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Chandler, Michael P. "Improving the construction process through standardizing daily logs." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015753.
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Weinberg, Kerry Rachel. "Streamlining and standardizing transcriptomic analysis in Amgen process development." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/104314.
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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2016. In conjunction with the Leaders for Global Operations Program at MIT.<br>Thesis: S.M. in Engineering Systems, Massachusetts Institute of Technology, Department of Biological Engineering, 2016. In conjunction with the Leaders for Global Operations Program at MIT.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 71-75).<br>Building biological understanding of the Chinese Hamster Ovary (CHO) system used to manufacture therapeutic proteins is paramount to efficient CHO bioprocess optimization. This understanding can be built by analyzing and synthesizing biological data; such as transcriptomic (gene expression), proteomic (protein levels), or metabolomic (metabolite levels). This thesis describes a streamlined workflow for analyzing transcriptomic data. This streamlined workflow not only reduced the barrier to conducting the analysis but also reduced the analysis cycle time. With the use of this workflow, a number of historical Amgen microarray datasets were mined to identify gene expression signatures indicative of productivity. The result of this mining identified key biological pathways specific to a highly productive Amgen cell line. This work suggests that these pathways are critical to heightened levels of protein production. Using this information to engineer future cell lines could enable Amgen to improve cellular protein production by over 30%, impacting costs associated with drug substance manufacturing. More broadly, this example of streamlining and standardizing transcriptomic data provides a framework for how Amgen Process Development can leverage biological data to improve CHO systems understanding and achieve operational impacts.<br>by Kerry Rachel Weinberg.<br>M.B.A.<br>S.M. in Engineering Systems
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Berard, Alfredo, Dennis Manning, and Jeong Min Kim. "A ROADMAP TO STANDARDIZING THE IRIG 106 CHAPTER 10 COMPLIANT DATA FILTERING AND OVERWRITNG SOFTWARE PROCESS." International Foundation for Telemetering, 2007. http://hdl.handle.net/10150/604419.
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ITC/USA 2007 Conference Proceedings / The Forty-Third Annual International Telemetering Conference and Technical Exhibition / October 22-25, 2007 / Riviera Hotel & Convention Center, Las Vegas, Nevada<br>High speed digital recorders have revolutionized the way Major Range and Test Facility Bases
collect instrumentation data. One challenge facing these organizations is the need for a validated
process for the separation of specific data channels and/or data from multiplexed recordings.
Several organizations within Eglin Air Force Base have joined forces to establish the
requirements and validate a software process compliant with the IRIG-106 Chapter 10 Digital
Recording Standard (which defines allowable media access, data packetization, and error
controls mechanics). This paper describes a roadmap to standardizing the process to produce this
software process, Data Overwriting and Filtering Application (DOFA).
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Ciaghi, Aaron. "Standardizing ICT for Development: Towards the Definition of a Standard Process and Maturity Model for ICTD Projects." Doctoral thesis, Università degli studi di Trento, 2014. https://hdl.handle.net/11572/368172.
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The use of ICTs to stimulate socio-economic development has significantly grown in popularity in the recent years and has been boosted by the “mobile revolution†of the last decade. Despite the multi-year experience of academics, donor agencies and businesses, the failure rate of ICT for Development projects is still very high, resulting in a significant waste of resources. The multiple challenges that must be faced simultaneously in these projects make them more difficult than “traditional†ICT projects and recommendations such as best practices to face them have been suggested over the years. Nonetheless, the systematic replicability of these practices has never been addressed and project management and formalized development processes that address the particular challenges of the domain are extremely rare. This thesis presents a Maturity Model derived from the experience of researchers and practitioners, collected through an extensive literature review and interviews, that aims at providing a set of guidelines to be used throughout an ICT for Development intervention to increase the probability of success.
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Ciaghi, Aaron. "Standardizing ICT for Development: Towards the Definition of a Standard Process and Maturity Model for ICTD Projects." Doctoral thesis, University of Trento, 2014. http://eprints-phd.biblio.unitn.it/1209/1/PhD-Thesis.pdf.
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The use of ICTs to stimulate socio-economic development has significantly grown in popularity in the recent years and has been boosted by the “mobile revolution” of the last decade. Despite the multi-year experience of academics, donor agencies and businesses, the failure rate of ICT for Development projects is still very high, resulting in a significant waste of resources. The multiple challenges that must be faced simultaneously in these projects make them more difficult than “traditional” ICT projects and recommendations such as best practices to face them have been suggested over the years. Nonetheless, the systematic replicability of these practices has never been addressed and project management and formalized development processes that address the particular challenges of the domain are extremely rare. This thesis presents a Maturity Model derived from the experience of researchers and practitioners, collected through an extensive literature review and interviews, that aims at providing a set of guidelines to be used throughout an ICT for Development intervention to increase the probability of success.
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Thomas, Keith Trevor, and mikewood@deakin edu au. "Understanding educational process in leadership development." Deakin University. School of Social and Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051110.134710.
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This thesis is a case study of educational process in the leadership development program of the Australian Defence Force Academy. The intention is to determine the relative emphasis in educational process on the conventional command and managerial compliance (Type A) style and the emergent contingent and creative (Type B) style of leadership. The Type A style is theorised as emphasizing hierarchy and control, whereas the emphasis in a Type B style is on adaptive and entrepreneurial behaviour. This study looks at the learning process in a cultural and structural context rather than focus on curriculum and instructional design. Research in this wider context is intended to enable development processes to successfully bridge a gap between theory and practice, implicit in studies that identify theories 'in-operation' as different from the theories 'espoused' (Argyris 1992, Savage 1996).
In terms of espoused and in-use theory, the study seeks to produce a valid and reliable result to the question: what is the relative emphasis on the two leadership styles in the operation of the three educational mechanisms of curriculum, pedagogy (teaching practice) and assessment? The quantitative analysis of results (n = 114) draws attention to both leadership styles in terms of two and three-way relationships of style, cadet or work group and service type. The data shows that both Type A and Type B leadership styles are evident in the general conversation of the organisation. This trend is present as espoused theory in the curriculum of the Defence Academy. However, the data also confirm a clear and strong emphasis towards command and managerial compliance as theory-in-use, particularly by cadets. This emphasis is noticeably evident in the teaching and assessment practice of the Defence Academy. Other research outcomes include the observation that:
Contextually, while studies show it is difficult to isolate skills from their cultural and biographical context (Watkins, 1991:15), this study suggests that it is equally difficult to isolate skills development from this context.
