose of this research study was to determine the method of data collection and documentation used by radiography programs to evaluate student progress and to examine if MEDs play a role in evaluating and documenting student skills at the point of care.
The majority of radiography programs in this study were using paper methods for data collection and program directors reported value in using MEDs in clinical education but revealed that barriers still exist and will need to be addressed in order to increase their usage in clinical education.
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Trevethan, Thomas J. "Building Cloud-Based Information Systems Lab Architecture: Deriving Design Principles that Facilitate the Effective Construction and Evaluation of a Cloud-Based Lab Environment." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/56.
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The problem explored in this dissertation report was that at the time of this study, there were no design principles or methodologies based on design science research (DSR) available to use for artifact construction, implementation, and effective evaluation of cloud-based networking lab environments that can be used to foster hands-on technology skills in students. Primarily based on Hevner’s 7 guidelines of DSR, Peffer’s design science research methodology (DSRM), and Gregor’s IS design theory, this study forms the groundwork for the development of procedures and specifications derived from DSR literature to facilitate the construction, implementation, and evaluation of a comprehensive cloud-based computer and information systems (CIS) laboratory artifact that is globally accessible 24 hours a day and 7 days a week. Secondarily, this study guided the construction and implementation of a prototype cloud-based lab environment using the procedures and specifications derived from DSR. The cloud-based lab environment was then evaluated based on the skill level attained by students enrolled in courses that leveraged the proposed system. Results of this study showed that the overwhelming majority of the students who participated in the experiment using the cloud-based lab environment showed statistically significant gains in pretest and posttest scores compared to the students who participated in the experiment using the classroom-based physical equipment. These results fully supported the first hypothesis for this study, that participation in the cloud-based lab environment would promote positive student outcomes. The second hypothesis also was supported. The majority of the experimental group students completed most of the labs and significantly spent more time on the system compared to the control group students using the traditional classroom-based physical lab equipment, which indicated the specifications derived from DSR positively influenced the use of the cloud-based system. An argument was made that the proposed study advances IS and education research through artifact construction and evaluation by correlating Hevner’s 7 steps of effective DSR theory, Peffer’s DSRM, and Gregor’s IS design theory to the problem statement, research questions, and hypothesis in order to develop guiding principles and specifications for building and assessing a cloud-based lab environment.
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Thomas, Anna Weigel. "A Program Evaluation of the Behavioral Intervention Component of the Virginia Tiered Systems of Support in Three Middle Schools." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1550153957.
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The Virginia Tiered Systems of Support (VTSS) represents the merger of the behavioral side Positive Behavioral Supports (PBIS) and the academic side Response to Interventions (RtI) (Mann & Leutscher, 2014). VTSS is the Commonwealth of Virginia's adaptation of the federally required systemic response program schools are expected to adopt to address the behavioral and academic needs of students (Landers, Courtade, & Ryndak, 2012; Prasse et al., 2012). The development of specific implementation guidelines has been assigned to local levels of leadership. Thus, VTSS programming differences are common between both districts and schools. The purpose of this study is to assess the implementation levels of the behavioral components of three middle schools within the same school district. Three middle schools were selected for this study. The schools operate in the same school district and are separated by approximately ten miles. The study revealed that the schools varied greatly in their interpretation and facilitation of VTSS despite having access to similar resources and external supports. The degrees of behavioral programming implementation and the types of behavioral interventions varied by school location, and these differences are related a variety of different variables: from each school-based VTSS teams' diverse interpretation of VTSS objectives to insufficient faculty buy-in of VTSS-recommended interventions. Additionally, the study revealed that the schools desire to correct the implementation issues and seek to have more central office-driven standardization in programming among their locations.
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Shishah, Wesam. "The design and evaluation of a culturally adaptive approach to teamwork systems within an education context." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/47427/.
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Educators within higher education and online course designers face a significant challenge when working within multicultural teams. In current user interfaces, the ‘one size fits all’ approach is a critical limitation of online systems, because cultural differences in design are ignored. This thesis addresses these issues through the design and evaluation of an adaptive approach that is based upon individual differences in the cultural dimension (Individualism and Collectivism). In this research, the design strategies developed for teamwork activities are culturally relevant, as well as being effective and original. Two versions of the IdeasRoom system are designed and presented in this study. One version will appeal more to individualist users (IND version), whilst the second version will appeal more to collectivist users (COL version). Both qualitative and quantitative measures were deployed in order to evaluate the two versions for both individualist users and collectivist users, and include: students’ perceptions of free-riding behaviour, perceptions of fairness toward assessment in teamwork, participation in teamwork, satisfaction with teamwork, perceived usability and preference of design. The findings of this study reveal that students demonstrate greater positive reactions to the system version that recognises their cultural background. In addition, the findings suggest that current team working systems used in a number of educational institutions should consider both collectivist and individualist approaches. Evidence provided in this study emphasises the need for adaptation and personalisation approaches to meet the cultural inclinations of students working within educational teamwork learning systems.
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Hirsch, Ellen Riina. "The Design, Implementation, and Evaluation of a Professional Development Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1701.
