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Payne, Linda Donica. "Functional behavioral assessment basing intervention on function in school settings /." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0013641.
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Kaye, Nicole. "Function-Based Behavior Support Planning Competencies: A National Survey of School Psychologists." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19665.
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This study surveyed a national sample of school psychologists (N = 105) regarding their training and skills in function-based behavior support planning. Specifically, this study aimed to determine (a) the function-based behavior support planning competencies practicing school psychologists possess and (b) factors that are related to their level of competency (e.g., prior training). School psychologists were asked to identify strategies as function-based, neutral, or contra-indicated when provided with a brief vignette. School psychologists also reported on demographic characteristics and pre-service and post-graduate training in behavior support planning. Currently, very little is known about the function-based behavior support planning competencies school psychologists possess. This study is among the first to directly assess the ability to link the function of behavior to relevant support strategies. Results of the study indicate that an alarming proportion of school psychologists did not meet the criterion for proficiency on this measure. Interestingly, the current study did not find statistically meaningful differences of performance based on characteristics of prior training. Implications for improving function-based behavior support planning competencies of school psychologists and strategies for improving student supports are discussed.
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Jerauld, Joy Meredith. "Predicting Early Academic Achievement: An Investigation of the Contribution of Executive Function." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/338873.
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This study investigated the important question of whether pupils' executive functions (EF) predict early academic achievement. Current conceptualizations suggest that developmental trends in EF can be measured in young children and that EF may play an important role in predicting academic achievement and school readiness. To date, however, there is little empirical support for this assertion. This study explored EF skills of 3- to 5 year-olds using the Dimensional Change Card Sort Task (DCCS). The first objective was to determine if EF indeed predicts math, reading, and writing achievement in 3- to 5-year-olds. The second objective was to determine if EF's prediction of academics occurs independent of the contribution made by general ability (e.g., Battelle motor and language subdomains). The third objective was to determine if the contribution of EF remains uniform across the age span. Consequently, existing data from 969 participants between 54 to 71 months was used. This consisted of scores on the DCCS as well as the Phonological Awareness Literacy Screening (PALS) to measure early reading and writing skills, the Test of Early Math Ability -Third Edition (TEMA-3) to measure early math skills, and sections of the Battelle Developmental Inventory 2nd Edition (BDI- 2) to measure general development. A positive relationship between EF and early math, reading, and writing skills was found. Also EF, as measured by the DCCS, contributed a significant portion of variance in early math, reading, and writing skills after accounting for general development, age, and socioeconomic status. Finally, the contribution of EF to early reading and writing skills remained stable between 3 and 5 years old. In contrast, EF was a stronger predictor of early math skills among 3-year-olds when compared to 5- year-olds.
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Connolley, Michael J. (Michael Joseph). "An empirical study of function points analysis reliability." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/37704.
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Pandey, Amitabh. "Quality function deployment : a study of implementation and enhancements." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/17310.
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Lowry, Rebecca Stevenson. "Role and Functions of School Psychologists in Virginia: a Ten Year Follow-Up." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30355.
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The role and functions of school psychologists and changes in such have been the subject of research by numerous authors both nationally and within the Commonwealth of Virginia. School psychologists have functioned as both direct and indirect service providers to school-aged children, with the former service delivery model, namely that of the diagnostician, taking precedence within the Commonwealth of Virginia. The profession has undergone and continues to undergo noted changes as a result of recent legislation and movements toward educational reform. The purpose of this study is to analyze the role of the school psychologist in the Commonwealth of Virginia, based on a survey of the role expectations of school psychologists. This information will then be compared with the role and function of school psychologists in previous years.
The population of school psychologists in Virginia was chosen for the present study because of existing research using this population conducted by Murray in 1975 and by Lovern in 1987.
Data were collected via mailed surveys using a personal data form to gain demographic information, and a modified form of the questionnaire used by Murray (1975) and Lovern (1987). Four hundred and four Virginia members of the National Association of School Psychologists were mailed survey materials. Three hundred and sixty-five surveys were returned and of this total, two hundred and eighty-two met the requirements to be used in the data analysis. This total yielded a final response rate of 78%.
Results in terms of practitioner's preferred level of training indicated the specialist (Ed.S.) Level as being adequate. As for the preferred major field, a combination of education and psychology was indicated by most respondents. School Psychology was indicated as the preferred degree specialty with no preference noted for the Doctor of Education, Doctor of Philosophy, or Doctor of Psychology. Preferences for previous experience were mixed, with approximately the same number of respondents rating experience in both the classroom and other psychological and/or psychiatric settings as important.
In terms of the perceived importance of various functions, school psychologists rated some of the more traditional direct and indirect services to children as most important. Examples included consultation with teachers, participation in eligibility committee meetings, parent conferences, and diagnostic studies. Those areas rated lower in terms of importance included group test administration, curriculum design, and research activities. As for the actual frequency with which these same functions were performed, practitioners rated diagnostic studies, eligibility committee participation, parent conferences, and consultation with teachers and administrators as being performed most frequently. In contrast, those functions performed less frequently included participation in IEP meetings and transition planning, staff training, curriculum design, prevention programs, and virtually all facets of research.
When asked about participation in various professional activities, school psychologists rated membership in The Virginia Academy of School Psychologists (VASP) and The National Association of School Psychologists (NASP) as very important. Other professional activities which were perceived as important included the reading of current professional publications and maintaining professional relationships.
Relationships between selected demographic variables and practitioner responses were evident to a limited degree. It was noted that significantly more males than females believed it was important for the school psychologist to conduct research to evaluate the appropriateness of prevention programs. Respondents with higher levels of training attributed greater importance on having a doctorate; school psychologists with fewer years experience believed it was important to conduct parent education classes; and finally, experience as a classroom teacher was seen as more important by those who had experience in the classroom.
Comparisons across the three studies (1975, 1987, 1996) reveal similarities in terms of background experience, academic training, and membership in professional organizations. Generally, agreement was present regarding practitioner perceptions of the frequency of functions; yet to a somewhat lesser degree in terms of the perceived importance of various functions. Results of the present study indicated that "diagnostic studies" no longer lead in terms of practitioner importance ratings; "consultant to teachers" has now been ranked in first place. In contrast, "diagnostic studies" ranked first in terms of respondent's actual frequency of functions performed, a finding consistent with the two previous studies. Finally, agreement continues to exist in terms of practitioner rankings of those functions performed less frequently, both in terms of perceived importance and actual performance frequency. Examples include group testing, curriculum design, community service, and research.
Several implications were drawn from the results of the present study leading to recommendations for school psychologists and trainers, employers of school psychologists, and professional school psychology organizations. The recommendations focused on training for school psychologists and topics for further research.Ph. D.