There is a strong task or instrumental link identified by cadet responses in terms of content and development process at the Defence Academy, in contrast to the wider developmental emphasis in general literature and senior officer interviews.
There is a lack of awareness of teaching strategies and development activity consistent with espoused Type B leadership theory and curriculum content. This gap is compounded by the use in the Defence Academy of personnel without teaching expertise or suitable developmental experience.
The socialisation of cadets into the military workplace is the primary purpose of training. This purpose appears taken for granted by all concerned - staff, cadets and senior officers.
Defence Academy development processes appear to be faced with a dilemma. Arguably, training and learning from experience are limited approaches to development. Training, which involves learning by replication, and learning from experience, which is largely imitative, are both of little use when people are faced with novel and ambiguous situations. This study suggests that in order to support the development of capabilities that go beyond training based competence a learning and development approach is needed. This more expansive approach requires educational planners to consider the cultural and social context that can inadvertently promote the status quo in practice over espoused outcomes.
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Навчук, Ігор Васильович, та Галина Василівна Навчук. "Іnformation support of the educational process". Thesis, Сучасні підходи до вищої медичної освіти в Україні (з дистанційним під’єднанням ВМ(Ф)НЗ України за допомогою відеоконференц-зв’язку) : матеріали XIV Всеукр. наук.-практ. конф. з міжнар. участю, присвяченої 60-річчю ТДМУ (Тернопіль, 18–19 трав. 2017 р.) : у 2 т. / Терноп. держ. мед. ун-т імені І. Я. Горбачевського. – Тернопіль : ТДМУ, 2017. – Т. 1. – 211 с, 2017. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/12385.
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Lao, Un Loi. "Sense-making process in higher educational organizations." Thesis, University of Macau, 2006. http://umaclib3.umac.mo/record=b1637048.
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Dixon, John M. "Leadership: Decision -making process for educational innovation." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2493.
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The purpose of this study was to analyze the leadership decision making process associated with pursuing innovative educational programs. The study investigated the experiences of leaders involved in pursuing Tech Prep Demonstration Project grants at two early-innovator California community colleges. A qualitative investigation was conducted utilizing descriptive case study methodologies. The researcher conducted focused interviews with individuals in leadership positions at the time the decision to pursue a Tech Prep Demonstration Project grant was made at these two community colleges. The study was guided by a data-analysis spiral. The data analysis spiral enabled the researcher to organize and examine large amounts of data in a systematic fashion. The study found that the decision-making process was facilitated by eight factors: (a) Environmental scanning by a designated person or by middle management; (b) preexisting intersegmental long term relationships with key individuals outside their institution; (c) prior knowledge of a related innovation; (d) personal and professional experience and frustration with a lack of educational options for K-12 students; (e) educational values that aligned with the innovation being pursued; (f) preexisting structures that allowed leaders to expand existing programming rather than to initiate new programming; (g) early reservations and challenges; and (h) post decision-making issues. These factors each played a large part in defining whether an environment in which innovations are considered exists in certain community colleges, as well as in K-12 schools. The community college leaders who took part in this decision making process had a great deal of professional experience to build upon. They used that experience to form relationships with K-12 leaders, who became their partners in educational reform. These partnerships were made possible because the colleges possessed sufficient organizational slack, and utilized that slack to pursue innovative programming. An earlier federal policy, the Tech Prep component of the 1990 Carl Perkins Vocational and Technical Education Act, may have had limited success in meeting its own goals, but produced the strong intersegmental relationships that the TPDP was built upon. In addition, the study confirmed the decision-making stages described by Rogers (2003) and defined a sixth stage, the "resolution stage," in which decision makers step back and take time to reflect on the innovation itself and the process used to make the decision to implement or not implement the innovation, as well as correcting early assumptions that proved to be false. The resolution stage provided leaders with time to step back and reflect on their original goals and on the progress of the innovation in order to make course corrections as necessary.
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Лебедєв, М., and М. І. Скрипник. "Educational institution contracting process: stages and procedures." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16888.
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Кулік, Євгенія Сергіївна, Евгения Сергеевна Кулик, and Yevheniia Serhiivna Kulik. "System of quality assessment of educational process." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46813.
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Li, Jie. "Process and PostProcess in China's Educational Context." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332790893.
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Fulton, Douglas. "Teacher Perceptions of the Virginia Evaluation Process: A Program Evaluation of Northshore High School’s Teacher Evaluation Process." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1582642239.
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Teacher evaluation systems have served to remove ineffective teachers and support teacher professional development. Even with changes in evaluation systems that incorporated student-growth measures, teacher evaluation systems are more likely to serve for teacher development than teacher removal. This qualitative study focused on teacher perceptions of one school’s evaluation components in supporting teacher professional growth and student learning. The study broke the teachers into career level experience groups of novice, early career, and experienced. The required district/state evaluation components of goal conferences, classroom observations, and student-growth measures were selected for the study. The study also looked at the school practice of teacher-reflection in the evaluation system. Twenty-one teachers participated in focus group interviews designed to understand how teachers use goal-setting conferences, classroom observations, student-growth measures, and teacher reflection. Focus groups were designed to protect teacher anonymity and reduce bias in the study. The results revealed differences in how teachers value the evaluation components based on the teacher’s experience level. At times teachers questioned the value of the evaluation system, goal meetings, classroom observations, and student-growth measures, yet teachers understood the need for the components in evaluations. Teachers requested more frequent observations and opportunities to review goals and professional practices. They also wanted fidelity in the evaluator the tools for the evaluation. Perceptual data identified teacher reflection emerged as the most influential component in improving teacher practices.
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Fulton, Douglas. "Teacher Perceptions Of The Virginia Evaluation Process: A Program Evaluation Of Northshore High School's Teacher Evaluation Process." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091911.
