<p> In this mixed-methods study, the researcher investigated teacher fidelity of implementation with cooperative learning structures, according to the Kagan Framework, related to students&rsquo; academic achievement and perceptions of cooperative learning. An analysis of the variations in teacher implementation of cooperative learning structures utilizing the Kagan Framework, based on the fidelity checklists, was completed during the study. In addition, the researcher examined the differences in mean achievement scores during baseline (i.e., traditional teaching practices) and intervention (i.e., cooperative learning structures) weeks, a correlation of relevant data points, and a discussion of teacher interviews, surveys, checklists, observations, and student surveys. To investigate teacher fidelity of implementation the researcher employed an A-B-A-B, single-case research design to examine the outcomes of the three Kagan structures (Flashcard Game, Quiz Quiz Trade, and Numbered Heads Together) on pupil performance measured by formative and summative assessments and students&rsquo; self-assessments of their word knowledge. Three teachers (i.e., Teacher A, B, and C) with various levels of experience in using cooperative learning structures and 48 students served as participants. The findings indicated high student achievement with Teacher B&rsquo;s students, while student achievement in Teacher A or C&rsquo;s classrooms were inconsistent. Teacher B&rsquo;s implementation (98.4%) of cooperative learning structures, according to the Kagan Framework, resulted in statistically significant student achievement during intervention weeks. Furthermore, the researcher noted relationships between student confidence levels and student achievement scores for Teacher B&rsquo;s students for all baseline and intervention weeks. Teacher A&rsquo;s and Teacher C&rsquo;s implementation of cooperative learning structures deviated frequently and resulted in inconsistent student achievement during intervention weeks. In addition, for students in Teacher A and C&rsquo;s classrooms, the relationships between student confidence levels and student achievement scores were inconsistent and students lacked confidence in their own knowledge and actual achievement. Qualitative data showed overall teachers perceived the cooperative learning structures as valuable instructional strategies that engaged and motivated students to learn. The researcher suggested school districts must ensure high teacher fidelity of implementation according to the defined components of strategies and programs to guarantee consistent academic achievement for students.</p>

This mini-dissertation was submitted in partial compliance with the requirements for the Master's Degree in Technology: Homoeopathy, Durban Institute of Technology, 2007. / This study aimed to assess the perceptions and career choices made by Technikon Witwatersrand Homoeopathy graduates from 1998 to 2004. It is noted that Technikon Witwatersrand (TWR) is now known as University of Johannesburg; however as the name change did not occur at the time of this study, this study refers to this institution as TWR throughout. The study was designed to investigate their demographic composition as well as aspects concerning career choices, the status of their practices and the reality of Homoeopathy being a viable and satisfactory career choice. / M

<p> The Missouri School Improvement Plan&rsquo;s fourth standard addresses the importance of attendance to the accreditation of school districts. Because of this standard many school districts are in need of a successful plan to increase attendance; therefore, this study was designed to determine the extrinsic motivators educators use to encourage attendance and the influence the motivators have on students. The population for this study included accredited public school districts in the west central and southwest regions of Missouri. A stratified sample consisting of 45 high schools was selected from public school districts with 400 or fewer students in grades K-12 during the 2012-2013, 2013-2014, and 2014-2015 school years. From this group, 20 high school principals agreed to participate in the study. Principals completed a survey which was designed to identify extrinsic motivators used to increase attendance rates in their respective districts. Survey results indicated nine different motivators were used among the 20 schools with a final exam exemption identified as the most frequently used and most effective motivator. Attendance data from the Annual Performance Report (APR) for each participating high school were collected. The data revealed only four of the 20 high schools recorded an increase in average daily attendance in school years 2013-2014 and 2014-2015; however, the majority of the 20 high schools&rsquo; attendance rates were higher than the average daily attendance rate of the state. When attendance rates were reviewed with the survey results, there was little or no increase in attendance rates based on the number of motivators used in the participating high schools.</p>