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Hewson, R. M. "Neurocognitive function in adults depressed during the school age years." Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603984.
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This study was designed to investigate the theory of glucocorticoids mediated neurotoxicity as an explanation for anatomical changes and the likelihood of depressive recurrence in a group of recovered young adults. The study examines the changes in levels of the hormones cortisol and dehydroepiandrosterone (DHEA) between the first episode of depression and present day. It also investigates cognitive ability in tasks of memory ability and affect bias, and explores the functional processes associated with these tasks using functional Magnetic Resonance Imaging (fMRI). Anatomical correlates of these cognitive processes were examined using MRI, specifically the hippocampus and the amygdala. fMRI, MRI and cognitive task results were correlated with cortisol and DHEA levels and the length of previous illness. Results suggest that cortisol and DHEA return to similar levels as controls in recovery, and that DHEA levels at the first episode of depression may predict the length and severity of the illness. Although there is no significant difference in cognitive ability between the recovered participants and controls, those with a history of depression do show altered patterns of activation when performing tasks of memory encoding and retrieval and implicit affect recognition. In addition, there are significant positive correlations between hippocampal activation whilst encoding memories and cortisol levels at the first episode, and negative correlations of hippocampal grey matter density and the length of illness. Results also suggest that high levels of cortisol during episodes of depression result in damage to the hippocampus. Subsequently, in recovery, the “damaged” hippocampus requires greater activation to successfully encode memories in order to compensate for the loss of grey matter.
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Ordonez, Maria Alicia. "Prevalence of bullying among elementary school children as a function of the comprehensiveness of anti-bullying policies and programs in the school." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344194.
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This study identified research-based components for an effective anti-bullying policy and arranged them according to Bronfenbrenner's (1989) ecosystemic framework. It was hypothesized that the prevalence of different types of bullying was lower in elementary schools with a greater comprehensiveness of anti-bullying policies. Independent variables included the rated presence of anti-bullying components in school policies at four ecosystemic levels: microsystemic, mesosystemic, exosystemic, and macrosystemic. Dependent variables consisted of students' self-report of the occurrence of four types of bullying: attacks on property, and physical, verbal, and social bullying.Two hundred and thirty-one students from six elementary schools completed the Multidimensional Peer-Victimization Scale (Mynard & Joseph, 2000). The majority of students were African American. Three focus groups (students, parents, and school personnel) were also conducted in each school to gather information about anti-bullying policies. Independent raters blind to the hypothesis rated the information from the focus groups using the Comprehensiveness of Anti-bullying Policies Scale; a reliable measure designed for this study. Further, this information was evaluated through content analysis.Results of a One-Way (Comprehensiveness of Policies and Programs) Between Subjects MANOVA revealed a greater prevalence of verbal and physical victimization associated with schools having a lower comprehensiveness of anti-bullying policies and programs. Social victimization and attacks on property did not vary, however, as a function of the comprehensiveness of a school's policies.A supplementary 2 (Gender) x 2 (Comprehensiveness of Policies and Programs) Between Subjects MANOVA yielded no significant interaction between gender and the comprehensiveness of anti-bullying policies. A main effect for gender was found to be significant, however. Boys reported a higher level of physical bullying than girls.Content analyses showed focus group participants perceived physical bullying as more severe than the other types. Participants also reported harsher consequences to address such bullying. It is possible schools convey greater intolerance for physical bullying, hence its lower prevalence.It is concluded that schools' anti-bullying efforts should involve all ecosystemic levels. In addition, policies must include all types of bullying and communicate equal intolerance for each. Implications for theory, counseling, research, and anti-bullying policies are discussed.Department of Counseling Psychology and Guidance Services
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Ford, Marc. "Structure-function relations in mammalian sound localization circuits." Diss., Ludwig-Maximilians-Universität München, 2015. http://nbn-resolving.de/urn:nbn:de:bvb:19-182464.
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Ishizuka, Katsuhiko 1961. "The function and organization of a bank holding company in Japan." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/8508.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2002.Includes bibliographical references (leaves 77-78).
From 1999 to 2001, the Japanese financial industries were deregulated on a large scale in a move referred to as the "Japanese Big Bang". As a result, commercial banks are now allowed to establish a bank holding company and to diversify their financial services through this bank holding company. In 2000 and 2001, Japan's three major city banks each established a bank holding company with full-service securities companies as subsidiaries. In this context, this thesis examines the function and organization of bank holding companies that have subsidiaries that offer financial services, most of which have proven to be very effective, and that have maximized the total value of the group. Chapter One examines the various roles a holding company can play to create value. It considers research on corporate-level strategy and draws a parallel between the role of corporate headquarters in a diversified company and the role of the bank holding company in a diversified financial services company. Chapter Two analyzes the organization and structure of some of the world's leading bank holding companies. Chapter Three looks at the three major Japanese bank holding companies. Finally, Chapter Four compares the different approaches to creating value that have been observed in the case studies, and draws implications for value creation strategies in the Japanese bank holding companies in the future.
by Katsuhiko Ishizuka.
M.B.A.
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Clark, Caron. "Executive Function at Early School Age in Children Born Very Preterm." Thesis, University of Canterbury. Psychology, 2008. http://hdl.handle.net/10092/2468.
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Impairments in executive function have been posited to account for some of the poor cognitive and educational outcomes associated with very preterm birth. As part of a prospective, longitudinal study, this research examined executive function in a regionally representative sample of 103 children born very preterm and/or very low birth weight (<33 weeks GA / <1500g) and a comparison sample of 108 full term children at age 6 years (corrected for prematurity). The specific aims of the study were 1) to describe the performance of children born very preterm and full term on a range of executive function measures, 2) to identify the antecedent medical, neurological and socio-familial factors associated with executive function performance within the very preterm group, and 3) to examine linkages between children’s executive function performance and their academic achievement at age 6 years.
Children underwent a comprehensive developmental assessment, including standardised tests of IQ and academic achievement in mathematics, reading and receptive language. Additionally, they completed a number of executive function tasks selected to assess verbal working memory (Digit Span), spatial working memory (Corsi Blocks), planning and problem-solving (Tower of Hanoi), selective attention (Visual Search), shifting and inhibitory control (Detour Reaching Box) and sustained attention and inhibition (Kiddie-Conner’s Continuous Performance Task; K-CPT). Parents and teachers of these children also completed the Behavioural Rating Inventory of Executive Function and teachers rated children’s performance in reading, arithmetic and comprehension in relation to their classroom peers.