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Teacher evaluation systems have served to remove ineffective teachers and support teacher professional development. Even with changes in evaluation systems that incorporated student-growth measures, teacher evaluation systems are more likely to serve for teacher development than teacher removal. This qualitative study focused on teacher perceptions of one school's evaluation components in supporting teacher professional growth and student learning. The study broke the teachers into career level experience groups of novice, early career, and experienced. The required district/state evaluation components of goal conferences, classroom observations, and student-growth measures were selected for the study. The study also looked at the school practice of teacher-reflection in the evaluation system. Twenty-one teachers participated in focus group interviews designed to understand how teachers use goal-setting conferences, classroom observations, student-growth measures, and teacher reflection. Focus groups were designed to protect teacher anonymity and reduce bias in the study. The results revealed differences in how teachers value the evaluation components based on the teacher's experience level. At times teachers questioned the value of the evaluation system, goal meetings, classroom observations, and student-growth measures, yet teachers understood the need for the components in evaluations. Teachers requested more frequent observations and opportunities to review goals and professional practices. They also wanted fidelity in the evaluator the tools for the evaluation. Perceptual data identified teacher reflection emerged as the most influential component in improving teacher practices.
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Barylo, A. B., and G. I. Litvinenko. "Information-analytical subsystem methodical maintenance of educational process." Thesis, Sumy State University, 2009. http://essuir.sumdu.edu.ua/handle/123456789/16958.
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Barabash, Alina, and Oleksii Chuk. "Using of PyMOL program in the educational process." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/50622.
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Rachel E. R., Alison B. P. Using the PyMOL application to reinforce visual understanding of protein structure. Biochemistry and molecular biology education. 2016. Vol. 44, Is. 5. P.433-437. URL: https://doi.org/10.1002/bmb.20966<br>An indispensable condition for the training of highly qualified biotechnologist is the formation of students' ability to use modern information technologies. Recently, molecular modelling in specialized software packages is widely used in the field of biotechnology. PyMOL program is one of those system, where it is possible to create high-quality three-dimensional images of both small molecules and biological macromolecules, primarily proteins. Moreover, about a quarter of all images of protein structures published in the scientific literature were made by the use of PyMOL Неодмінною умовою підготовки висококваліфікованого біотехнолога є формування в учнів здатності використовувати сучасні інформаційні технології. Останнім часом молекулярне моделювання в спеціалізованих програмних пакетах широко використовується в галузі біотехнологій. Програма PyMOL - одна з тих систем, де можна створювати якісні тривимірні зображення як малих молекул, так і біологічних макромолекул, насамперед білків. Більше того, близько чверті всіх зображень білкових структур, опублікованих у науковій літературі, було зроблено за допомогою PyMOL
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Kish, Paul M. Kish. "The Virtual School Teacher Evaluation Process." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent153173938212727.
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Bradshaw, Hazel. "The Structural Playability Process (SPP) - An Effective Design Process for Educational Computer Games." Thesis, University of Canterbury. HIT Lab NZ, 2014. http://hdl.handle.net/10092/9921.
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How to best develop educational computer games is an open question and an active area of research. It is clear that computer games are able to instill the desire for players to rise to challenges, learn new and complex skills, and most of all to be entertained. Researchers are now trying to identify the underlying
motivational nature of computer gameplay to harness it for teaching and learning.
This research explores the world of educational game design and development within the field of Serious Games, and presents the Structural Playability Process (SPP) for educational game design and
implementation. Serious Games are games designed for a primary purpose other than pure entertainment.
The development of the Structural Playability Process was undertaken through the design and production of two serious games; GeoThermal World, which provides a virtual geothermal field‐trip experience; and Ora – Save the Forest!, a simulation‐driven game for pest management in New Zealand forests. Using these games as case studies we describe the four SPP spaces of; education, translation,
design, and engine, in support of research into the delivery of effective game design methods that facilitate engagement with educational topics.
The main contributions of this research are in the development of a new, generalisable model of educational game design combined with a practical method for implementing the design into a game engine. The results infer that the SPP approach provides a means for ‘designing‐in’ conditions that can support motivation through ‘gameflow’ mapping, and provide support for the impact of serious games on learning; the games designed with the new model increased learning gains post‐play and supported knowledge retention. Finally, this research contributes empirical evidence to the field, as the SPP allows for the measurement of learning outcomes which are tracked throughout the design and development process.
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Boland, Robert John, and n/a. "Problems associated with the process of educational software design." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060608.144929.
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The problems associated w i t h the process of educational
software design are complex and need to be considered from a
number of different perspectives. In this study a number of
factors are identified as contributing to difficulties
generally experienced by software designers. It is
suggested, however, that the factor which underlies all
others is ineffective or inefficient communication. As the
design of Educational Software Systems is a complex, multidisciplined
process, the communication of primary interest
is that between between experts from different disciplines.
To help focus on such problems and processes most discussion
is in terms of two representative experts: a Teacher or
Educator, and a Computer Programmer or Systems Analyst.
In the first chapter the complexity of the task of
categorising and evaluating information about educational
software is discussed. A need is recognised for some form of
conceptual construct which would allow direction and
progress in software design to be determined. The concept of
a continuum between the "eComputer as Tool"e and the "eComputer
as Tutor"e is introduced as a logical basis for such a
construct.
In this and several other chapters the focus is on the
design of Intelligent Educational Software, while not
intending to imply that this is its only useful or
desirable form. If, however, the design of Intelligent
Educational Software is better understood, the designing of
less complex forms of software should become much easier,
and will make possible the teaching of Educational Software
Design as a topic for formal study.
The second chapter addresses the problem of interpersonal
communication between experts in different disciplines who
have no common technical language. The design of educational
software is made more difficult by the fact that teachers
find it difficult to describe "ewhat they do"e when they
teach. The concept of a language of accommodation is
introduced and discussed.
The general problem of software acquisition, design
management, and evaluation is addressed in chapter Three.
The interaction between the roles of Educator and System
Analyst is considered in relation to the types of software
available today. It is suggested that collaborative design
between experts from different fields can be described and
analysed as a set of complex learning behaviours. The
process of design is recognised as a learning process which,
if better understood, can be improved and taught.
Chapter four considers the problem of human/machine
interaction. An operational model, or designer's check list,
to aid in the design of a Student/Machine software interface
is discussed on the assumption that the student, the
computer, and the software interface, can be considered as
three independent, but interacting systems. By way of
illustration a model is developed which could be used to
design software for use in adult education.
Chapter Five is in two parts, each part dealing with
essentially the same concept - the transmission of knowledge
about the process of educational software design. Two major
strategies are considered. Firstly, the concept of a
Microfactor is introduced as a way in which practitioners in
the field of educational software design might communicate
about solutions to certain problems.