<p> This purpose of this study was twofold: (1) investigate effective instructional strategies for athletic training education, and (2) investigate a correlation between research-based instructional strategies and first attempt success on the Board of Certification (BOC) examination. Research based instructional strategies exist within allied health education, however, no previous research set out to specifically identify instructional strategies which lead to first attempt success on the BOC examination. Therefore, a mixed-method investigation of research based instructional strategies was performed, and correlation data between instructional strategies and success on the BOC examination were collected. Data produced by the study revealed that instructional strategies based on feedback and metacognition, inductive instruction, and teacher-centered instruction correlate to first attempt success on the BOC examination. In addition, data produced also suggests that a prevalent misconception of the perceptions of instructional strategies exists between athletic training students and athletic training instructors. Based on the data presented, researcher recommends the use of a blended design to instruction, which allows for guided instructions, feedback interactions, and frequent meta-cognitive development opportunities for the athletic training student.</p><p>

<p> Low socioeconomic status is widespread throughout the United States (Makarewicz, 2013). Education is one factor to help people break the cycle of poverty (Payne, 2013). This study was designed to investigate the effectiveness of one-to-one technology on equipping students from low-income families with the education needed to break the cycle of generational poverty. A rural school district in southwest Missouri was selected for the study. Students, parents, and educators were surveyed to gain their perspectives concerning the efficiency of one-to-one technology. Data were gathered to assess the statistical differences in English II end-of-course exam scores, attendance rates, graduation rates, and free and reduced price meal counts prior to versus after the implementation of one-to-one technology. A <i>t</i>-test was performed on the data gathered. After analyzing the data, it was discovered attendance was least affected by the one-to-one technology program. Graduation rates unfortunately dropped; however, English II end-of-course exam scores increased, and free and reduced price meal counts decreased.</p><p>

Approved for public release; distribution is unlimited / Antennas are designed for specific system requirements such as gain, radiation pattern, bandwidth and input impedance and patterns. During this design and testing process, one of the most important steps is the measurement of its radiation pattern to define these critical parameters. Anechoic chambers are used for indoor testing purposes. Ideally they are isolated from all kinds of electromagnetic noise and have absorber coated walls inside. They also are used for radar cross-section (RCS) measurements and electromagnetic interference tests. This thesis examines the performance of the current Naval Postgraduate School anechoic chamber. Different absorbers and antenna patterns are simulated using the Urbana Wireless Toolset. It also includes a noise evaluation of the anechoic chamber. The results of this thesis can be used to guide the users of the existing chamber configuration in setting up tests and assist in any future redesign. / Lieutenant Junior Grade, Turkish Navy

This research was conducted per a Navy Warfare Development Center request that the Naval Postgraduate School update the Navy's TACMEMO: Integration of UVs into Maritime Missions TM 3-22-5-W. Unmanned Surface Vehicles (USVs) are expected to becoming an integral part of the Navy's maritime mission. To incorporate USVs into the fleet, manpower issues must be identified and resolved, i.e., manning requirements supporting USV operations; and analysis of the rate/rating, skill sets, training and procedures required to operate and maintain USVs. The methodology included Navy lessons learned, operation evaluation reports, and technical documentations from past and ongoing fleet employment of USVs to identify manning issues. Research findings included: current USV launch-and-recovery systems on host ships are personnel intensive compared to other available systems; knowledge, skills and abilities required of USV support personnel are identified within the BM, EM, EN, ET (Surface), GM, IT, OS, STG (Surface) rating occupational standards, and it would be easier to train personnel from these ratings for USV support; and a formal training path should be established for USV operators. In consonance with Navy Human Capital direction, naval platforms must operate with reduced manning, however, unmanned systems definitely require trained and specialized personnel to operate and maintain.