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Ineffective professional development is a longstanding problem in education. Locally, the school district in the study lacked a comprehensive system for evaluating their secondary level professional development programs. The purpose of this case study was to investigate the district's professional development program, specifically examining its perceived strengths and weaknesses. The conceptual framework of the study was systems theory and the adaptive schools reform model. The research questions examined the perceptions of various school personnel on their experiences with the current professional development program at the study district's high school. Individual interviews were conducted with a purposeful sample of 3 teachers, 4 teacher-facilitators, 1 professional development committee member, and 1 school administrator. Interview data were concurrently analyzed using inductive analysis and typologies derived from the literature. The results were used to create a project consisting of a comprehensive policy proposal that provides detailed guidance and procedures for every stage of the school's professional development program cycle. The study project was designed to assist educators, administrators, and school districts in conceptualizing, designing, and implementing professional development programs that are tailored to meet the needs of local educators. This study promotes positive social change through facilitating the development of improved professional development programs that increase teacher quality and student achievement.
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Evans, Vernessa. "An Evaluation of CHAMPS for Classroom Management." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2637.
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Teacher education programs focus on preparing teachers to instruct students, but they usually do not focus on preparing teachers to manage students’ behavior, which may prevent teachers from providing effective instruction. This project study evaluated a classroom behavior management model, CHAMPS, designed to help teachers manage student behavior so they can focus their time and energy on instruction and student success. Positive Behavior Systems (PBS), used in the field of behavioral management, served as the theoretical foundation for this study. The evaluation design followed Stufflebeam’s (2003) Context, Input, Process, and Product (CIPP) by employing the outcome-based approach, which evaluated the extent to which a program is meeting predetermined outcomes and objectives. The open-ended research questions explored whether the classroom management system accomplished its goal of guiding teachers in making effective decisions about managing behavior. Data were collected from a researcher-created qualitative questionnaire and phone interviews from a purposeful sample of 7 elementary school teachers who attended all 5 CHAMPS training sessions and who implemented CHAMPS strategies in their classrooms. Qualitative data were open coded and reoccurring themes including connections, support, structure, teach, and model were identified and interpreted for meaning. The findings indicated that CHAMPS, as a model for classroom management, successfully guided these participants in making effective decisions about managing students’ behavior. This study may contribute to a greater understanding of effective classroom management strategies and awareness of classroom behavior management issues for teachers, administrators, and district stakeholders.
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Chevalier, Jon. "Teachers' Perception of Handheld Response Systems as a Tool for Formative Assessment in High School Classrooms." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/952.
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While research supports that formative assessment can improve student learning, it is rarely used and difficult to implement. The purpose of this qualitative case study was to investigate the use of student handheld response systems (SRS) as a tool for formative assessment in high school classes as well as teachers' attitudes towards this emerging technology. Self-efficacy and motivation theories provide the theoretical framework for this study. To explore this phenomenon, data were collected via an online interview from high school teachers (n=11) and were analyzed using inductive coding. Three themes emerged from this analysis and served as a basis for a professional development plan that school districts may use to incorporate formative assessment via SRS into their curriculums. These themes included strong teacher and student satisfaction, improved formative assessment, and improved pace of instruction. This project study will contribute to the existing literature on formative assessment and student response systems. Additionally, it will also initiate social change by giving school districts a framework for how to implement the broader use of these devices in classrooms and may impact how these teachers use assessment. Shifting the focus of classroom assessment from simply measuring student learning to improving instruction can in turn increase student learning.
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Schaefer, Katherine A. "Measuring & Making Systems Change: Sensemaking of Teacher Leaders." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1616253866255772.
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Moore, Dwayne Phillip. "The Perceived Effects of the Rapid Rise of Hispanic English Limited Language Learners on the School Systems of Northeast Tennessee." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1083.
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This study examined the rapid rise of the number of ELL/ Hispanic learners who are enrolling in the public school systems of Northeast Tennessee. The purpose of the study was to determine the effect that the rapid rise of ELL/Hispanic learners was having on these school systems.
The approach to the study was a mixed-methods approach. Data were collected from respondents using a survey instrument that included both Likert-type responses and short answer questions. The population of this study were the 132 building-level principals of the 17 public school districts located in the First Congressional District of Northeast Tennessee. There were 81 survey responses received from the participants for a percentage of 61.4. Descriptive statistics and frequencies were used to analyze the quantitative portion of the survey using the Statistical Package of the Social Sciences program designed to analyze and display data. Qualitative data were analyzed using the "cut-and-put-in-the-folder method" suggested by Bogdan and Biklen (1998, p. 186).
The findings of the qualitative section of the study revealed that principals were concerned about cultural differences and ways to encourage parental involvement at their children's school. The communication barrier was mentioned as the most common barrier at their particular schools. Principals were concerned with the increasing pressure concerning standardized testing and adequate yearly progress. They also stated that the testing process was unfair to ELL/Hispanic students. Attendance and discipline were issues that principals stated that ELL/Hispanic students required no more of their time than did non-ELL/Hispanic students.
The quantitative data revealed that principals with a substantial enrollment of 5% or more ELL/Hispanic students in their building reported they do not have an adequate number of translators and they prefer a pull-out program versus a replacement program. The findings also revealed a large neutral response from principals to the Likert-type items. This may be because these principals had few or no ELL/Hispanic students enrolled at their school.