Results revealed a pervasive pattern of impairment across multiple measures of executive function in children born very preterm relative to their full term peers. Specifically, children born very preterm were less likely to be able to complete any backward Digit Span trials (p<0.05) and showed lower raw scores on this task (p<0.1) than children in the full term group. Children born very preterm showed lower spatial span scores on the Corsi Blocks Task (p<0.01). They also showed lower planning performance, as assessed by the Tower of Hanoi (p<0.05). Children born very preterm made more inhibitory control/shift errors on the Detour Reaching Box and demonstrated less accuracy in their Visual Search (p<0.001) than children born full term. Finally, they showed lower levels of sustained attention on the K-CPT (p<0.001). Parents, teachers and examiners rated these children as having greater difficulties across multiple areas of executive function. These differences remained significant after controlling for group differences in socioeconomic status and after exclusion of children with severe cognitive and motor impairments.
Within the very preterm group, antecedent predictors of poorer working memory and planning performance included male gender (p<0.001), intrauterine infection (p<0.05) and severity of cerebral white matter abnormality on term-equivalent MRI (p<0.05). Lower gestational age (p<0.05) and male gender (p<0.001) were related to poorer executive attention performance. Familial predictors of poorer executive performance included instability in parenting (p<0.05), higher levels of parental intrusiveness (p<0.1) and lower levels of interactional synchrony (p<0.05) between parent and child, recorded at earlier follow-up points. Finally, children’s executive function performance was highly correlated with school achievement in reading, arithmetic and language comprehension (p<0.001).
Findings suggest a global pattern of executive impairment amongst children born very preterm, with these difficulties placing children at risk for poor academic performance and learning difficulties. Findings also suggest that both neurological pathology and early parenting experiences are important mediators of the relationship between very preterm birth and poor executive function, highlighting the importance of these areas for early intervention.
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Åkerblom, Hanna. "Retinal morphology and function in prematurely-born children at school age." Doctoral thesis, Uppsala universitet, Institutionen för neurovetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-247946.
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Preterm birth may lead to complications during the neonatal period that can cause visual dysfunctions. Retinopathy of prematurity (ROP) and neurological complications are well known reasons for visual dysfunctions, but preterm children with no or only mild ROP and no evident neurological problems may also be affected visually when they grow up. Retinal development starts early after gestation and continues long after birth. Major processes are underway during the second half of pregnancy when preterm children are born, and a preterm birth could possibly have a negative effect on normal retinal development. The aims of the studies were to evaluate retinal morphology and function in former preterm children and compare the results with children born at term. Former preterm children aged 5 to 17 years and born in a gestational age (GA) of 32 weeks or less were included in the different study groups. Children of similar ages who were born at term and with normal visual acuity (VA) acted as controls. Best corrected VA and refraction in cycloplegia were assessed in all children. Macular thickness and retinal nerve fiber layer (RNFL) thickness were measured with optical coherent tomography (OCT). Total retinal function was assessed with fullfield electroretinography (ffERG) and central macular function was assessed with multifocal electroretinography (mfERG). Preterm children had thicker central maculae than controls. There was a positive correlation between central macular thickness and GA at birth. RNFL thickness was reduced in the preterm children with severe ROP and treated ROP, but children with mild or no ROP did not differ from the fullterm children. The photoreceptor function measured with ffERG and the macular function measured with mfERG were reduced in the preterm group compared to controls. Preterm birth affects the retina both morphologically and functionally, and ROP has been suggested to be a reason for retinal changes. However, the results of this thesis indicate that children with no ROP also have retinal changes, suggesting an effect of prematurity itself. There were no correlations between any retinal changes and VA, but it is possible that larger studies using improved techniques may elucidate this further.
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Rogers, M. Jill. "An Examination of a Yoga Intervention and Elementary Students’ Selective Attention and Executive Function in the School Setting." UKnowledge, 2016. http://uknowledge.uky.edu/edp_etds/49.
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The purpose of this study was to examine the effect of yoga on children’s executive function and selective attention. There were three primary aims of this study. The first aim was to examine whether yoga would have a positive effect on children’s selective attention in a school setting. Another aim was to explore if teachers will report an improved change in children’s executive function in the classroom. The final aim was to determine if yoga would be a socially acceptable intervention to teachers and students. Participants included three fifth grade students and two teachers. Mixed methods were used to visually analyze selective attention data using a Multiple Probe Across Participants Multiple Baseline design, as well quantitative analysis of executive functioning data and qualitative analysis of social validity data. Results indicated that no functional relations were found between selective attention and yoga and no significant differences were found on pre-post measures of executive functioning. Improvements were seen when descriptive data was analyzed for dependent variables and the intervention was determined to be socially acceptable to teachers and students. Implications from the findings and recommendations for future research are presented.
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Koch, Marlene L. "The role and function of the school psychologist in the 21st century a literature review /." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001kochm.pdf.
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Molnar, Andrew Elmer. "Convergent and Divergent Executive Functioning Skills in School-Age Children with ADHD or Dyslexia." OpenSIUC, 2008. https://opensiuc.lib.siu.edu/theses/517.
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Research indicates that executive functioning is a multidimensional construct in school-age children (Korkman, Kemp, & Kirk, 2001; Welsh & Pennington, 1988). Executive dysfunction is primarily associated with Attention-Deficit/Hyperactivity Disorder (ADHD; Barkley, 2003). This association is because of a `core' deficit in inhibitory control found in ADHD-Combined Type (ADHD-C; Barkley, 1997); however, inhibitory control is only one component of executive functioning. Children with dyslexia are thought to demonstrate a `core' deficit in phonological awareness (Wagner & Torgesen, 1987). However, little consideration is given to the potential executive deficits that may exist in children with dyslexia. Therefore, the purpose of the present study was to test for convergent and divergent executive functioning deficits in 8-to 12-year-old children with ADHD or dyslexia using a comprehensive battery of executive measures. On neuropsychological measures when intelligence (IQ) was used as a covariate, the ADHD group did not demonstrate divergent deficits while children with dyslexia had deficits in nonverbal fluency. No convergent deficits were found. When IQ was not used as a covariate, children with ADHD and dyslexia were found to have convergent deficits in nonverbal fluency and problem-solving. Furthermore, children with dyslexia had divergent deficits in processing speed and phonological short-term storage. On a behavioral rating measure (BRIEF) children with ADHD-C and Attention-Deficit/Hyperactivity Disorder-Predominantly Inattentive (ADHD-PI) had convergent deficits in behavioral regulation while children with ADHD-C, ADHD-PI, and dyslexia were all rated more poorly on a metacognitive factor compared to controls. An exploratory analysis was conducted to further understand convergent and divergent abilities on the Behavior Rating Inventory of Executive Functioning (BRIEF). Results indicated that ADHD-C and ADHD-PI shared deficits on the metacognitive subscales, but that ADHD-C demonstrated divergent deficits on subscales of behavioral regulation, particularly Inhibit, and on a Monitor subscale. Children with dyslexia were rated comparably to controls on all subscales of the BRIEF. Overall, it was found that executive deficits were not exclusive to ADHD. Rather, children with ADHD and dyslexia demonstrated convergent and divergent executive functioning deficits. The convergent deficits warrant further investigation as to whether they are a source of the comorbidity between dyslexia and ADHD. The limitations of the present study, recommendations for future directions, and clinical implications are discussed.