The chapter then proposes and discusses a unit of study for
teachers on the topic of Educational Software Design in
which practitioners communicate with beginners. The main
focus of this unit, to be called "eEducational Software
Design"e, is on (1) Need for problem solving skills in
educational Software Design; (2) Need for communication
skills to facilitate collaboration between experts; (3) Need
for a schema which will assist in the structuring of
knowledge about educational software design. It is modelled
on an existing unit in a BA(TAFE/ADULT) course which has
been running for several years. A detailed description of
this prototype unit and its design is given in appendix A
and B.
To conclude the study, Chapter Six considers some of the
possible attitudinal barriers which can severely restrict
the use of educational software. Even the most expertly
designed software will be of no benefit if it is not used.
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Gnenyuk, I. F. "Electronic textbooks: an innovative step in the educational process." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/11381.
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Owusu-Kwarteng, Nana K. W. B. "Asante Traditional Leadership and the Process of Educational Change." Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1128719892.
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Tuz, V. V., D. Ph, K. V. Bazilo, D. Ph, and Y. M. Tuz. "Distributed Computerized Educational Systems Investigations." Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40910.
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The learning process can be interpreted as the management of
knowledge mastering. This process is actualized in a closed system and (as
any closed management system) is characterized by the aim of management.
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Baege, Monika Ingeborg. "Family Process Influences on the Resilient Responses of Youth." ScholarWorks @ UVM, 2005. https://scholarworks.uvm.edu/graddis/1079.
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The concept of resiliency, or how young people thrive in the face of adversity, brings a positive focus to youth development research and has emerged as an important topic in the youth development field. Adversity, or risk factors, may be internally or externally generated, and may acute or chronic. Researchers often point to the balance of between risk factors and protective factors as the determining influences on a child's resiliency. If protective factors in the layers of a child's world (such as self, family, school, and community) outweigh the risk factors, then a child will be resilient. However, questions remain about why siblings who share the same family, school, and community, often respond differently to the same adversity. Though a child's temperament is often considered the answer, researchers also point to the fact that underlying relationship processes surrounding adversity play a role in how young people respond and how children in the same family may have different responses.
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Vida, Ron A. "A class act, educational television viewing as an interpersonal process." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0021/MQ51493.pdf.
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Earnest, Jaya. "Science education reform in a post-colonial developing country in the aftermath of a crisis : the case of Rwanda." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2608.
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The research reported in this thesis is an in-depth study of science education reform in a transitional society. The society in transition is Rwanda - one of the world's poorest countries - a tiny central African nation adversely affected by major social, political, economic, and ethnic upheaval. Rwanda is faced with the challenge of ensuring rehabilitation after the genocide of 1994 and has adopted the following national goals: implementation of a durable educational policy, eradication of illiteracy, national capacity building in science and technology and reinforcing the teaching of mathematics and sciences.The objective of this research is to describe, discuss and analyse information on the status of science education in Rwanda, from the perspective of primary and secondary science teachers, students, education personnel and my personal in-field observations and analysis. This research analyses the constraints in the implementation of educational policies and a relevant science education in a climate of social, political, cultural, ethnic and economic uncertainty.The research used a case study methodology and utilised quantitative and qualitative methods to examine how teachers' and students' knowledge, perceptions and experiences impact on the school learning environment. The study made use of a questionnaire that was administered to teachers and students in Rwanda. English and French versions of a modified School Level Environment Questionnaire (SLEQ) and a modified Teacher Beliefs Instrument (STEBI) were administered to teachers. Two scales derived from the Test of Science Related Attitudes (TOSRA) were adapted for use in Rwandan classes.The qualitative component of the research made use of interviews, classroom observations, personal reflexivity, historical and curriculum document analysis and vignettes.To enable an interpretation of the quantitative data from questionnaires in a meaningful manner, the socio-cultural, gender and ethnic perspectives of policy makers, teachers and students were examined through interviews and classroom observations of science lessons. My personal experiences and reflections also were used to understand science education reform in Rwanda.The qualitative and quantitative findings of the research identified factors that influence the science education reform process and make meaningful interpretations of background, culture and the situation in Rwanda. Document analysis indicated that there is a need for greater access to secondary education. Interviews and science lesson observations indicated that it is necessary to develop a curriculum that is contextually relevant and to redefine science teacher training programmes. The findings of the research identified the constraints, dilemmas and tensions in the implementation of the educational reform process as young and inexperienced teachers, most of whom do not have university degrees and have difficulties in implementing the curriculum effectively. Further constraints included work pressures due to the examination system, an acute, as well as a lack of material resources and finances required to reconstruct and improve educational institutions.The research investigates the impact of the transition on science education in Rwanda. The research designed to examine the science education reform process in the transitional Rwandan society and economy studied the complex cultural, historical and educational factors that influence science education.Using multiple research methods, this study is an analysis of my understanding of the changes that have taken place in science education, the impediments to these changes and the identification of aspects that may enhance the prospect for future science education reform, especially in the areas of the science curriculum reform, assessment procedures and teacher professional development.
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Williams, Andrew C. "Parental Perceptions of Participation in the Special Education Process." Thesis, Southern Illinois University at Edwardsville, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10129499.
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<p> This study examines parental perceptions of their participation in the special education process at a high school in southern Illinois. Eleven parents were interviewed based on either self-reported low socioeconomic status or non-participation in a formal IEP meeting during the previous year. Regarding the quality and the quantity of their participation in the special education process, parents reported favorably in both areas. Most parents placed greater importance on more frequent and less formal methods of communication with trusted staff members, and less importance on IEP meeting participation. Some barriers to effective parental participation were noted, such as doubt as to whether or not their input in the IEP meetings was relevant and taken into consideration. Draft copies of IEP paperwork may inadvertently communicate predetermination of meeting results, and many parents did not fully understand the IEP paperwork. Technical language used at IEP meetings was also noted as a possible barrier. Parents also indicated a desire to avoid conflict with the school. Initial special education eligibility meetings were a negative experience for over half of the participants. This study also noted a fundamental difference in how parents and schools perceive children with disabilities. Nearly all parents focused on positive aspects of their children and similarities to their peers without mentioning any disabling conditions. The theoretical framework of this study suggests that schools approach special education through a “defectological” approach that emphasizes a child’s disabling condition. This extreme difference in perception could account for some lack of parental involvement in the IEP process. The implications of this study call for a re-examination of the definition of parental participation in the special education process, exploration of ways to minimize the barriers to parental participation in formal IEP meetings, inclusion of parents and students into the process of developing the IEP document itself and a focus on similarities and abilities of children rather than the current practice of emphasizing disabilities and limitations.</p>
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Sengider-Lopez, Ponchita C. "Parents' Decision-Making Process About Treatment For Their Child's Oppositional Defiant Disorder." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4172.