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Lichau, Aleidria R. "A Sustainability Themed K-5 Magnet School: An In-Depth Case Study And Evaluation." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/439.
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This thesis is a descriptive case study of the first sustainability magnet themed elementary school in the U.S., the Sustainability Academy (SA) in Burlington, VT. The thesis provides an in depth case study narrative of the first pilot year of the SA (2009) as well as an examination of the analytical frameworks for evaluating the efficacy of sustainability movements in schools.
A literature review is provided to distinguish between a type of static sustainability that supports the current educational paradigm and a type of sustainable education that identifies sustainability as a moving target and a deep process to transcend the current education paradigm. A step-by-step process for school evaluations of sustainability education is explored and discussed using: 1) the case study research of the SA in their pilot year; 2) the literature review on education and sustainability, systems thinking and school transformation; and 3) the exploration and adaptation of analytical frameworks for sustainability in education.
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Cimentada, Jorge. "Educational institutions and their effect on inequality: three papers on educational systems and inequality of achievement and opportunity." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/667640.
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By placing particular attention to the socio-economic dimension, this thesis explores the role of three pillars of an educational system: decentralization, early education and curricular tracking. The first article focuses on an experiment in Mexico that aimed to increase parental empowerment in the school's decision-making. Results show that increased participation produced an increase in cognitive abilities, however, this was mediated by the SES of the student. The second article brings an international perspective by comparing the evolution of the achievement gap over time in 32 countries. The findings suggest that tracking and vocational enrollment are important explanatory mechanisms of the cross-country variability in achievement gaps. The third article studies whether early education is associated with adult outcomes but concentrating on a particularly vulnerable population in the United States: GED recipients. Results show that participation in early education is associated with greater odds of graduating high school over attaining a GED.Esta tesis explora el rol de tres pilares de un sistema educativo: descentralización, educación temprana y seguimiento curricular. El primer artículo estudia un experimento en México que tuvo como objetivo aumentar el empoderamiento de padres en la toma de decisiones en la escuela. Los resultados muestran que mayor participación de los padres aumentó las habilidades cognitivas de sus hijos. Sin embargo, esto fue mediado por el SES del estudiante. El segundo artículo compara la evolución de la brecha de logros en 32 países. Los hallazgos sugieren que el seguimiento curricular y los estudios vocacionales pueden ser mecanismos explicativos de la brecha. El tercer artículo estudia si la educación temprana está asociada con resultados positivos en la adultez en Estados Unidos. Los resultados muestran que la participación en educación temprana está asociado con mayores probabilidades de graduarse de la escuela secundaria en comparación con la obtención de un GED.
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Marshall, Leslie Marie. "Multilevel Analysis of a Scale Measuring Educators’ Perceptions of Multi-Tiered Systems of Supports Practices." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6313.
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This study aimed to provide evidence of reliability and validity for the 42-item Perceptions of Practices Survey. The scale was designed to assess educators’ perceptions of the extent to which their schools were implementing multi-tiered system of supports (MTSS) practices. The survey was initially given as part of a larger evaluation project of a 3-year, statewide initiative designed to evaluate MTSS implementation. Elementary educators (Level-1 n = 2,109, Level-2 n = 62) completed the survey in September/October of 2007, September/October of 2008 (Level-1 n = 1,940, Level-2 n = 61), and January/February of 2010 (Level-1 n = 2,058, Level-2 n = 60). Multilevel exploratory and confirmatory factor analysis procedures were used to examine the construct validity and reliability of the instrument. Results supported a correlated four-factor model: Tiers I & II Problem Solving, Tier III Problem Identification, Tier III Problem Analysis & Intervention Procedures, and Tier III Evaluation of Response to Intervention. Composite reliability estimates for all factors across the three years approximated or exceeded .84. Additionally, relationships were found between the Perceptions of Practices Survey factors and another measure of MTSS implementation, the Tiers I & II Critical Components Checklist. Implications for future research regarding the psychometric properties of the survey and for its use in schools are discussed.
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Samwel, Emad. "Toward the Development and Implementation of Personalized, Adaptive, and Comprehensive E-learning Systems." Diss., NSUWorks, 2016. https://nsuworks.nova.edu/gscis_etd/373.
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Enrollment in online courses is increasing at a much higher rate than enrollment in on campus courses. Initially, online systems were developed by moving course content from in-class courses as is to an online platform. Later, Web 2.0 technology was implemented in order to improve students’ online engagement. These systems considered all students as one homogeneous group and ignored the fact that different students learn in different ways and at different speeds. Later, adaptive online learning systems were developed based on the assumption that if the instructional approach matches the student learning style, student performance and experience will improve. The use of these systems yielded mixed results because there is no agreement on what, how, and when to adapt instructions. The problem is that there is still a lack of empirical evidence about which online learning system’ design is the most effective, efficient, and engaging.
There were two goals for this study. The first was to develop a new instructional theory and design model suitable for personalizing and adapting online learning. The first goal was achieved by developing student personalized, adaptive, and comprehensive e-learning spaces instructional theory and design model. This theory is based on finding the best fit among student characteristics, knowledge domain objectives, and technology used in delivering the online course. The second goal was to implement the newly developed theory and design model in an e-learning system prototype. This goal was achieved by developing and internally validating the e-learning system prototype by utilizing a panel of five instructional design experts. The Delphi method was used to solicit input from the expert panel in three rounds of validation. The validation process resulted in the experts’ consensus that the prototype incorporated the instructional theory and design model well and that this instructional theory holds the promise of increasing online learning courses’ effectiveness, efficiency, and student engagement.