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Phillips, Donald L. "Middle school principal's perceptions of the role and function of the assistant principalship." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2351.
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This study investigates and compares the skills, knowledge, and activities engaged in as a principal and an assistant principal and their relationship to the preparation of an aspiring middle school principal. Since little information exists, it is possible that no similar investigations have been previously completed. This study also compares the perceptions of principals with the expectations of school districts as to the required skills, knowledge, and activities of principals and assistant principals as delineated in their job descriptions. This study includes a survey of 104 middle school principals who were systematically selected from 1,228 active, public, non-charter, junior high/intermediate/middle schools in California. Surveys were mailed during the last week in October, 2006 and were postmarked for return between October 31 and December 20, 2006. A field test among ten selected principals was completed to establish the validity of the instrument, improve questions, format, and/or rating scales. Positivistic Educational Administration Theory provides the conceptual framework that informs this quantitative study. The study is cross-sectional, utilizing a self-administered questionnaire. Responses were gathered and averaged by category. Since the survey includes Likert scales, factor analysis was used as the statistical procedure to validate the questionnaire. The data provided by this study should be of interest to aspiring administrators, middle school principals and assistant principals, school district administrators, higher education professors of educational administration and other administrator preparation programs.
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Bade-White, Priscilla Anna. "A Comparison of Satisfaction Ratings of School Psychologists in RTI versus non-RTI School Districts." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/268352.
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Teachers' satisfaction with school psychological services has been studied for more than 30 years. Few to no studies, however, are available that provide data about the perceptions of school psychologists regarding their perceived value within different service delivery models, particularly those involving Response to Intervention (RTI) models. The present study was designed to determine if any differences existed between the satisfaction ratings of school psychologists in RTI versus non-RTI school districts as self-reported by teachers and school psychologists. General education teachers, special education teachers, and school psychologists from RTI and non-RTI school districts across the United States were surveyed about their satisfaction with school psychological services using the School Psychology Perceptions Survey (SPPS, 2004). Responses were evaluated for significance using Kruskal-Wallis and in the event significance was found, Tukey's HSD was used to determine where the difference occurred. Both special and general education teachers reported statistically significant differences in their satisfaction ratings of school psychological services. Teachers from RTI school districts reported greater satisfaction levels with school psychological services when compared to teachers from non-RTI districts. School psychologists who worked in RTI school districts reported higher job satisfaction ratings than those who worked in non-RTI school districts. In terms of teachers' and school psychologists' satisfaction ratings of school psychological services, the results suggest that RTI school districts provide a more satisfying model of school psychological service delivery compared to non-RTI school district models.
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Esarte-Sarries, V. "Primary school children's construals of schooling as a function of selected variables." Thesis, University of Leeds, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355552.
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Fairbairn, J. "Stress, cortisol and executive function : a study of pre-adolescent school children." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/1445476/.
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This review aims to explore the relationship between the human stress physiology and cognitive functioning. In particular, it aims to address the question of whether hormones related to stress (specifically Cortisol), influence the development of executive function in early life. In order to provide a theoretical and empirical background to this area of investigation, the review firstly outlines literature linking early experiences with the development of the human stress response. Evidence for the relationship between the stress physiology and cognitive function in adults and primates is then summerised. The importance of executive functioning as an aspect of child development is considered, before addressing in detail studies which examine the relationship between executive function and the human stress physiology in early life and childhood. The review ends by proposing that the links between early experiences and later cognitive capacities may be mediated by the development and functioning of the stress physiology.
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Al, Serouri Abdel Wahed. "Impact of asymptomatic malaria parasitaemia on cognitive function and school achievement of school children in the Yemen Republic." Thesis, University College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394273.
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Basham, P., and Lindsay P. Greer. "Executive Function and Schools." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1693.
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Newcomer, Lori L. "Functional assessment : an assessment reliability and treatment validity and the effectiveness of function-based interventions compared to non-functional interventions /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074433.
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Harper, Dean 1967. "Logistics and inventory management for supporting the customer service function." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/9983.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Materials Science and Engineering, 1998.Includes bibliographical references (p. 93-94).
by Dean Harper.
M.S.
M.B.A.
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Thome, James P. "Creating a sustaining value engineering function within worldwide manufacturing." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/44311.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering; in conjunction with the Leaders for Manufacturing Program at MIT, 2008.Includes bibliographical references (p. 59).
Most product cost reduction in industry occurs during new product introduction (NPI). However, for some firms, a case can be made that product cost reduction efforts can be devoted towards products already in sustained production. These firms face a set of business conditions that often preclude exhaustive product cost reduction during NPI. These conditions include fast time to market requirements and the necessity of devoting engineering resources to a pipeline of innovative products needed to remain competitive in the market. These firms' products also possess characteristics that make cost reduction during sustained production viable. Products have sufficiently long lifecycles in which to realize project savings and a market that will continue paying prices that enable continued profitability. However, as expected, these firms often must devote resources to more pressing NPI needs, leaving sustained product cost reduction savings under-realized.Cisco Systems is a firm that faces these business conditions and has products that have these characteristics. Cisco Worldwide Manufacturing has thus devoted itself to improving Cisco's value engineering capabilities to a world class level. Value engineering at Cisco refers to product cost reduction activities that occur during sustained manufacturing. The research in this thesis set out to validate the hypothesis that Cisco could improve value engineering savings by funding cost reduction projects directly through Worldwide Manufacturing, rather than through the typical budget of a Cisco business unit. Cisco business units often have to prioritize NPI over value engineering. This thesis will discuss the process and results of a model that was established to provide value engineering project funding through Manufacturing. Results show that value engineering savings can be increased with this funding model.
by James P. Thome.
S.M.
M.B.A.
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Sanchez, Sindy. "What’s the Function? Assessing Correspondence between Functional Analysis Procedures." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7361.
