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A comparative study of the spatial semiotics of theatre and contemporary Church of England liturgyDaniel, Alastair Kevin January 2008 (has links)
No description available.
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Integrated technologies instructional method to enhance bilingual undergraduate engineering studentsMohammed, Abdul Majid January 2014 (has links)
Mathematics permeates almost every aspect of human life and it is a skill much needed by the increasingly complex technological world. It is necessary that this essential skill must be properly developed among students to prepare them for future academic and professional careers. An assessment of the research-based instructional strategies blending with old traditional methods with the modern technological development is a must. Due to the complexity of mathematics learning and the varied learning styles of learners, an integration of appropriate multiple instructional strategies into mathematics education will positively impact mathematical achievement of students. The purpose of this research was to examine the effects of the use of Integrated Technologies Instructional Method (ITIM) as a supplement to the traditional lecture method on mathematics achievement of the Integral Calculus students at the College of Engineering, University of Ha'il, Saudi Arabia. The ITIM includes the four instructional strategies such as the use of the Computer-Supported Collaborative Learning, the collaborative learning, the bilingual support and the study support. Different types of academic supports have been used to examine their effects on students achievement in mathematics. Mathematics, the bedrock of science and engineering, is considered a very important indicator of a student's academic success in professional higher education. Undergraduate engineering students' low achievement in the first year mathematics is an issue demands much attention. The study was undertaken to address students' weak background in mathematics and particularly their high failure rates in this particular course. A total of 218 undergraduate engineering students, comprising of both the experimental and the control groups, were involved in this experimental design study. The control group was taught by the traditional lecture method whereas the experimental group was exposed to the ITIM as a supplement to the traditional lecture method. Apart from the effects of the use of ITIM, students' performance in the previous courses (covariates) such as mathematics, computer, and the English language were compared with their final grades of the Integral Calculus course. The final grades of students were taken as the dependent variable and the ITIM and students' scores in the previous courses as the independent variables. It has been noticed from the literature review that the application of only one instructional strategy does not address the needs of the diverse learning styles of students. A mixed mode method, quantitative and qualitative, was used to collect and analyse data. The quantitative data instruments included students' final exam grades and the student questionnaires. Interviews with students were used as qualitative tools of data collection. An independent t-test, ANOVA, univariate analysis and the stepwise multiple regression analysis were performed to determine the overall statistical significance. The study concluded that there was a statistically significant difference in the performance of the experimental group of students' in terms of their end-of-course grades compared to that of the control group. The regression model revealed significance of covariates on the dependent variable. However, no significant relationship was found between the mathematics achievement and attitudes towards the use of ITIM. The study was an attempt to demonstrate the suitability of the instructional strategies on the bilingual Arab undergraduate engineering students; however, they can probably be applicable to other bilingual students.
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Teacher Leadership Implementation: Change Agents in a Large Urban School DistrictHickling, Alexandra K 08 1900 (has links)
Education reform initiatives continue to push schools to improve methods of measuring accountability intended to improve student achievement in the United States. Federal programs like the Teacher Incentive Find (TIF) provide school districts with funds to develop and implement school accountability and leadership programs. Teacher leadership is one of the concepts being formally developed amongst these initiatives. My applied thesis project focused on work I conducted with a team of researchers at American Institutes for Research, where we evaluated a teacher leadership program in its third year of implementation. Teacher leadership is facilitated through distributive leadership. School leaders distribute responsibilities that provide teachers with opportunities to extend their expertise outside of their own classrooms. My thesis explores teacher leadership roles and investigates implementation across the client school district. It also discusses how particular anthropological theories about communities of practice, learning, and identity can provide a foundation for conceptualizing teacher leadership implementation and the social interactions between program actors.
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Do excellent engineers approach their studies strategically? : A quantitative study of students' approaches to learning in computer science educationSvedin, Maria January 2016 (has links)
This thesis is about students’ approaches to learning (SAL) in computer science education. Since the initial development of SAL instruments and inventories in the 70’s, they have been used as a means to understand students’ approaches to learning better, as well as to measure and predict academic achievement (such as retention, grades and credits taken) and other correlating factors. It is an instrument to measure a student’s study strategies – not how “good” a student is. A Swedish short version of Approaches and Study Skills Inventory for Students (ASSIST) was used to gather information on whether we, through context and content, encouraged sustainable study behaviour among our students. ASSIST was used in two distinct situations: 1) Evaluation and evolvement of an online programming course design, and 2) Engineering education in media technology and computer science in a campus environment where approaches to learning has been evaluated and studied over time during the five year long programmes. Repeated measurements have been analysed against factors predicting academic achievement, and have been evaluated on a cohort level (not individual) in order to clarify patterns rather than individual characteristics. Significant for both projects was that a surface approach to learning correlated negatively with retention. Students who adopted a combination of deep and strategic approach to learning performed better in terms of grades, ECTS credits completed and perceived value of the education. As part of developmental tools it can be beneficial to use ASSIST at a group level in order to see what kind of approach a course design or a programme supports among the students. / <p>QC 20161028</p>
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Trends, tropes and positioning in the university research sub-system n emerging knowledge economies : a theory of research entanglementAbrahams, Lucienne Ann January 2016 (has links)
A thesis submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Doctor of Philosophy, May 2016 / Universities in 21st century emerging knowledge economies seek to build a culture and practice of research activeness and intensiveness. How do university research sub-‐‑systems position universities to push through conditions of adversity to realise research activeness and intensiveness? Based on data collected from an exploratory study of selected research active universities in India and four case studies from a single research active university in South Africa, the research finds that university research sub-‐‑systems, operating in emerging knowledge economies, are engaged in quantum research games. Research complexity and adversity; uncertainty with respect to the outcomes and impact of research; and contestation with respect to resources, values and value; renders the university research game a quantum game, leading to the research entanglement of scientist-‐‑researchers. Epistemologically located in social constructionism and using grounded theory analytical methodology, the theory of positioning universities for research activeness and intensiveness through research entanglement identifies four trends of entanglement. Research actors who operate in a habitual state of heightened entanglement are able to push through adversity. It is theorised that the position of leaning towards heightened research entanglement creates an advantage for universities towards achieving greater research activeness and intensiveness. Where the position of leaning away from entanglement is dominant, this may create institutional stasis and an inability to advance the institution towards greater research effort / GR2018
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Characteristics & perceived skills of California community college chief financial officers : a profile of characteristics & perceived skills and responsibilitiesRailey Jr., George Austin 01 January 2010 (has links)
No description available.