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Smith, Sherwin Anthony. "Standardization in the development and delivery methods of technology workshops." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3225.
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Trainers have long relied on visual content to make their training more effective. As the use of computer-based delivery has become an accepted method of distributing training and instructional materials, a system of standardizing the development and delivery of training workshops was worthy of considerable attention. The study concludes that while many of the older studies do not directly address the use of computer-based presentation applications, a development process can be achieved to streamline the creation of instructional content while maintaining consistency and quality in the content created.
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Webb, Mary E. "The design and formative evaluation of computer based qualitative modelling environments for schools." Thesis, Open University, 1995. http://oro.open.ac.uk/57609/.
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This research investigated how computers might enable young learners to build models so that they can express and explore their ideas and hence they can gain understanding of the subject matter as well as developing modelling abilities. A design for a qualitative modelling environment was produced, which incorporated a simple rule-based metaphor that could be presented as a diagram. The design was founded on empirical evidence of children modelling as well as theoretical grounds. This research originated in and contributed to the Modus Project, a joint venture between King's College London and the Advisory Unit for Microtechnology in Education, Hertfordshire County Council. A prototype of the software, Expert Builder, was implemented by software engineers from the Modus team. The initial stage of evaluation, based on a questionnaire survey and widespread trialling, established that the tool could be used in a wide range of educational contexts. A detailed study of children using the qualitative modelling environment was conducted in three primary schools involving 34 pupils, aged nine to 11. They used the modelling environment within the classroom in their normal curriculum work over one school year on a variety of topics assisted by their class teacher. The modelling environment enabled cooperative groupwork and supported pupils in consolidating and extending their knowledge. A formative evaluation was used to inform the design of a revised version of the software. In addition the experiences of children using the software were analysed. A framework was developed which characterised the stages in the modelling process. Teachers in the study were observed to demonstrate the earlier stages of the modelling process and then to set tasks for the children based on the later stages of building and testing the models. The evidence suggested that the abilities to model were context dependent so that pupils as young as nine years old could undertake the whole modelling process provided that they were working on subject matter with which they were familiar. The teachers made use of computer based modelling in order to develop and reinforce pupils' understanding of various aspects of the curriculum and therefore they chose modelling tasks for the children. However in one school the children were given the opportunity to design and build models of their own choice and they demonstrated that they were able to carry out all the stages in the modelling process. A taxonomy of computer based modelling is proposed which could be used to inform decisions about the design of the modelling curriculum and could provide a basis for researchers investigating the modelling process. This would be useful for further research into the intellectual and social activities of people learning to model and for teachers seeking to develop a framework for the modelling curriculum. The National Curriculum (Department of Education and Science and the Welsh Office, 1990) specifies that early steps in computer based modelling should involve exploring models developed by others and pupils are not required to build models themselves until level 7 which is expected to be reached by more able 14 year-olds. In this thesis it is argued that a modelling curriculum should provide early opportunities for pupils to undertake the modelling process by developing simple models on familiar subject matter as well as opportunities for exploring more complex models as evidence from research reported in this thesis suggests that younger pupils are able to build models. In this way pupils will be enabled to acquire modelling capability as well as developing their understanding of a range of topics through modelling. Progression in modelling capability would involve constructing models of more complex situations and using a wider range of modelling environments.
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Kritikou, Sofia Kristina. "Evaluation of acoustic, visual and thermal comfort perception of students in the Educational Building at KTH Campus : A study case in a university building in Stockholm." Thesis, KTH, Installations- och energisystem, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-239429.