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In 1997, Congress established the Individuals with Disabilities Education Act (IDEA, 1997), which required that schools conduct functional behavior assessments when a student engages in problem behavior that may lead to suspension or expulsion (Ervin et al., 2001; Yell & Katsiyanis, 2010). As a result, research has expanded to include ways to adapt the functional assessment process in school settings. The purpose of this study was to compare the correspondence between functional analysis procedures for students in a private school and validate the assessment outcomes with interventions conducted in the classroom settings. The results indicate that both assessments corresponded in 87% of all functions identified in the study. Furthermore, the interventions yielded reductions in problem behaviors for all participants.
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Johnson, Colleen Marie. "Examining at-risk students' perceptions of the role and function of school counselors /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131566320.pdf.
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Hjelte, Maria. "Spoken ESL in Secondary School : A Study of Spoken English In School and Outside of School." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9717.
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The present study investigates the pupils' spoken English in the classroom as opposed to their spoken English outside school, and suggests ways of how the teachers can incorporate the pupils' pre-knowledge into the teaching of ESL. Today the pupils' pre-knowledge of ESL is developed into their own vernacular, which I choose to refer to as “Media English”, as opposed to the “Academic English” they are taught in school. Two classes in year 8 have answered a questionnaire, and the pupils show both willingness to learn, and awareness of the necessity of knowing the English language, since most pupils spend a lot of their free-time on the Internet. Additionally, four teachers have answered a second questionnaire, and both pupils and teachers agree that the pupils rather talk in small groups, if they talk at all, a finding which is supported by previous studies. The conclusion is that pupils and teachers need to collaborate, but most importantly, the teachers need to encourage the pupils to talk.
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Zabel, Carol. "Parents' perceptions of the role and function of school counselors a literature review /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007zabelc.pdf.
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Quast, Courtney. "Parents' perceptions of the role and function of a high school guidance counselor." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003quastc.pdf.
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Hedges, Katherine Mary. "Investigating the impact of a whole school intervention on children's executive function and attention skills." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/investigating-the-impact-of-a-whole-school-intervention-on-childrens-executive-function-and-attention-skills(23057737-62a8-4b58-bfde-482b74e0e2ca).html.
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Educational Psychologists (EPs) are often asked to see children that may have difficulties with attention or children with impairments in executive function. Research suggests that there is a link between attention and executive function. There is research evidence linking Attention Deficit Hyperactivity Disorder (ADHD) with executive function difficulties. It is proposed that there will be a link between primary school children’s attention and executive function skills as measured by standardised assessment. The present study involved assessing 31 participants on subtests of the Test of Everyday Attention in Children (TEA-Ch) (to gain a measure of attention) and the Neuropsychological Assessment (Second Edition) (NEPSY-II) (to gain a measure of executive function).Participants were aged between 6;01 and 10;08 (mean 8;06) when they were assessed at the pre-intervention stage. Participants were all from one primary school in the North West of England. Significant correlations between participants’ performance on the TEA-Ch and NEPSY-II were found. There is some research evidence that executive function interventions can improve children’s executive functions, but this is at the individual case level. There were no studies identified that looked at whole school executive function interventions. Executive function staff training was developed and delivered to teachers and teaching assistants in the primary school. A supporting pack of written materials was produced to help staff. Evaluation questionnaires and staff interviews identified useful aspects of the training. It is proposed that the consultation model of training delivery was particularly important. Staff interviews indicated that interventions had been carried out at the whole school and class level. Participants were reassessed at the post-intervention stage using the TEA-Ch and the NEPSY-II. Results indicated significant improvements in both attention and executive function skills for participants overall. Wilcoxon Signed Rank tests identified that there were significant increases in participants’ mean TEA-Ch and mean NEPSY scores following the whole school intervention. The results suggest the intervention may have been most successful in improving children’s selective attention, response inhibition, flexibility and task initiation skills.
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DeVito, Donald R. "The communicative function of behavioral responses to music by public school students with autism spectrum disorder." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0013721.
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Dahlström, Carolin, and Malin Nygård. "Effects of a preterm birth: : Kinematics, lateralization and cognitive function in school-aged children." Thesis, Umeå universitet, Institutionen för psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-99905.
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Premature birth is a well-known risk factor for deviations in neurodevelopment. The aim of this study was to investigate possible long-term effects of preterm birth. Associations was to be investigated between preterm birth and kinematics, lateralization and cognitive function among 40 children born preterm (PT) compared to 48 age-matched children born full-term (FT). Kinematics was registered by a goal-directed task (pressing buttons in sequences, uni- or bimanually). Cognitive function was measured with Wechsler Intelligence Scale for Children – 4th Edition and side-preference with Dichotic Listening and hand, foot and eye observations. Results showed significant differences between groups regarding kinematics and general cognitive function. Gestational age (GA) is associated with kinematics, cognitive function and side-preference. Findings suggest immature spatio-temporal movement organization as a long-term effect of risk factors associated to preterm birth, specifically children born very PT. This may also be related to lower cognitive function due to deviations in related cerebral structures.Förtidig födsel utgör en välkänd riskfaktor för avvikelser i hjärnans utveckling. Syftet med denna studie var att undersöka möjliga långsiktiga effekter av förtidig födsel. Samband mellan förtidig födsel och kinematik, lateralisering och kognitiv funktion bland 40 förtidigt födda barn i jämförelse med 48 åldermatchade fullgånget födda barn skulle undersökas. Kinematik registrerades med en målinriktad uppgift (trycka på knappar i sekvenser, uni- eller bimanuellt). Kognitiv funktion mättes med Wechsler Intelligence Scale for Children – 4:e upplagan och sidopreferens med dikotisk lyssning samt hand-, fot- och ögonobservationer. Resultat visade signifikanta skillnader mellan grupper avseende de kinematiska mätningarna och generell kognitiv funktion. Födelseålder kan associeras med kinematik, kognitiv funktion och sidopreferens. Dessa fynd tyder på omogen spatio-temporal organisation av rörelser som långsiktig konsekvens av riskfaktorer kopplade till förtidig födsel, framförallt bland mycket förtidigt födda barn. Detta kan också relateras till lägre kognitiv funktion till följd av avvikelser i förbundna cerebrala strukturer.
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Potts, Jennifer. "Investigation of the relationship between executive function and meta-cognitive ability in school children." Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446164.
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Wang, Yuqian. "Understanding linear function in secondary school students : a comparative study between England and Shanghai." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11230/.