<p> In pursuance of analyzing attendance at Midwest High School (a pseudonym), the researcher examined the attendance program&rsquo;s effect on the junior class. The goal of the researched attendance program was to find what worked in the program, what needed to be changed, and how effective was the program. In order to evaluate the program, the researcher used a software system, Pulse, to collect all quantitative data. The data system gave all numerical information covering attendance from the 2015&ndash;2016 school year. Qualitative data was used to analyze the students&rsquo; reactions and responses to the then-current attendance program. Students who were juniors in the 2015&ndash;2016 school year were asked to take a voluntary survey about the attendance program. This data was coded and used to make recommendations regarding changes to be made and essentials already within the program. A focus group was also held and led by a student at Midwest High School. The focus group&rsquo;s answers were used to elaborate upon the program&rsquo;s faults and positives. The researcher analyzed both the quantitative and qualitative data and compared answers of the students to find out what were the most popular and least popular aspects of the attendance program, along with how the students perceived the program. Additionally, the rate of attendance was measured and analyzed to validate if the program was working by examining the percentage of students attending school. The data showed the program as working, and many of the students in the survey and focus group liked pieces of the program. Overall, a theme emerged that the program worked, but changes needed to be made. The researcher suggests that incentives be added to the program and contact with parents shift from weekly to a modified grouping of students who are in need of reminders and on a bi-weekly basis.</p>

<p> The researcher conducted a mixed study to determine whether or not a Talent Search program in a metropolitan area in North Texas was successful in enrolling students in post secondary education during 2011 to 2014. The <i> Program Evaluation Model 9-Step Process,</i> design was used to evaluate and guide the study. Additionally, the researcher designed a conceptual framework <i> College Enrollment Evaluation Steps</i> which was used to help analyze Talent Search performance. The researcher collected and analyzed data for the quantitative component of the study. The researcher conducted interviews to collect information for the qualitative component of the study. Three main themes emerged from coding the interviews. </p><p> The quantitative component of the study answered the study&rsquo;s subresearch questions directly and provided evidence to show Talent Search achieved all of its college enrollment objectives and goals from 2011 to 2014. The quantitative component also answered the study&rsquo;s Subresearch Questions 6 to 8 directly and provided evidence to show Talent Search had a higher rate of college enrollment than the Talent Search target independent school district, Texas, and the United States from 2011 to 2014. </p><p> Three main themes emerged from the qualitative component of the study; College Enrollment Barriers, Talent Search Intervention and Areas in Need of Improvement. The qualitative component of the study showed that Talent Search intervention was instrumental in helping seniors overcome college enrollment barriers (especially barriers pertaining to financial aid) that would have otherwise prevented the students from enrolling in post secondary education. </p><p> Furthermore, the quantitative and qualitative components of the study synthesized together to emphasize that the financial aid application completion step was the most challenging college enrollment step for students. The quantitative component showed the financial aid completion rate for 2011 to 2014 was lower than all the other college enrollment steps completion rates. Likewise, lack of knowledge on the financial aid application emerged as the greatest college enrollment barrier in the qualitative component. The results of the study provided evidence to conclude Talent Search was successful in helping students enroll in postsecondary education from 2011 to 2014.</p>

<p> With an increased focus on global competition, many educators and policymakers relied on international assessments such as the Programme for International Student Assessment (PISA) to evaluate the ability of their education system to prepare students for the global economy. Students in the United States continued to demonstrate disappointing results on the PISA, which led to an outcry by American educators and policymakers and a call for reform. To lessen the achievement gap between the United States and other countries, experts suggested the importance of identifying the characteristics of high performing countries and adapting effective policies to fit the needs of the United States. </p><p> The current study sought to provide a research-based foundation for school reform in the United States by initially seeking relationships between research-based factors of school working conditions and learning environments (initial teacher education and professional development; teacher appraisal and feedback; school climate; school leadership; and teachers&rsquo; instructional beliefs and pedagogical practices) from the Teaching and Learning International Survey (TALIS) and student achievement. Then, where relationships occurred, the researcher ascertained the extent of differences within those factors between the United States and the top five, middle five, and lowest five performing countries that participated in both the 2012 PISA and 2013 TALIS. </p><p> The analysis of the data revealed several relationships among factors of school working conditions and learning environments and student achievement. The results also indicated several differences within these factors between the United States and the selected countries. Based on these results the researcher offered several recommendations to educators and policymakers in the United States, such as providing teachers with the time and skill to offer each other meaningful feedback, completing further research on the efficacy of utilizing student performance data in evaluation frameworks, allowing teachers more meaningful opportunities to reflect and collaborate in order to foster common beliefs about teaching and learning, and providing additional training to teachers in the United States on the appropriate and effective use of assessment strategies.</p>