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In recent years the focus and application of sustainability in buildings has risen. Both for environmental and human well-being reasons. The quality of the indoor environment affects the well-being, productivity and work performance, but it can also affect the occupants negatively, like increasing risks of different diseases and health issues. A good indoor environment alongside with sustainable materials, proper HVAC (Heating, ventilation, and air conditioning) installations and building code regulations contribute to a sustainable solution with low environmental impact and reduced energy consumption. Since buildings alone are responsible for 38% of all human GHG (Greenhouse gas) emissions (Wikipedia, 2017), most countries recommend new more sustainable solutions to reduce that percentage. For example, in the EU, the 2020 climate and energy package targets to: cut 20% in greenhouse gas emissions, 20% of EU energy from renewables and 20% improvement in energy efficiency (European Comission, n.d.). In addition to the positive aspect of low environmental impact new constructions have, they also create a good living or working environment for the users. Studies have shown that a better indoor quality increases the productivity and work performance, but most of all the occupants feel comfortable and satisfied with their environment. A great number of papers have reviewed the acoustic, visual, thermal comfort and indoor air quality, which are main aspects of the indoor climate. Most papers focus on the users’ perception of these four aspects as well as other parameters that influence the indoor environment (architectural geometry, materials, etc.). Similarly, in this study case I focus on two different methods of obtaining the results, the objective method that contains the indoor environment measurements and the subjective method which includes a questionnaire created specifically for this research project. By obtaining these two sets of data, key focus points are developed, such as if the building’s certification meets the recommendations of Miljöbyggnad, what aspects influence the students’ perception the most, and whether there are any distinct connections between measured and calculated data. This study case was developed in a university building in Stockholm, where the four main aspects of the indoor environment were evaluated. The physical parameters such as temperature, air velocity, relative humidity, CO2 concentration and acoustics were measured in five different classrooms. In addition, a survey was developed for this study which included perception questions of the thermal, visual, acoustic comfort and indoor air quality. As found in other studies, gender and climate zone origin affected the overall indoor environmental perception. Even though the majority of both genders voted for “no change”, the remaining females answered that they preferred the conditions warmer. Also, the majority of answers from all climate zones were “no change”. However, the second highest opinion for students from warmer climate zones was “warmer”, which has also been found in other studies. Significant negative correlations were found between the acoustics and the satisfaction level of the acoustic comfort. Similarly, high correlations were observed between the visual comfort satisfaction level and the three aspects influencing it. Furthermore, the results showed that all physical measurements influenced the students’ thermal comfort and indoor air quality perception. All measurements obtained indicated a good indoor environment in all classrooms, and all values were between the Swedish Standards recommendations. Low correlation was found between the measured PVM and the AMV from the questionnaires even though all the values were among the limitations. Lastly, this study reviews methods that could be applied to similar future studies and, discusses what kind of errors to avoid in the future. There is still a lot of research that can be developed in order to gain a deeper understanding of the indoor environment and how humans perceive it.Under senare år har fokus och tillämpning av hållbarhet i byggnader ökat, både för miljö och mänskligt välbefinnande. Kvaliteten på inomhusmiljön påverkar välbefinnandet, produktiviteten och arbetsprestandan. Tyvärr kan det också påverka de anställda negativt, som ökad risk för olika sjukdomar och hälsoproblem. En bra inomhusmiljö tillsammans med applikationer av hållbara material, ordentliga HVAC-installationer och byggregler bidrar till en hållbar lösning med låg miljöpåverkan och minskad energiförbrukning. Eftersom byggnader ensamma svarar för 38% av alla mänskliga växthusgasutsläpp (Wikipedia, 2017), rekommenderar de flesta länder nya mer hållbara lösningar för att minska den procentuella andelen. I EU strävar EUs klimat- och energipaket 2020 till att; minska 20% av växthusgasutsläppen, 20% av EUs energi från förnybara energikällor och 20% förbättrad energieffektivitet (European Commission, n.d.). Förutom den positiva aspekten av låg miljöpåverkan har nya konstruktioner skapat en bra levnads- och arbetsmiljö för användarna. Studier har visat att en bättre inomhuskvalitet ökar produktiviteten och arbetsprestandan men framförallt känner sig brukarna bekväma och nöjda med sin miljö. Ett stort antal rapporter har granskats enligt akustisk, visuell, termisk komfort och inomhusluftkvalitet, som är huvudaspekterna av inomhusklimatet. De flesta rapporter fokuserar på användarnas uppfattning om dessa fyra aspekter samt andra parametrar som påverkar inomhusmiljön (arkitektonisk geometri, material osv.). På samma sätt fokuserar jag på två olika metoder för att erhålla resultaten. Den objektiva metoden som innehåller innemiljömätningar och den subjektiva metoden som innehåller ett frågeformulär som skapats specifikt för detta forskningsprojekt. Genom att erhålla dessa två uppsättningar data utvecklas viktiga fokuspunkter, till exempel om byggnadens certifiering uppfyller Miljöbyggnads rekommendationer, vilka aspekter som i huvudsak påverkar elevernas uppfattning och om det finns några tydliga samband mellan uppmätta och beräknade data. Studiefallet utvecklades i en universitetsbyggnad i Stockholm, där de fyra huvudaspekterna av inomhusmiljön utvärderades. De fysiska parametrarna mättes såsom temperatur, lufthastighet, relativ fuktighet, CO2-koncentration och akustiken i fem olika klassrum. Dessutom har en undersökning utvecklats för detta studieprojekt som inkluderade uppfattningsfrågor inom termisk, visuell, akustisk komfort och inomhusluftkvalitet. Kön och klimatzonens ursprung var två andra parametrar som påverkade den övergripande inomhusmiljöuppfattningen, enligt andra studier. Även om majoriteten av båda könen röstade för "ingen förändring" svarade restrerande kvinnor att de föredrog klasrummet varmare. Dessutom svarade flertalet från alla klimatzoner "ingen förändring", även om den näst högsta åsikten för studenter från varmare klimatzoner var "varmare", vilket också har hittats i andra studier. Höga negativa korrelationer hittades mellan akustiken och tillfredsställningsnivån för den akustiska komforten. På samma sätt observerades höga korrelationer mellan den visuella komfortnöjdhetsnivån och de tre aspekter som påverkar den. Vidare visade resultaten att alla fysiska mätningar påverkade elevernas termiska komfort och upplevelse av inomhusluftkvalitet. Alla erhållna mätningar indikerade en bra inomhusmiljö i alla klassrum och att alla värden var inom svensk standards rekommendationer. Låg korrelation hittades mellan den uppmätta PVM (predicted mean vote) och AMV (actual mean vote) från frågeformulären även om alla värden var inom gränserna. Dessutom granskar studien metoder som kan tillämpas på liknande framtida studier liksom vilka slags fel som bör undvikas i framtiden. Det finns fortfarande mycket forskning som kan utvecklas för att förstå mer om inomhusmiljön och hur människor uppfattar den.