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How to facilitate students’ understanding of mathematics is a major concern for the mathematics education community as well as education authorities, especially in England, UK and Shanghai, China. However, research into such understanding in these two regions is still in its infancy. The aim of this thesis is to contribute to this research area by investigating how well students understand a particular mathematical concept, linear function, and describe how their understanding has been shaped. A model of understanding function is defined in terms of six levels: Variable Perspective, Dependent Relationship, Connecting Representations, Property Noticing, Object Analysis, and Inventising. These six levels are developed by examining the most prominent theories from existing Western and Eastern literature on understanding function. Using this model, three perspectives around understanding linear function are investigated: what the official documents expect; what students actually achieve; and teachers’ views of how students’ understanding of linear function develops. Mixed methods are adopted to portray a holistic view of understanding function in the two regions. The quantitative data analysis includes three curricula and seven selected textbooks to identify their characteristics and requirements. The main study also analyses student tests from 403 Year 10 Higher Level English students and 907 Grade 8 Shanghai students. Findings demonstrate that the Shanghai students have more abstract understanding than the English Higher Level students, and are more comfortable with algebraic expression, which is emphasised heavily in the Shanghai curriculum and textbook. The graphic representation dominates the Higher Level English students’ solution approaches, which is again emphasised in their textbooks. This study recommends that the more emphasis should be on algebraic expression for understanding linear function in England and graphic representation in Shanghai.
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ter, Maat Mercedes Ballbe. "The Functions of School Counselors in Northern Virginia Public Schools." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27028.
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The American School Counselor Association (ASCA) recommends a shift from traditional to comprehensive, developmental counseling programs focusing on prevention programs to assist the â wholeâ child (e.g., meeting social, emotional, academic, and career needs). This shift has been slow and inconsistent, bringing great variability to the role of school counselor. This study investigates the current functions of school counselors in Northern Virginia. Five research questions are posed: (1) How do counselors spend their time? (2) In what way do counselors want to change their allocation of time to various counseling activities? (3) How do school counselors feel about their preparation to perform various counseling activities? (4) What factors (work setting, gender, level of education, teaching experience, counseling experience, student-to-counselor ratio, desire to change time allocation, and level of preparation) affect how counselors allocate their time? (5) Do differences exist between school counselorsâ allocation of time to various counseling activities and the mandate of the Virginia Department of Education? Seventy-three Northern Virginia school counselors (45% response rate) responded to a survey on activities in the four major categories recommended by ASCA (counseling, consulting, guidance, and coordination) and in administrative/support services. Participants also were asked to fill-out a one-day log describing their typical counseling functions on any chosen workday. Results indicated that, on an average, Northern Virginia school counselors feel well prepared to conduct counseling activities and allocate 46% of their time to counseling, 17% to consultation, 12% to guidance, 7% to coordination, and 18% to administrative/support services. Counselors desire to spend more time working with students individually and in small groups, and less time in test coordination and administrative tasks. Statistical analyses (p< .05) indicate that allocation of time was significantly affected by work setting, gender, desire to change present time allocation, and level of preparation. These results suggest that Northern Virginia school counselors in this study are performing the functions recommended by the American School Counselor Association and by the Virginia Department of Education. Implications for future research are explored.Ph. D.
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Ronda, Erlina R., and res cand@acu edu au. "A Framework of Growth Points in Students’ Developing Understanding of Function." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp55.29082005.
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This research developed a framework describing students’ developing understanding of function. The research started with the problem: How might typical learning paths of secondary school students’ developing understanding of function be described and assessed? The following principles and research questions guided the development of the framework. Principle 1. The framework should be research-based. Principle 2. The framework should include key aspects of the function concept. Principle 3. The framework should be in a form that would enable teachers to assess and monitor students’ developing understanding of this concept. Principle 4. The framework should reflect students’ big ideas or growth points which describe students’ key cognitive strategies, knowledge and skills in working with function tasks. Principle 5. The framework should reflect typical learning trajectories or a general trend of the growth points in students’ developing understanding of function. The following questions guided the development of the framework of growth points: 1. What are the growth points in students’ developing understanding of function? 2. What information on students’ understanding of function is revealed in the course of developing the framework of growth points that would be potentially useful for teachers? The framework considered four key domains of the function concept: Graphs, Equations, Linking Representations and Equivalent Functions. Students’ understanding of function in each of these domains was described in terms of growth points. Growth points are descriptions of students’ “big ideas”. The description of each growth point highlights students’ developing conceptual understanding rather than merely procedural understanding of a mathematical concept. For example, growth points in students’ understanding of function under Equations were: 1) interpretations based on individual points; 2) interpretations based on holistic analysis of relationships; 3) interpretations based on local properties; and, 4) manipulations and transformations of functions (in equation form) as objects. he growth points in each domain are more or less ordered according to the likelihood that these “big ideas” would emerge. o identify and describe these growth points, Year 8, 9 and 10 students in Australia and the Philippines were given tasks involving function that would highlight thinking in terms of the process-object conception and the property-oriented conception of function. Students’ performance on these tasks and their strategies served as bases for the identification and description of the growth points. he research approach was interpretive and exploratory during the initial stages of analysis. The research then moved to a quantitative approach to identify typical patterns across the growth points, before returning to an interpretive phase in refining the growth points in the light of these data. The main data were collected from students in the Philippines largely through two written tests. Interviews with a sample of students also provided insights into students’ strategies and interpretations of tasks. he research outputs, the research-based framework and the assessment tasks, have the potential to provide teachers with a structure through which they can assess and develop students’ growth in the understanding of function, and their own understanding of the function concept.
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Thompson, Rosemary A. "A comparison of counselor, principal and teacher perceptions of the role and function of the school counselor in Virginia public secondary school." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618281.
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The Problem. The purpose of this study was to measure discrepancies between perceived "importance", "attainment" and "effectiveness" of school counselor role and function behaviors as viewed by principals, counselors, and teachers. It was hypothesized that counselors, teachers, and principals will differ significantly in their perceptions of what is important, attained and effective in counselor role and function.;Research Procedure. The subjects (N = 687) were principals, counselors and teachers randomly selected from Virginia public secondary schools. A 55-item Counselor Role Repertoire Needs Assessment Survey was developed to collect role and function data on eleven constructs of: Educational/Occupational Guidance, Counseling, Research, Staff Consultation, Parent Consultation, Placement, Referral, Pupil Appraisal, Program Development, Public Relations, and Professionalism.;Findings. There was a significant difference among principals, teachers, and counselors on their perceptions of perceived "importance" of all role constructs except Placement and Research; on the "attainment" of all role constructs except Research and Program Development; and on the "effectiveness" of counselor role and function of all constructs except Educational Occupational Guidance, Research, Parent Consultation, and Professionalism. Principals and counselors appeared to respond similarly on the attainment of Staff Consultation and Placement and on the importance of Professionalism and Public Relations. Teachers differed on these four constructs. Principals and counselors felt Staff Consultation and Placement was attained to a greater degree than teachers felt it was attained. Principals and counselors also gave more importance to Professionalism and Public Relations; teachers felt it was less important.;Conclusions. The findings of this study have implications that counselors continue to rely on the individual treatment model for counseling and the administrator role of sorting and allocating students through the secondary curriculum with an emphasis on educational and occupational guidance. Counselor caseload, function, role and responsibilities should be more clearly delineated and redistributed to provide a more therapeutic environment for developmental counseling. Suggestions for program enhancement and recommendations for further research is provided.
