ACT Year 9 Exhibitions Program aligns curriculum, pedagogy and assessment in the design and implementation of rich learning tasks, which are focussed on transdisciplinary, problem-based, community-centred issues. It provides an authentic assessment model through a panel assessment process of demonstrated student achievement. This case study research examines the uptake of an Exhibitions approach in three ACT high schools. It discovers, through their own telling, what inspires commitment by participants to the program and the ways that they measure success. The study draws on a rich data set of narrative inquiry and semi-structured interviews with teachers and students from the case study schools. Analysis of the 'lived experiences' of the participants indicates that how individuals profit by the program is determined by five critical factors which are realized differently for them. Further, for the Year 9 Student Exhibitions Program to succeed in meeting its goals of providing for teacher renewal and improved student learning outcomes, and of promoting high school reform, certain conditions must prevail. These conditions converge around the support afforded teachers to build their capacity for curriculum and pedagogical change, and the opportunities for engagement and agency of both teachers and students in the design of the Exhibition task and its implementation. This study investigates the realities of implementing change in schools and its findings augment what theorists would predict for school change. It indicates that the extent to which Exhibitions can drive a wedge into the 'business-as-usual' approach of the ACT's more traditional high schools, and provide an alternative view of what it means to educate for the 21st century, depends ultimately upon the human and structural conditions created in the school, and the authenticity of the approach to uptake. This study contains important recommendations for government and education systems alike as they pursue school change.

The National Science Foundation (NSF) is spending substantial resources to improve science, technology, engineering, and mathematics (STEM) education in the United States. The ultimate goal of these programs is to produce students with a better knowledge of math and science and who are more likely to pursue careers in STEM fields. Interactive learning modules can be used in the classroom environment for effective learning. This study examines the learning preferences of Logan High School (located in Logan, Utah) students and evaluates the impacts of using interactive learning modules with classroom lectures compared to other traditional methods of teaching.

With data describing 110,520 eighth grade students from 592 junior high (middle) schools in China, a three-level hierarchical linear model was developed in this study to create a multivariate multilevel environment to examine (a) the effects of student-level and school-level variables on science achievement in four subject areas (science inquiry skills, biology, earth science, and physics) and (b) the consistency or stability of academic achievement across the four subject areas among students and among schools. Results indicated that (a) student characteristics, including gender, parental SES, time spent in learning, and the type of family separation, were related to high academic achievement in each of the four science subject areas, (b) no school characteristics were found to be significant factors to affect students’ academic performance in any of the four science subject areas, (c) both students and schools with high academic achievement in one subject area also showed high academic achievement in other subject areas, and (d) the consistency or stability of science performance over the four subject areas did not depend on student characteristics and school characteristics.

Five elementary age students with moderate to severe intellectual disabilities were taught shape identification. A multiple probe design across behaviors, replicated across participants, was used to determine the effectiveness of constant time delay to determine the effectiveness of Constant Time Delay to teach shapes. Nontarget information was included in praise statements. All students met criterion on target information of shape identification. All students increased their ability to identify shape words, spell shape words, tell the number of sides of the shapes when presented and tell the number of angles of shapes presented. Generalization occurred during daily walks through the school and community as well as during the probe sessions.

The topic of the diploma thesis is focused on the areas of human resources management, education and development of employees in a Fire Rescue Brigade of South Bohemia. The principal aim of this thesis was the evaluation analysis of the system of employee education and development in the selected company, identification of educational needs, proposals for changes and recommendations for improving the management of this area.

The aim of my dissertation Autism and a financial literacy is comparing the differences between the education of autistic pupils at special elementary schools or at elementary school in inclusion….. Next monitoring the summary of financial literacy of autistics. The thesis is divided into two parts. The theoretical part contains the information about autism, the list of autistic disorders, methods and possibilities of training of autistic pupils and describes possible causes of its formation. In the practical part I describe the differences between the education of autistic pupils at special elementary school and in inclusion at elementary school ….The research is concerned with the summary and the comparison of financial literacy knowledge of an autistic pupil at primary school with his healthy schoolmates.

Because of the importance of long-term memory of concepts and procedures and because of the need for the ability to retrieve data to solveproblems, the relation between the method of instruction and retentionretrieval ability of students must be examined. This study was designed to approach an analysis of the nature of this relationship. Specifically, it was conducted to answer the following question:What is the relationship between retention of algorithms for problem solving as measured ,by the Test of Logical Thinking (TOLT) by ninth grade physical science students at a college preparatory school who have beentrained in control of variables, and the ability of students to apply this process to a novel problem-solving situation in Physical Science?The population was selected from a private college preparatory school in Jacksonville, Florida, which was instructed and tested in laboratoryoriented ninth grade science classes in addition to using the TOLT Form A as an indicator, the retention and retrieval of processes were tested in problem-solving situations in the classroom and observed in the laboratory by the teacher. This teacher observation and assessment, along with the TOLT, are considered essential in attempting to understand the retention of processes by the students for future use in problem-solving.

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