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Tikhonravova, Katia. "Evaluation of The Relationally Based “Calm-Driven” Service Training for the Automotive Industry, Based on The New World Kirkpatrick Model." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/shss_dft_etd/31.
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This study evaluated the effectiveness of the relationally based “Calm-Driven” Service (CDS) training program from the New World Kirkpatrick model perspective. The CDS training program is designed to help automotive professionals in sales and service to relate to their customers by (a) thinking in a different way about human relationships, and (b) realizing their own role in relationships and behavior. The CDS training program is based on the relational systems theory concepts of relational triangles, chronic anxiety, and differentiation of self from the Bowen Family Systems Theory.
The results suggest that the participants had a positive reaction to the training program. Specifically they found the training favorable, relevant to their professional needs, engaging, comprehendible, and capable of creating change in educational experience through time (level 1: reaction). They gained the intended knowledge, skills, attitude, confidence, and commitment to apply newly gained knowledge on the job (level 2: learning). Participants’ behavior changed in their ability to relate to their customers by being (a) able to think in defined ways, and (b) realize their own role in relationships and behavior. Notably, newly learned behaviors were maintained two months after the training program was complete due to a successful monitoring, reinforcing, encouraging, and rewarding system (level 3: behavior). The improvement of the associates’ relational skills indicates that the training helped the organization to move on track to their overall goal, which is to help the stakeholders to become the number one volume dealer (level 4: results).
Evaluation results demonstrate that relational training based on the Bowen Family Systems Theory could be successfully implemented and show positive results for the organization and their associates. Therefore, it is recommended that marriage and family therapists, as specialists in relational systems thinking, would focus future research on development, application, and evaluation of relationally based trainings.
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McCreary, Faith. "Empirical Evaluation of a Technology-rich Learning Environment." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28948.
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In the fall of 1996, the Computer Science Department at Virginia Tech initiated a joint project with a local school district, to determine how ready access to networked computing in the fifth grade would affect students. Called the PCs for Families (PCF) project, its goal was to learn what could be achieved if technology access, support, and curriculum integration could be eliminated as obstacles or constraints in the classroom and at home. A technology-rich classroom was created, with the classroom teacher trained in constructivist teaching practices and technology integration by a master teacher. Network computers were found on every desktop, with scanners, digital cameras, and other technologies scattered throughout the room. A computer was sent home with each child and teacher, and as much support as necessary was provided to all program participants, including parents. As part of this research, a yearlong field experiment was undertaken to explore the effects of the PCF intervention on the third cohort of students participating in the project. Macroergonomics served as the theoretical framework for the experiment, which focused on the in-depth, systematic assessment of those quantitative changes that resulted from exposure to the PCF fifth-grade network classroom. Students participating in the field research were randomly selected from the larger pool of students eligible for the PCF project at the school. Selected students were randomly assigned to either to the PCF fifth-grade classroom or the standard fifth-grade classroom, which served as a control group.
To first-time visitors walking into the PCF network classroom, the classroom bore little resemblance to its more traditional counterparts. However, the functioning of the PCF classroom was in many ways indistinguishable from that of its traditional counterparts. The yearly average for computer use in the PCF classroom was 4.275 hours, with computer use in the PCF classroom exceeding the three hours of computer laboratory time allotted to the control class only during the last 12 weeks of school. When used, the technology functioned as an electronic replacement for materials commonly found in traditional settings. Observers reported the pedagogy remained steadfastly teacher-centered and didactic. Despite limited utilization of the computer during classroom hours, analysis of individual, academic measures indicated PCF students made significantly greater gains than control students only on standardized writing tests. PCF students also performed significantly better than control students on measures related to technology skills. Boys in the PCF classroom also made greater improvements in their attitudes towards school than boys in the control classroom. At home, PCF students were found to interact with computer technology more often than their control counterparts. Despite lower overall home use, control students reported spending more time playing computer games than PCF students.
Correlational analyses indicated significant linear relationships between changes in student performance, student entry characteristics, and home computer use variables. Student previous achievement was by far the strongest predictor of student SOL test performance, with computer use only linked to student standardized test performance on the writing and mathematics sections. As the number of email messages sent by the student increased, their writing performance increased with email usage accounting for almost ten percent of the total variance in the writing score. The only other computer use measure significantly associated with test performance was student self-reports of computer use, which accounted for less than four percent of the total variance in mathematics test performance. Computer use was associated more strongly with changes in student motivation. Student self-reports of home computer use accounted for fully 30 percent of the variance in changes on the school motivation survey.
Analyses of data from the PCF proxy server suggest that student web browsing overshadows other home Internet activities, with email taking precedence over chat. Further, unlike chat or email, family web usage was sustained long after students left the PCF classroom. Over 68 percent of family web usage each week was attributable to student, not family, characteristics suggesting students play a large role in determining family usage. Academic information finding provides a plausible explanation for these results, with family web usage declining somewhat during summer months when students were not in school. Stability of both web and email use was relatively high among students. In keeping with critical mass theory, student email use increased when other students used email. However, social variables were not found to have a significant effect on web usage. Girls were found to make greater use of email than boys, with this research suggesting highly visual students used email more often.