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An Inquiry into the Nature and Causes of the State of U.S. Engineering Ethics Education DissertationAndrew S Katz (6636455) 14 May 2019 (has links)
<p>There is a large variation in the quantity and quality of
ethics that U.S. engineering students learn. Why is there so much room for
improving the state of engineering ethics education in the United States?
Recognizing the interplay between individual agency, structural factors, and
historical contingency, this dissertation is a three-part approach to answering
that question – I present three
distinct, mutually informative threads for studying engineering ethics
education from different angles. The first thread is an historical approach.
The second thread is an empirical study of the mental models that faculty
members have regarding engineering ethics education. The third thread applies
theoretical constructs from political science and economics to analyze structural
factors impinging on engineering ethics education.</p><p><br></p>
<p>From the studies, first we see
that trailblazers of engineering ethics developed the new knowledge required of
this emerging field through interpersonal relationships; they leveraged
existing organizations and built new institutional mechanisms for sharing
knowledge and creating a community of scholars and an engineering ethics
curriculum; they utilized resources from supportive colleagues and
administrators to corporate, governmental, and nongovernmental funding that
legitimated their work. Their efforts ultimately created pedagogical materials,
prevalent ideas, publication outlets, meetings, and foundations that not only
contributed to the current state of U.S. engineering ethics education but also
the launching point for future generations to build upon and continue
developing that state. Second, mapping the mental models of engineering
ethics education among engineering faculty members provided a typology for
analyzing the state of engineering ethics education and places where one can
expect to find variation, deepening our understanding of the state of
engineering ethics education. Third, outlining a theory of the political
economy of engineering education highlighted factors that could be influencing
curricular and pedagogical decisions in engineering departments. Furthermore, I
supplemented the outlined theoretical phenomena with data from the mental
models interviews in order to provide a proof of concept and relevant grounding
for the phenomena.</p><p><br></p>
<p>In sum, faculty members make
decisions based on their mental models. Structural factors shape the broader
environment and institutions in which those faculty members operate. Those
structures and institutions change over time, leading to the current state of
engineering ethics education. Having all three pieces has provided a more
complete understanding of the state of U.S. engineering ethics education.</p><p><br></p>
<p>Ultimately, my
dissertation accomplishes multiple goals. First, I have provided additional
evidence for understanding and explaining the qualitative and quantitative
discrepancies of engineering ethics coverage in U.S. undergraduate engineering
education at multiple levels of analysis. Second, I have amassed evidence that
can inform future research efforts. Third, I have demonstrated the use of
certain theories and methods infrequently employed in engineering education
research. Finally, I have outlined potential new avenues for interdisciplinary
research, especially at the nexus of political economy, education, engineering,
and society. </p>
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The sight saving program in the public schools of Florida -- problems and recommendations for a sight saving program based on the cooperative plan involving the sight saving class at the Demonstration School, Florida State UniversityPickle, Louise Unknown Date (has links)
No description available.
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STUDENTS’ UNDERSTANDING OF MICHAELIS-MENTEN KINETICS AND ENZYME INHIBITIONJon-Marc G Rodriguez (6420809) 10 June 2019 (has links)
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<p>Currently there is a need for research that explores students’ understanding of advanced topics in
order to improve teaching and learning beyond the context of introductory-level courses. This
work investigates students’ reasoning about graphs used in enzyme kinetics. Using semi-structured
interviews and a think aloud-protocol, 14 second-year students enrolled in a biochemistry course
were provided two graphs to prompt their reasoning, a typical Michaelis-Menten graph and a
Michaelis-Menten graph involving enzyme inhibition. Student responses were coded using a
combination of inductive and deductive analysis, influenced by the resource-based model of
cognition. Results involve a discussion regarding how students utilized mathematical resources to
reason about chemical kinetics and enzyme kinetics, such as engaging in the use of
symbolic/graphical forms and focusing on surface-level features of the equations/graphs. This
work also addresses student conceptions of the particulate-level mechanism associated with
competitive, noncompetitive, and uncompetitive enzyme inhibition. Based on the findings of this
study, suggestions are made regarding the teaching and learning of enzyme kinetics.
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Predicting Graduation Rates at Non-Residential Research UniversitiesUnknown Date (has links)
The purpose of this study was to develop a prediction model for graduation rate at
non-residential research universities. As well, this study investigated, described, and
compared the student characteristics of non-residential and residential institutions.
Making distinctions between significant predictor variables at non-residential research
universities and significant predictor variables at residential institutions was also an aim.
The researcher obtained data from the Integrated Postsecondary Data System. Student
and institutional variables were analyzed using descriptive statistics, independent samples
t-tests, analysis of variance, and regression analyses. Results indicated that student and
institutional characteristics can be used to significantly predict graduation rate at nonresidential
institutions with student variables yielding greater predictive power than
institutional variables. As well, residential status was found to moderate the relationship
between undergraduate enrollment and graduation rate. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection
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