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Oppositional defiant disorder (ODD) occurs in up to 16% of U.S. children and is characterized by defiant, disobedient, disruptive, and antisocial behavior toward adults or authority figures that persists for more than 6 months, which can be burdensome for parents. The purpose of this phenomenological study was to explore how parents of a child newly diagnosed with ODD select the treatment for their child. Social cognitive theory and decision theory provided the theoretical framework. A demographic questionnaire and semistructured interviews were used to collect data from 6 parents about their decision-making process. Data were analyzed using the 7-step procedure outlined by Moustakas. Results indicated parents' decisions about treatment were predicated by seeking information about different treatment options, seeking advice from professionals and other parents of children with a diagnosis of ODD, insurance coverage, and rapidity of response to treatment. Parents indicated that support from other parents of children diagnosed with ODD was an essential component of any decision they made about treatment. Findings may encourage parents of children with ODD to educate themselves and consult with others about treatment options. Practitioners may also use the findings to guide parents in making informed choices for their children. Knowledge, treatment, and education can properly advise parents of children diagnosed with ODD regarding appropriate treatment options.
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Kraft, Todd Lee Scribner Jay Paredes. "A study of the educational facilities planning process within the context of a social and political environment." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6163.
Full textAbstract:
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Jay Scribner. Vita. Includes bibliographical references.
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Ughrin, Anne M. "The Process, Product, and Placement of Instructional Materials in the Educational Market." Kent State University Liberal Studies Essays / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ksuls1397839515.
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Risdon, Penny. "A text development process to improve the comprehensiblity of educational text." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135503/.
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Robertson, Veronica L. "Homosexuality : the disclosure process during adolescence." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17954.
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Thesis (MEd )--Stellenbosch University, 2011.<br>ENGLISH ABSTRACT: During no other time in history have sexual minority individuals been the recipients of so much
attention, scrutiny and unprecedented acceptance and inclusion into mainstream culture. However,
despite advances and society's ever increasing tolerance toward sexual minorities, many individuals
with alternative sexual orientations remain fearful of disclosing their sexuality. Consequently,
adolescents often hide their alternative sexual orientation from others or disclose to only a select
few. Adolescents with alternative sexual orientations face unique challenges, such as the coming out
process, during which they must recognise, explore, define and disclose their orientation in a way
that heterosexual individuals need not. Disclosure of an alternative sexual orientation is a struggle
for most lesbian, gay and bisexual youth due to fears of discrimination, ostracism and violence from
others. Despite a growing body of scientific literature on homosexuality in general, little is known
about the disclosure process and its impact on an adolescent. This study seeks to help fill the gaps
by giving voice to the adolescent by exploring the experience of disclosure. Furthermore, this study
seeks to provide insight and knowledge to mental health professionals to aid adolescent clients
throughout the disclosure process.
This study's research methodology can be described as qualitative research which is embedded
within an interpretive/constructivist paradigm. Purposive sampling was used to select five male and
five female research participants. The methods of data collection that were employed comprised
semi-structured individual interviews and reflective notes. Furthermore, content analysis was used
to analyse the data.
The findings of this study suggest that many unique issues besides the normative challenges that
lesbian and gay adolescents share with heterosexual adolescents characterise their development.
This research study suggests that there are several milestones that are characteristic of lesbian and
gay identity development, the negotiation of which may hinder development in other areas. The
male and female participants described a similar trajectory to coming out, consistently identifying a
feeling of being different during early childhood which resolved into an awareness of same-sex
attraction that concluded in their self-labelling as gay or lesbian. The findings of this study suggest
that the process of disclosure is continuous and emergent. The reactions of parents ranged from
extreme outrage and expulsion from the home to support and acceptance of the fact that their child
had disclosed his/her homosexual orientation. From the findings of this study it would appear that the participants' parents were initially ill prepared and unable to support their child during his/her
disclosure. The participants voiced various strategies to support an adolescent in the position of
disclosing to family. There are several implications of this study's findings for mental health
professionals working with lesbian, gay and bisexual adolescents and youth.<br>AFRIKAANSE OPSOMMING: Die aandag, noukeurige betragting, aanvaarding en ongekende insluiting binne die hoofstroom van
die kultuur wat tans deur seksuele minderheidsgroepe ervaar word, is ongekend in die geskiedenis.
Ten spyte van vooruitgang en die toenemende verdraagsaamheid teenoor die seksuele minderheid in
die samelewing, vrees diegene wat 'n alternatiewe seksuele oriëntasie toon steeds om hulself bloot
te stel. Gevolglik hou adolessente dikwels hul alternatiewe seksuele oriëntasie geheim of onthul
hulle dit slegs aan 'n uitgesoekte paar persone. Adolessente met 'n alternatiewe seksuele oriëntasie
kom op 'n wyse wat nie vir heteroseksuele individue nodig is nie, voor unieke uitdagings soos die
openbaarmaking van hul oriëntasie te staan wanneer hulle dit moet erken, verken, definieër en aan
die moet lig bring. Die erkenning van 'n alternatiewe seksuele oriëntasie plaas die meeste lesbiese,
gay en biseksuele jeugdiges voor 'n stryd vanweë die vrees vir diskriminasie, verstoting en geweld
deur andere. Ten spyte van die algemene toenemende hoeveelheid wetenskaplike literatuur oor
homoseksualiteit, is daar weinig kennis van die verklaringsproses en die impak daarvan op 'n
adolessent. Hierdie studie poog om die ervaring van verklaring te ondersoek om die adolessent se
stem te laat hoor en sodoende die kennisgaping te oorbrug. Verder poog die studie ook om insig en
kennis aan professionele persone binne die gebied van die geestesgesondheid te bied, om hulle in
staat te stel om adolessente kliënte met die verklaringsproses by te staan.
Die navorsingsmetodologie wat vir die studie gebruik is, kan as kwalitatiewe navorsing binne 'n
interpretiewe/konstruktiwistiese paradigma beskou word. Doelgerigte toetsing is ingespan om vyf
manlike en vyf vroulike deelnemers vir die navorsingspoging te werf. Data is met behulp van
semigestruktureerde onderhoude en reflektiewe notas ingesamel. Verder is inhoudsanalise gebruik
om die data te ontleed.