The field research also found a significant increase in student self-reports of musculoskeletal problems among the PCF students. A year-end examination of workstation fit found seat and monitor heights an average of two inches higher than the corresponding student dimensions. A participatory design study was used to elicit conceptions of computer workstations from PCF students, teachers, and parents. Children were interested in gaining greater control over the workstation, both in terms of individual technology and adjustability of furniture. Parents, however, focused on improving the richness of an individual student's workspace and de-emphasized collaborative work. Teacher opinions diverged more than other groups with designs strongly influenced by pedagogic beliefs.
Results from the field study provide evidence that macroergonomic methodologies for analysis and design of work systems are extensible to classroom systems, and provide a systematic framework for examining issues related to the introduction of classroom computing technology. A critical element of any successful effort to integrate technology into the curriculum is access to adequate classroom technology and support; however, as this research illustrates, they are not sufficient to ensure successful integration. This research demonstrates other forces are at work, and in keeping with macroergonomic theory, key to the success of such an effort is the "fit" between the new technology and the characteristics of the classroom system, especially those of the teacher who effectively functions as the gatekeeper for the technology.Ph. D.
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Bour, Jennifer L. "Comparing Parent Ratings of Referred Preschoolers on the Child Behavior Checklist and Behavior Assessment System for Children - Second Edition." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/9/.
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Chiasson, Mary Shannon C. "Site Visitation: School Leaders' Perceptions of a Diagnostic Tool for School Improvement." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1908.
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This case study explored the use of site-visitation as a diagnostic tool for school improvement. Nine charter schools in New Orleans were selected for the study. Based on qualitative research and systems theory, a within- and cross-case analysis of nine semi-structured interviews with school leaders were conducted. The school leaders’ experiences with the state-run site-visitation model and their use of the findings for school improvement was explored. The findings led to the development of a hybrid accountability model that encompasses the components school leaders believe will lead to school improvement. This study aims to assist educators, policy makers, and researchers to better understand site-visitation and its role in school improvement.
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Arias, Arias Richard 1977. "Avaliação multidimensional baseada em lógica difusa para educação mediada por computador." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/259451.
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Orientador: Leonardo de Souza MendesDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Elétrica e de Computação
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Resumo: Esta dissertação propõe um modelo de avaliação de aprendizado de alunos baseado em lógica difusa para ambientes de educação mediada por computador. O modelo proposto contempla as três dimensões relevantes citadas pelo método de Weon e Kim (2001): dificuldade, complexidade e importância das atividades. A avaliação multidimensional é feita por meio dos processos de fuzzificação, defuzzificação e de inferência difusa de Mandani (1974). O modelo tem como entrada os acertos e o tempo gasto pelos alunos nas atividades realizadas nos módulos educacionais. As regras difusas e os pesos da complexidade e importância são definidos pelo professor especialista na disciplina. A saída do modelo é um vetor de notas correspondente ao desempenho dos alunos que foram avaliados multidimensionalmente. O modelo foi aplicado em uma escola que utiliza o sistema Conexão do Saber, desenvolvido pelo Laboratório de Redes de Comunicações da Faculdade de Engenharia Elétrica e Computação da UNICAMP. Os resultados obtidos mostram que o modelo pode ser usado para avaliar o desempenho de alunos em várias dimensões e de uma forma mais precisa e interpretativa
Abstract: This dissertation proposes a model to evaluate a student's learning development based on fuzzy logic for educational environments mediated by computer. The proposed model considers the three main dimensions quoted by Weon and Kim method (2001): difficulty, complexity and importance of activities. Multidimensional evaluation is carried out through the fuzzification, fuzzy inference and defuzzification processes of Mandani (1974). The inputs for the model are the ac-curacy rates of student's answerscripts and the time spent by them on educational activities in the modules. The fuzzy rules and weight for complexity and importance are defined by the specialist in the discipline. The output is an array of scores corresponding to the performance of students who were assessed multidimensionally. The model was applied to a school that uses the Conexão do Saber system, developed by the Laboratory of Communication Networks at the School of Electrical and Computer Engineering of the University of Campinas. The results show that the model can be used to evaluate the performance of students in various dimensions and an easily interpreted way
Mestrado
Telecomunicações e Telemática
Mestre em Engenharia Elétrica
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Machado, Cristiane. "Avaliar as escolas estaduais para quê? Uma análise do uso dos resultados do SARESP 2000." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-03112014-143320/.