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Howard, Andrea J. Ph D. "Using Component Analysis to Increase the Effectiveness of Function-Based Self-Management Interventions." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479810073083285.
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Chamberlain, Angela. "Examining the Relationship Between Anemia, Cognitive Function, and Socioeconomic Status in School-Aged Ecuadorian Children." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5917.
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Background and Objectives: It is estimated that over 40% of children in Ecuador are anemic. Anemia in children can influence physical and cognitive development and have lasting effects on adulthood productivity and quality of life. The objectives of this study were to: (1) evaluate the relationship of anemia and cognitive function, and (2) determine the influence of demographic factors on cognitive function. Population and Setting: The sample consisted of 175 school-aged children between 5 to 11 years old attending a school in a poverty stricken area of Guayaquil, Ecuador. Methods: A descriptive correlational cross sectional design was used to study the relationship between the level of anemia and the level of cognitive function. Other demographic factors were evaluated to determine their influence on cognitive function. Data were collected at the school using the Raven's Coloured Progressive Matrices to measure cognitive function and the STAT-Site MHgb Meter to measure hemoglobin levels. Results: No significant correlation was found between the level of anemia and cognitive function. Multiple regression analysis of demographic variables and cognitive function found age (Beta=0.56, t=8.6, p=0.000) and income (Beta=0.16, t=2.5, p=0.01) to be significant predictors of cognitive function. Interpretation and Conclusion: Many factors influence cognitive function and development. Additional research is needed to determine the effect of income level and related factors, such as parental time spent with the child doing homework, value placed on education in the home, education level of the parents, and quality of nutrition. Interventions to improve socioeconomic level, enhance parenting styles that foster cognitive development, and improve nutrition should be implemented.
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Henry, Susan Hogue. "Hourly fluctuation of middle ear pressure as a function of age in school-age children." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/4093.
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Tympanometry is a useful means of evaluating the status of the middle ear. For the pediatric population, tympanometry is particularly valuable for determining the presence of middle ear effusion. The test has been incorporated in many school hearing conservation programs because of its ease of administration, objectivity, and diagnostic value.
In a study by deJonge and Cummings (1985), the hourly fluctuation of middle ear pressure was reported in a group of kindergarten-age children. The variability of middle ear pressure for that group of children averaged 150 daPa. In the present study, a maturational effect of this hourly fluctuation was observed between a group of first-grade age students and sixth-grade age students. Results indicated the younger group averaged a range of 145 daPa, correlating well with the deJonge and Cummings study, while the older group averaged a range of 92 daPa. Thus, as a child matures, the hourly fluctuation of middle ear pressure decreases significantly.
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Monson, Kimberly Davis. "The Effects of Class-Wide Function-Related Intervention Teams in Two Middle School Art Classrooms." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8561.
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Classroom management is a common challenge in middle schools. Class-wide Function-Related Intervention Teams (CW-FIT) is a multi-tiered intervention designed to decrease problem behaviors at the classroom level (Wills et al., 2010). It is comprised of evidence-based practices such as teaching classroom expectations, increasing teacher praise, and using positive reinforcement in an interdependent group contingency. CW-FIT has shown promise in a variety of school settings, but it has not been tested in middle school art classrooms. This was initial investigation examining the effects of CW-FIT using a single-subject ABAB design in two middle school art classrooms. Results indicated that class on-task behavior increased by more than 25% and teacher praise-to-reprimand ratios more than doubled during CW-FIT implementation, compared to baseline levels. Results also indicated that on-task behavior for students identified as at-risk for emotional/behavioral disorders improved by more than 18% during the intervention. Teachers and students found the intervention to be socially valid. Results indicate promising implications for using CW-FIT in other middle school art classrooms.
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ISHII, Hidetoki, Tsuyoshi YAMADA, and Nu Nu KHAING. "A Study on Developing a Spatial Ability Test for Myanmar Middle School Students." 名古屋大学大学院教育発達科学研究科, 2012. http://hdl.handle.net/2237/16154.
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Cole, Jerry W. "The Use of Computers to Enhance the Administrative Function in Tennessee Schools." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2662.
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The purpose of this study was to compare the levels of computer use by school principals in administering their schools. Comparisons were made of the different techniques being employed by school principals as they manage the vast amounts of data that are present in today's educational process. A comprehensive collection of computer applications was identified and school principals were surveyed regarding their use of these applications. A random sample was selected from a population of 1,800 school principals in the state of Tennessee. School principals from 430 public schools and 70 private/parochial schools in Tennessee were surveyed for responses relative to their practices regarding the use of computers in the management of their school. Surveys were mailed in early January, 1992, to those principals who were identified in the sample selection. Surveys were received over a period of several weeks. A return of 71% was obtained. Findings include the determination that schools have computers specifically for the purpose of completing administrative tasks. Principals and office staffs are using administrative computers to improve their management of school data. The primary areas identified as being preformed by school principals were attendance, management of student data, wordprocessing, grade reporting, and transportation. Principals indicated that the major avenues for computer training is through seminars and workshops. The major conclusions included the need for additional computer training in principal preparation curricula, exposure to innovative uses of computers to enhance the administrative function.
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Smith, Carla Michelle. "An Analysis of Interrater Agreement Between the Motivation Assessment Scale (MAS), Questions About Behavioral Function (QABF), and Analog Assessment Outcomes." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28477/.
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An analysis of interrater agreement across multiple respondents on anecdotal assessments was compared with experimental functional analysis outcomes for correspondence. Experiment 1 evaluated the agreement of multiple respondents on the function of problem behavior for 22 individuals across 42 target behaviors using the Motivation Assessment Scale (MAS) and the Questions About Behavioral Function (QABF). Results showed agreement on the primary maintaining consequence for 4 or 5 of the 5 respondents in 52% (22/42) of the individual's target behaviors with the MAS and 57% (24/42) with the QABF. Experiment 2 examined whether correspondence occurred between the anecdotal assessment results and experimental functional analysis (EFA) results for 7 individuals selected from Experiment 1. Correspondence between the QABF assessment and the EFA was found for 6 of 7 participants, and 4 of the 7 showed correspondence between the EFA and the MAS. This study showed that the QABF had higher correspondence with analog assessments than the MAS thus, supporting the previous findings of Paclawskyj et al. (2001).