Die bevindings van die studie dui daarop dat die ontwikkeling van gay en lesbiese adolessente
benewens die normatiewe uitdagings wat deur hulle sowel as heteroseksuele adolessente
aangespreek moet word, ook deur unieke kwessies gekenmerk word. Hierdie navorsingstudie
suggereer dat verskeie mylpale kenmerkend is van die ontwikkeling van lesbiese en gay identiteit
en dat die bewerkstelliging daarvan ontwikkeling in ander areas kan stuit. Die manlike en vroulike
deelnemers aan die studie het langs soortgelyke bane tot die verklaring van hul oriëntasie gekom en
het die gewaarwording dat hulle tydens hul vroeë jeug reeds 'n gevoel dat hulle anders was
konsekwent geïdentifiseer. Hierdie gevoel het tot 'n bewustheid van die aantrekking van dieselfde geslag ontwikkel en tot self-etikettering as gay of lesbies gelei. Die bevindings van die studie stel
voor dat die verklaringsproses voortdurend en opdoemend van aard is. Die reaksies van ouers
wissel vanaf uiterste verontwaardiging en verdrywing vanuit die tuiste tot ondersteuning en
aanvaarding van die wete dat hul kind sy/haar homoseksuele oriëntasie verklaar het. Die bevindings
laat blyk ook dat die ouers van die deelnemers aanvanklik gebrekkig voorbereid was en nie in staat
was om hul kind tydens die verklaring te ondersteun nie. Die deelnemers het verskeie strategieë
voorgestel vir die ondersteuning van 'n adolessent wat hom/haar op die punt van hierdie verklaring
aan die gesin bevind. Die studie se bevindings het ook verskeie implikasies vir professionele
persone wat binne die gebied van die geestesgesondheid met lesbiese, homoseksuele en biseksuele
adolessente en jeugdiges te doen het.
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Nelson, Laura Piveral Joyce Messner Phillip Eugene. "Utilization-focused evaluation of the program evaluation process of a Missouri school district." Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/5488.
Full textAbstract:
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb. 22, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisors: Dr. Joyce Piveral and Dr. Phillip Messner. Vita. Includes bibliographical references.
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Brumfield, Teresa E. "Fidelity of test development process within a National Science grant." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1461Brumfield/umi-uncg-1461.pdf.
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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.<br>Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Terry A. Ackerman; submitted to the School of Education. Includes bibliographical references (p. 295-303).
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Amiot, Catherine E. "The self in the process of coping with change." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29074.
Full textAbstract:
On the basis of theoretical work on the self, coping, and self-determination, the goal of this thesis was to understand the role of both structural and more flexible self-related variables in the process of adapting to change as well as the consequences of this adaptation process. It was hypothesized that, in a changing situation, a structural aspect of the self, namely, the sense of self, would predict more positive appraisals and less negative appraisals toward this change. Appraisals and coping, in turn, were hypothesized to represent adaptation processes mediating the associations between sense of self and various consequences. The consequences investigated included psychological well-being, as well as changes in some more flexible aspects of the self, such as in the importance attributed to a new self-component and in self-determined motivation. Three studies were conducted to test these hypotheses. Study 1 (N = 35) was a preliminary laboratory experiment designed to induce change (experimental condition) vs. no change (control condition). The impact of the change manipulation on the associations between sense of self and appraisals was first tested using hierarchical moderated regression analyses. While a stronger negative association was found between sense of self and negative appraisals in the experimental (i.e., change) than in the control condition, sense of self did not predict positive appraisals, both in the experimental and in the control conditions. Through mediational analyses, negative appraisals were found to significantly mediate the sense of self - well-being association. Study 2 (N = 80) aimed at further testing these hypotheses by including another mediator in the sense of self - well-being association, namely, coping strategies. Again, a stronger association was observed between sense of self and negative appraisals in the experimental than in the control condition. Furthermore, mediational analyses confirmed the mediating role of (1) negative appraisals in the sense of self -disengagement-oriented coping association, (2) task-oriented coping in the positive appraisals-well-being relationship, and (3) disengagement-oriented coping in the negative appraisals-well-being association. Using a three-wave longitudinal design, Study 3 (N = 311) aimed at testing the entire hypothesized model among university students as they were experiencing the transition to university. Using structural equation modeling involving true intraindividual change analyses, sense of self was found to predict both positive and negative appraisals toward the transition to university. While positive appraisals positively predicted task-oriented coping strategies used to deal with the transition and negatively predicted disengagement-oriented coping, negative appraisals positively predicted both forms of coping. Finally, task-oriented coping positively predicted psychological well-being as well as increases in both identification as a university student and in academic motivation, whereas disengagement-oriented coping predicted less well-being and a decrease in academic self-determination. Through tests of indirect effects, the mediating role of appraisals and coping was confirmed. Implications of the findings and future research avenues are further discussed.
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Crump, Sharlyn. "The efficacy of an academic behavior assessment tool for the functional behavior assessment process." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714452.
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<p> Since the reauthorization of Individuals with Disabilities Education Act in 1997 and then later, the Individuals with Disabilities Education Improvement Act in 2004, students that display behaviors that impede learning require that a Functional Behavior Assessment (FBA) be conducted for the development of a behavior plan that is focused on Positive Behavior Support (PBS) strategies. The traditional FBA measures and analyzes environmental variables that trigger problem behaviors; however, it does not measure adaptive academic behavior skills that are needed for academic success in the classroom environment. This study’s literature review examines the reasons for incorporating a strength-based model for measuring academic behaviors for a more comprehensive analysis of a student’s strengths as well as deficits. Adaptive/academic behavior skill measurements are also appropriate for identifying and teaching replacement skills. This study examined an academic behavior tool that helps educators to identify both the student’s adaptive academic behavior strengths as well as behavior deficits during the FBA process. In addition, psychometric properties for the statistical relationships between behavior variables were measured for consistency, standardization, and better overall assistance for the classroom educator. </p><p> The findings of this analysis support that the psychometrics properties of the academic behavior assessment tool meets the measurements for a reliable and valid tool. The Alpha Cronbach Reliability test measured .96. The principle components factor analysis with a varimax rotation was measured. The factor analysis identified the connections between the studies demographic variables, and the relationship that existed amongst the 25 survey items of the tool. The eigenvalues greater than 1.0 resulted in a four-factor solution that accounted for 69.81% of the variance. Given that the first factor was six times or more times larger than any other factor, a decision to retain only one factor and retain all 25 items to create a total score. </p><p> Based on the psychometric measurements of this study, this academic behavior assessment tool possibly will help classroom educators address problem behaviors by identifying the appropriate replacement skills needed for the development of the BIP, interventions, and the FBA process. Additional findings suggest that, used as a screening tool, it may identify skill deficits with preschool-aged children, primary students, special education, and the RtI model, to connect both the academic and behavioral components needed to be taught for academic success.</p>
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Patti, Frank Anthony. "Branding in Independent Schools| Identifying Important Aspects of the School Branding Process." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608474.