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Esta tese analisa a utilização dos resultados do Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo SARESP, do ano de 2000, como instrumento para direcionar as ações no nível das Diretorias de Ensino, visando à melhoria da qualidade do ensino público. Foram analisados 88 Relatórios de Avaliação do SARESP elaborados pelas Diretorias de Ensino, buscando-se identificar quais as propostas de ações políticas foram subsidiadas pelos resultados do SARESP e qual o potencial de essas ações melhorarem a qualidade do ensino. A partir da referência à reforma do papel do Estado, à política educacional em São Paulo e à avaliação educacional, detalhamos e aprofundamos a análise sobre o contexto de implantação e as principais características do SARESP, assim como sobre a utilização dos resultados da avaliação pelas Diretorias de Ensino. No decorrer do processo de investigação, ao ter conhecimento do conteúdo dos relatórios, ampliamos as questões inicialmente estabelecidas, analisando também os avanços e as dificuldades no desenvolvimento do trabalho pedagógico e algumas tendências que sinalizam a que tem servido a avaliação para além da produção da melhoria da qualidade do ensino nas escolas estaduais. Defendemos a tese que embora o SARESP tenha possibilidade de ser um instrumento para direcionar ações e políticas visando construir a qualidade do ensino nas escolas públicas estaduais, por estar alicerçado nos testes de rendimento dos alunos tem sido utilizado muito mais para dar visibilidade a esses resultados por escolas, estabelecendo um ranking que gera a comparação entre elas. Essa política faz parte de um movimento mundial de reformas educativas que buscam qualificar o ensino público com a criação de mecanismos que objetivam a competição entre as escolas. Ao fazer essa opção, essa política deixa de possibilitar que as escolas e as Diretorias de Ensino possam refletir sobre as condições nas quais os rendimentos dos alunos são alcançados e de propor iniciativas, ações e alternativas que viabilizem a construção de uma escola pública de qualidade.This thesis analyzes the use of the results of the System of Evaluation of School Achievement of the State of São Paulo (Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo) SARESP, of the year of 2000, as an instrument to address the actions of the School Boards, seeking the improvement of the public teaching quality. 88 SARESPs Evaluation Reports were analyzed. They were elaborated by the then existent School Boards with the purpose of identifying which proposals of political actions were subsidized by the results of SARESP and what was the potential of those actions to enhance the quality of teaching. Starting from the reference to the reform of the role of the State, to the education politics in São Paulo and to the educational evaluation, more specifically to the evaluation of education systems, we both detailed and deepened the analysis on the implantation context and the main characteristics of SARESP, as well as the use of the evaluation results of the year 2000 by the School Boards. During the investigation process, knowing about the content of the reports, we enlarged the questions initially established, also analyzing the progresses and the difficulties in the development of the pedagogic work and some tendencies that signal what the evaluation serves for besides the enhancement of teaching quality in the state schools. We defend the thesis that, although SARESP can be an instrument to direct actions and policies in order to build up the teaching quality in the state schools, because it is founded in achievement tests, it has been used much more to give visibility to those results by schools, establishing a ranking that generates comparison among schools. This policy is part of a worldwide movement of educational reforms that seek to qualify the public teaching with the creation of mechanisms that aim at the competition among schools. When getting this option, this policy stops making possible that the schools and the School Boards can think about the conditions in which the students\' achievements are reached and can propose initiatives, actions and alternatives to make possible the construction of a public school with quality.
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Mankowski, Andrew James. "Do "Clickers" Improve Student Engagement and Learning in Secondary Schools?" PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/144.
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There is a need in classrooms to engage students and maintain their interest in course content. A recent type of interactive technology, known as a "clicker," has shown potential to increase student engagement, performance, and participation in the classroom when used effectively. Peer instruction, a type of student to student interaction in which pairs or small groups of students discuss their answers to questions before responding, is often used in conjunction with clickers, and may account for the perceived effectiveness of these tools. The purpose of this study is to determine the clicker's effectiveness in increasing learning and increasing student engagement in secondary classrooms, while controlling for their use during peer instruction. Two classrooms were examined (n ~ 15 for each classroom) in which 1 classroom used clickers integrated with peer instruction activities, while the other classroom only did the peer instruction activities. The findings of this study showed no significant difference in student learning, a small increase in student engagement, and a positive student reaction to the clicker's potential and use in the classroom.
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Okereke, Beverly Ngozi. "A Collaborative Approach to Address Student Behavior and Academic Achievement across Systems." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/404.
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Academic achievement and in-classroom behaviors are two significant child outcomes that affect student success in school. According to Systems Theory, in order to truly understand the factors that affect these outcomes for children, one must look to the major systems that encapsulate the child (including their school and home environments). This project is a meta-analytic review that examined the effectiveness of measures representing each system in predicting child achievement and behavior: School-Wide Positive Behavior Supports (SWPBS) for the school as a system, level of parent involvement (high versus low) for the home system, and student motivation (intrinsic versus extrinsic) for the child system. Archival research was used to examine children who attended K-12 schools in various Westernized countries. A total of 15 studies were examined to compute the effect sizes which were combined to examine the relative strength of each factor on the two outcome variables. For academic achievement, it was found that effect sizes were very large for SWPBS (0.768) and student motivation (0.807), and were large (0.589) for parent involvement. For behavior, SWPBS was associated with a very large effect size (-0.780). In other words, SWPBS is strongly associated with both increased academic achievement and decreased problem behavior, whereas parent involvement and student motivation are strongly associated with increased academic achievement. A suggested systems approach including the school counselor is proposed that meshes the effects of these three child systems into a more fluid, collaborative model that address child academic achievement and behavioral concerns.
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Nordhoff, Helga Irene. "The design and implementation of a computer-based course using Merrill's model of instructional design." Thesis, Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08022002-094043/.
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