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陳錦如. "The role function of school-based counselor in elementary school." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/11298454870221532752.
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碩士臺北市立教育大學
心理與諮商學系碩士班
95
The purposes of the study are to understand the school-based counselors’ role functions and their strategies to cope with the difficult situations. The study approach is qualitative in-depth interview methods, and five informants are interviewed. Data is analyzed after interviews. The main results of the study are as follows: 1. The role functions of school-based counselors in elementary schools include: providing the strategy information, understanding and evaluating, cooperation, conciliation, communicating with the system, introducing consultation, coping with the crisis and soliciting the motivation to seek help. 2.Their main strategies to display the role functions are：linking the resources, utilizing their consultation knowledge, providing the positive viewpoints and using games or other tools; other factors affecting to display the role function are the system and the conversation space. 3. The difficult situations include difficulty in cooperation, the time limit, being short of consult equipments, unclear of the role duty and so on. The main difficult situations are: parents and the staff in schools are unable to deal with the children’s condition and experience distract in coordination. 4. The principal ways to confront the difficult situations are: understanding and coordinating the expectation and the demand, providing the related news and other resource, and replying the positive intentions and actions and so on. Then, according to the research results, some considerations and relative suggestions have been presented for future practices and researches.
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Pan, Sz-yu, and 潘思羽. "The development of elementary school students’ executive function: The performance of elementary school students of different ages on executive function tasks." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/8dscpg.
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碩士國立臺灣師範大學
教育心理與輔導學系
101
This study aimed to compare the development of different ages of elementary school students’ three basic cognitive components of executive function (response inhibition, working memory, shifting), understand the correlation between execution function and attention. According to the purpose of this study, this study tested sample of 182 children (including 6 year-old group, 8 year-old group, and 10 year-old group), then apply three computerized executive function tasks (flanker task, complex span task, and set-shifting task) and two attention tasks (visual search task and complex visual search task). Finally, used the basic descriptive statistics, two-way ANOVA, Pearson correlation analysis and hierarchical regression analysis to analyze the data. The results are as follow: 1.There are obvious differences between age and task performance on average accuracy rate and response time of three computerized executive function tasks. The differences of age are showing that increasing ages, the correct rate increased, and the reaction time decreased. The differences of task performance are showing that the correct rate of flanker task is the highest, but the response time is second; the correct rate of complex span task is second, but the response time is the longest; the correct rate of complex span task is the worst, but response time is the shortest. 2.There are obvious differences between age and task performance on average score of two attention tasks. The differences of age are showing that increasing ages, the score increased. The differences of task performance are showing that the score of visual search task is higher than the score of complex visual search task. 3.There is obvious relationship between the performance of elementary school students on executive function tasks and attention tasks. The correct rate of three executive function tasks significantly related to the score of two attention tasks. Furthermore, when excluding the effect of the age variable, the score of complex visual search task still has significant explanatory power to the correct rate of executive function tasks.
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"Financial management as the function of the school governing body." Thesis, 2008. http://hdl.handle.net/10210/888.
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A financial function is one of the aspects of a business enterprise and a department that is involved with finances of the business is known as a financial department. Financial management, as a discipline, is interlinked with other activities that occur within a business organization such as production, marketing, purchasing, personnel functions, et cetera (Cronje, et. al. 1991:16,22). In a school organization there are different departments and committees, which are dependent on the financial committee of the institution for their survival. The finance committee focuses on making decisions with regard to the finances of the school and the generation of extra income, through alternative sources to add value to the organization, for the reason that schools cannot operate successfully with school fund only. Berkhout and Berkhout (1992:4) outline sources of finance that can assist the committee to generate more funds. For a school to operate and perform, the financial management function effectively, it is necessary for one to understand the internal and external environmental factors, which can affect the smooth running of the school.Dr. P.J. du Plessis
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Lenz, Ryan. "Executive Function Variance in a School-Based Behavioral Screener." 2012. http://digital.library.duq.edu/u?/etd,154132.
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The implementation of school-wide behavior supports is considered typical educational practice. A main component of school-wide behavior support is the systematic screening for behavioral and emotional problems. Students' ability to utilize executive functions greatly affects both academic and social success and it is associated with behavior and emotional problems (Lehto, Juujarvi, Kooistra, & Pulkkinen, 2003). This study uses a sample of fourth grade students to analyze the relationship between executive function skills and a screening measure of behavior. This study will examine if deficits in executive function may account for variance in the first level of behavior support screening systems. This may help educators understand the relationship between behavior screening results and executive functions, and possibly explain how social and emotional difficulties may be affected by deficits in executive functions.School of Education
School Psychology
PhD
Dissertation
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Chang, Mei-yuan, and 張美圓. "Classical "Yi" Grammatical Function ---High School Textbooks, for Example." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/60720780253337179525.
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Lin, Kao-hung, and 林科宏. "Improving the Satisfaction of School ConstructionUsing Quality Function Deployment." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/54711847616208945298.
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碩士國立雲林科技大學
營建工程系碩士班
94
Several years after the school reconstruction for the 921 earthquake, many schools now face the problem of inconvenience of usage. It has therefore become an important issue to probe into those unsatisfactory school constructions through the user aspect and propose strategies to improve the satisfaction with school construction. This study takes the school reconstruction after 921 earthquake as the object of research, establishing an approach to measure the satisfaction in both the dimensions of design and construction. The items extracted through this dimension model are applied with the approach of Fuzzy Quality Function Deployment (Fuzzy QFD) with matrix manipulations to convert the actual needs of users into techno-strategical steps of improvement realizable for the construction unit. Disregarding the constraints of budgets and resources, there are 16 items unsatisfactory for the users. With the application of FQFD, this study shall improve those unsatisfactory items to enhance the satisfactory with school constructions. The unsatisfactory items with school design include “Floor and wall materials of classrooms”, “Design of barrier-free environment” and “Water usage in classrooms”. With of school construction, the unsatisfactory items are “Future maintenance of the campus”, “Auxiliary teaching equipments” and “Firefighting equipments”. In the aspect of technical strategy improvement, a number of priority strategies for design improvements are listed in order according to what showed in the design and construction quality function deployments house: “Taking practicability into consideration”, “Planning the main points of design and the ways of maintenance in advance”, “Designing construction sites according to local terrains”, “Taking constructability into consideration when designing” and “Deploying material according to the environment”; for construction, the priority strategies are: “Providing the standard maintenance manual”, “Enhancing the supervision of construction”, “Constructing accurately according to the blueprint”, “Checking up the number and specifications of contract illustrations” and “Keeping to the material installation procedures”.