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<p> Branding in independent schools is a topic that has not been fully explored by researchers in the field of marketing and branding. Many factors have forced independent schools to begin to look at brand management as a way to respond to sudden enrollment issues. The recession of 2008, increasing quality of public schools, and the rising cost of an independent school education are three major factors that have prompted independent schools to think much more carefully about their images. Although there is some research on the ways that colleges and universities successfully apply branding strategies, K-12 independent schools have very little academic research on which to rely. </p><p> The purpose of this research project was to explore the branding process in K-12 independent schools through a case study of one independent school’s professionally led branding initiative. Research on college and university branding tells us that certain parts of the process are more important than others. The qualitative methods employed in this case study revealed that there are three aspects of the branding process that were particularly useful in the branding process of this independent school: understanding the social and political context of a school’s setting, engaging the faculty in the branding process, and developing clear and consistent brand messaging to the internal community. This study concludes by examining the implications of these findings for research and practice.</p><p>
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HORVATH, MELANIE J. "EFFECT OF PRACTICE METHOD ON PROBLEM-SOLVING SKILL ACQUISITION AND PROCESS ACCEPTABILITY." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1146529747.
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Sanders, Sandra L. "Teacher Attitudes Toward the Professional Evaluation Process." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2785.
Full textAbstract:
This study identified teacher attitudes toward the professional evaluation process as preparation for moving from the current traditional process toward a more authentic process. The descriptive study utilized survey methodology. The Teacher Evaluation Survey, developed by the researcher, was administered along with a demographic data sheet to a stratified random sample of 475 public school teachers in the Sullivan County Tennessee school system. A 60% return rate was obtained. Analysis of the data, collected to answer the five research questions and ten hypotheses, revealed the following: Teachers feel that the current evaluation process closely resembles a competency-based process and that the ideal process is more authentic in nature. Significant differences in teachers' attitudes toward the two processes were noted for all survey items except one. Teachers did not agree with using student test scores as a source of data for evaluation in either process. Recommendations were made to alter the current process to include a portfolio. Additionally, a rubric for evaluating the portfolio would need to be developed for the system. Practical examples of portfolios should be presented to administrators and teachers as models. School Administrators as well as teachers should participate in professional development to help them learn methods and advantages of personal reflection as it relates to professional growth. Establishment of an ongoing dialogue between school leaders and teachers was recommended to foster a more professional atmosphere and to attempt to make evaluation a process that continually grows and changes along with those whom it evaluates.
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Guthrie, Tammy Reutzel. "Close the gap| A multiple case study about the decision-making process of administrators in Ohio districts." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10258155.
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<p> Research has identified evidenced-based practices and programs that are successful for increasing the learning outcomes of students with disabilities which in turn helps narrow the achievement gap between the student subgroup and non-disabled peers. Employing the identified practices has produced inconsistent results and led to a closer examination of the fidelity of implementation in current research. This study explored the decision-making process regarding the selection and evaluation of evidenced-based practices to improve learning for students with disabilities as well as the methods employed to improve the fidelity of implementation and sustain or replace the practice in two schools with different levels of achievement for educating students with disabilities. Findings included the use of student data and absence of a process for making decisions related to educating the student subgroup. Evaluating the fidelity of implementation was more likely for evidenced-based programs that were accompanied by a tool to use for the assessment of practice. Evidenced-based practices were not evaluated for the fidelity of implementation at either site. A suggestion for resolution of this finding is the use of an instrument designed in the form of a rubric to measure the evidenced-based practices of inclusion, collaborative teaching, intervention systems and school organization. School teams can use the rubric to evaluate practices and identify areas in need of improvement from the results. Suggestions for further research are in the areas of administrative decision-making for students with disabilities and a mixed methods study to test the use of a special education performance rubric.</p>
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Davids, Charmaine Catherine. "The sandplay therapy process of a thirteen year old girl : a case study." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1005.
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Melnyk, K. V., N. V. Borysova, and V. I. Melnyk. "Automation of employee evaluation in educational institution." Thesis, Odessa National Academy of Food Technologies, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/44719.
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Finke, Greg E. "The Student Placement Process: How Principals of High Performing Schools in Ohio Employ Value-Added Data in the Decision Making Process." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1343068169.
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Hodzinska, Y. Y. "The elements of healthy saving school programs use in the educational process." Thesis, БДМУ, 2020. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/17667.
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Семенець, В. В., І. В. Свид, О. В. Воргуль, В. С. Чумак, О. С. Митцева, and Н. В. Бойко. "Aspects of Quality Assurance of the Educational Process of Higher Technical Education." Thesis, MC&FPGA, 2021. https://openarchive.nure.ua/handle/document/18107.
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The principles of quality assurance of higher education are considered in the work. The analysis of aspects of quality assurance of the educational process of higher technical education on the example of Kharkiv National University of Radio Electronics is given. Measures to develop a quality system of higher education at the university level are proposed as well.
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Ngimwa, Pauline Gachaki. "A collaborative design process for educational digital resources in African higher education." Thesis, Open University, 2012. http://oro.open.ac.uk/54233/.
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Within Africa, access to digital library systems is critical in supporting higher level teaching, learning and research. Currently there is a high demand with inadequate resources which often produces poorly supported learning outcomes. The effectiveness of current resources is further limited by poor design processes, which is worsened by stakeholders (academics, e-learning technologists and digital librarians and designers) often working in isolation. Ultimately, designed resources become less user-centred and sustainable. This thesis sought to provide empirically developed collaborative design process guidance for design stakeholders developing educational digital resources within African higher education. Following a Human Computer Interaction research approach, eleven best practice digital library projects identified from three case studies of African universities (in Kenya, Uganda and South Africa) were investigated. Data was drawn from interviews, observations and an examination of documents. This investigation identified three interrelated factors that impacted on the design process (i. e. human relationships, innovative technologies and policies). The human relationships factor comprised multidisciplinary design stakeholders and included a subset i. e. design champions (multidisciplinary and domain champions) whose role changed the facilitation and eventual output of the other stakeholders in the design process. The multidisciplinary champions took on a participatory approach to engagement while the domain champions assumed an approach that was less engaging. The innovative technologies factor comprised universal technologies and 'flexible' technologies (i. e. Web 2.0 applications and the Open Source Software) which supported the design process and enhanced user-centeredness and sustainability of the projects. Existing institutional and national policies supported stakeholder collaboration and application of the innovative technologies. The absence of any of these factors in the digital library projects weakened the design process and reduced effectiveness of digital resources. These three factors have been used to develop the Collaborative Educational Resources Design (CERD) process model as a guidance tool to support multidisciplinary design stakeholders indesigning effective digital resources.
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Earnest, Jaya. "Science education reform in a post-colonial developing country in the aftermath of a crisis : the case of Rwanda." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13802.
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The research reported in this thesis is an in-depth study of science education reform in a transitional society. The society in transition is Rwanda - one of the world's poorest countries - a tiny central African nation adversely affected by major social, political, economic, and ethnic upheaval. Rwanda is faced with the challenge of ensuring rehabilitation after the genocide of 1994 and has adopted the following national goals: implementation of a durable educational policy, eradication of illiteracy, national capacity building in science and technology and reinforcing the teaching of mathematics and sciences.The objective of this research is to describe, discuss and analyse information on the status of science education in Rwanda, from the perspective of primary and secondary science teachers, students, education personnel and my personal in-field observations and analysis. This research analyses the constraints in the implementation of educational policies and a relevant science education in a climate of social, political, cultural, ethnic and economic uncertainty.The research used a case study methodology and utilised quantitative and qualitative methods to examine how teachers' and students' knowledge, perceptions and experiences impact on the school learning environment. The study made use of a questionnaire that was administered to teachers and students in Rwanda. English and French versions of a modified School Level Environment Questionnaire (SLEQ) and a modified Teacher Beliefs Instrument (STEBI) were administered to teachers. Two scales derived from the Test of Science Related Attitudes (TOSRA) were adapted for use in Rwandan classes.The qualitative component of the research made use of interviews, classroom observations, personal reflexivity, historical and curriculum document analysis and vignettes.<br>To enable an interpretation of the quantitative data from questionnaires in a meaningful manner, the socio-cultural, gender and ethnic perspectives of policy makers, teachers and students were examined through interviews and classroom observations of science lessons. My personal experiences and reflections also were used to understand science education reform in Rwanda.The qualitative and quantitative findings of the research identified factors that influence the science education reform process and make meaningful interpretations of background, culture and the situation in Rwanda. Document analysis indicated that there is a need for greater access to secondary education. Interviews and science lesson observations indicated that it is necessary to develop a curriculum that is contextually relevant and to redefine science teacher training programmes. The findings of the research identified the constraints, dilemmas and tensions in the implementation of the educational reform process as young and inexperienced teachers, most of whom do not have university degrees and have difficulties in implementing the curriculum effectively. Further constraints included work pressures due to the examination system, an acute, as well as a lack of material resources and finances required to reconstruct and improve educational institutions.The research investigates the impact of the transition on science education in Rwanda. The research designed to examine the science education reform process in the transitional Rwandan society and economy studied the complex cultural, historical and educational factors that influence science education.<br>Using multiple research methods, this study is an analysis of my understanding of the changes that have taken place in science education, the impediments to these changes and the identification of aspects that may enhance the prospect for future science education reform, especially in the areas of the science curriculum reform, assessment procedures and teacher professional development.
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Farrell, Shannon W. "The Process of Learner Centered Instruction in Adult Clientele." UKnowledge, 2013. http://uknowledge.uky.edu/cld_etds/4.
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Using learner centered instruction (LCI), a group of beef farmers were guided to design a farm in a layout that would most effectively offer continual learning opportunities for the beef practitioners themselves. Learner centered instruction was used as the primary teaching method for the project's completion. When using LCI, coupled with the correct facilitation of programs, student empowerment, and subject interest, positive experiences are more likely to result.
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Miller, Kristina L. "The effect of epistemological beliefs on the revision process /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060125.
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Gerdeman, Anthony Michael 1968. "Understanding the oral examination process in professional certification examinations." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282619.
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The subjective nature of oral examinations often lead to reliability estimates that are lower than other types of examinations (i.e., written examinations). The potentially biasing individual attributes of examiners (i.e., experience) are of particular concern since the oral examination process depends specifically upon the quality of their assessments. In addition, traditional reliability estimation procedures are not always possible for some oral exams due to the utilization of incomplete measurement designs (i.e., one examiner per candidate) resulting from the inherent high costs and complicated logistics associated with large scale oral examinations. Consequently, the current study attempts to evaluate the quality of one such exam by developing alternative indicators of exam quality using a pre-existing data set. A series of examiner agreement variables were calculated for low, moderate, and high ability candidates and subsequently correlated with each other. A series of exploratory multiple regressions were also used to evaluate the potential impact of several examiner characteristics (experience, gender, specialty, variance of scale use, and fail rate) confined in the data set. Finally, a generalizability (G) study was conducted on a subset of the examination that utilizes a complete measurement design (i.e., two examiners evaluating the same candidate, and all examiners examine all candidates) for lower ability candidates. The G study was then followed by a decision (D) study to determine both the current level of dependability with two examiners, and how much the dependability of the process would improve by adding mure examiners. The results of the current study suggest that evaluating lower ability candidates is different and more difficult than evaluating higher ability candidates. Furthermore, systematic sources of error related to examiners appears to be less or a concern than previously anticipated. Finally, the results of the G-D studies suggest that the current dependability of evaluating lower ability candidates with two examiners could be greatly improved by adding additional examiners to the process.
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Міхно, Світлана Василівна, Светлана Васильевна Михно та Svitlana Vasylivna Mikhno. "Формування пізнавально-творчої самостійності студентів у сучасних умовах організації навчального процесу". Thesis, Українська академія банківської справи Національного банку України, 2010. http://essuir.sumdu.edu.ua/handle/123456789/62740.
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