As students advance to higher grade levels, they learn new words. The documents intended for upper grade levels will contain more advanced vocabularies, reflecting the assumed aptitude level of the intended audience. In this study, we first classified all the words in a pre-labeled document collection into various grade level categories. We then calculated the distribution of words from each grade level for all the documents. The eventual goal of our study is to build a system that automatically assigns the appropriate grade level label to each document in the NSDL repository. This will allow the educators to search more easily for material appropriate to specific audiences. The available dataset for this study comes from the Eisenhower National Clearinghouse. This dataset contains a total of 8,417 documents with labels specifying the intended grade levels.

In information science, the creation of classification schemes has been more commonly described in the mode of scientific discovery, as opposed to artifact design. From the literary warrant of Hulme to the terminological warrant of the Classification Research Group (CRG), to Hjorlandâ s domain analysis, the classificationist seems like one who documents and compiles, and not one who actively shapes design. Outside of information science, however, classification is used as an active argument to structure interpretations (in linguistics and philosophy) and as a means of coordinating and imposing order on work practices (in studies of information systems). In this paper, I suggest that classification researchers should investigate a wider variety of design possibilities, in which the purpose of a classification is not assumed to be a retrieval tool in the traditional manner. A consequence of an expanded design space is that standard classification manuals and guides become insufficient support for the design process; a new research area might be the facilitation of problem-setting aspects of classification design. One avenue of possible research involves the description of a design language, following the description of such by Lowgren and Stolterman (2004) and Donald Schon (1983). A design language, which might be operationalized as a set of product qualities, might provide a framework by which designers can better understand, evaluate, and create classifications.

No description available.

The determination of material properties for very small specimens such as biological cells or semiconductor microchips is extremely difficult and has been a challenging issue for several decades. One important constraint during these measurements is not to harm the specimens during the test process because the specimens, biological cells in particular, are vulnerable to the test itself even during a short period of testing time.Nondestructive evaluation (NDE) is the only suitable precess for such applications. It is fast, causes no disturbance and can give a real time response while being cost effective. Many NDE methods are available today, such as, laser based techniques, Radiography, Magnetic techniques, High resolution photography and other optical techniques, MRI, acoustic and ultrasonic techniques to name a few. Ultrasound is the most popular tool for NDE. As specimens become smaller, the need for shorter wave length ultrasound increases dramatically.The use of acoustic waves in microscopy technology provides many more benefits than its conventional optical microscope counterpart. One such benefit is its ability to inspect a specimen in dark. Another is the capability to see inside an optically opaque specimen. Today, very high frequency, higher than 1 Giga Hertz (109 Hz), ultrasound is being used. This technology has improved at the same pace as the development of electronics and computer science. In acoustic microscopy experiments wave speed and wave attenuation in the specimen are measured by the V(f) technique. A specimen's density, Poisson's ratio and Young's modulus are directly related to the wave speed. V(f) method, as discussed in this dissertation, has some advantages over the more commonly used V(z) method. In order to correctly estimate the wave speed and attenuation in the specimen, the transducer modeling should be completed first. The Distributed Point Source Method (DPSM) is used in this dissertation to model a 1 GHz acoustic microscope lens. Then the model-predicted pressure field is used in a FORTRAN program to calculate the thickness profile and properties of biological cell specimens from experimental data.Transducer modeling at 1 GHz has rarely been attempted earlier because it requires an immense amount of computer time and memory. In this dissertation 1 GHz transducer modeling is conducted by taking advantage of the axisymmetric geometry of the acoustic microscope lens. This exploitation of symmetry in the modeling process has not been attempted prior to this dissertation.

<p> Educators are committed to providing students the best possible education by using the practices and tools they know (Zmuda, Kuklis, &amp; Kline, 2004). Unfortunately, the status quo for grading and assessment practices is faulty, outdated, and ineffective. Current practices have unwittingly hindered student progress and motivation (O'Connor, 2007). Educational leaders, administrators, and teachers are faced with questions regarding the best ways to motivate students and accurately report their progress (Popham, 2011). Assessing and grading student achievement are primary functions of educators and if these practices are not approached and applied properly, a grade can misrepresent the true knowledge of the student regarding class standards (Brookhart, 2009). Even though there has been a shift to standards based teaching, grading and assessment practices have not followed suit and continue to lag behind (Zmuda, Kuklis, &amp; Kline, 2004). Conventional grading and assessment practices abound, yet opportunities for the introduction of reform and the necessary professional development for the implementation and sustainability of such reform are lacking (Wormeli, 2006). Second order change is an apparent break from the past and is best presented and maintained through quality, ongoing professional development (Marzano, 2003). Change is inevitable and necessary at times, offering fresh perspective and new ideas, and it is the responsibility of those in the teaching profession to continue to learn and stay apprised of current research to give students the best possible education (Schimmer, 2012). When a district or school becomes aware of the need for change, there is an obligation to address the underlying issues and all relevant facts, logic, and research. Professional development provides the optimal venue for learning, discussing, applying, and evaluating any proposed changes (DuFour &amp; Marzano, 2011). Reeves (2007) asked, "What is the risk if we engage in this change compared to the risk of continuing our present practice" (p. 7). The risk of embracing a proposed change may include limited buy-in, fear of failure, or the perception of more work. Regardless of potential effects, growth can only come through change, and trying new methods is the only way to know what changes work (Schimmer, 2012). The continuation of current grading practices poses a threat to the educational process and the future of student learning by undermining motivation and presenting inaccurate information due to grades' convoluted nature (Brookhart, 2009). Grades should not represent tradition, opinion, behavior, effort, homework, attendance, or any other extra-curricular components (O'Connor, 2007). They should purely and simply report the student's comprehension of predetermined class standards and goals (Brookhart, 2009). There are new research based methods for grading and assessment that honor the meaning of the grade and could be introduced and implemented in schools across the country through professional development opportunities (Reeves, 2007). The purpose of this study was to investigate the perceptions of grading and assessment practices in Fall River Middle School and to analyze the impact of increased opportunities for professional development in grading and assessment practices on the staff.</p>

I have discovered that evaluation like my first passion, drama, challenges participants on a cognitive and personal level. In both evaluation and theatre, stories are told for the purpose of stimulating interest, reflection, and insights into the complexity of human behaviour. In the world of program evaluation judgements about program merit, worth, or significance are generated through an evaluator’s interactions with theory, stakeholders and colleagues. Program insights are thus tied to the quality and complexity of these interactions. This thesis tells the story of my transition from drama teacher-to-graduate student-to-evaluator-researcher. It begins with my motivations for this transition; includes my learning about internal, participatory and collaborative evaluation. Finally, this thesis speculates on how inquiry and experiences, such as the ones documented here, might inform the learning of other novice evaluators. It accomplishes this latter goal by making explicit the complexities of a participatory and collaborative evaluation process and the considerations and deliberations that I faced in attempting to enact this approach. This thesis reflects the fact that I have always used stories as a way to understand and make meaning, Presented in the structure of a play, this narrative purposefully examines the values, challenges, and possibilities for learning that arose in my collaboration with other evaluation colleagues. Over the five acts I reveal my growing understanding of evaluation theory and practice and how this was shaping my understanding of who I was becoming. The final Act explores the notion that professional learning and identity is not a fixed or exclusive concept. This thesis suggests that learning from experience is valuable in contributing to the growth of novices. In learning to do evaluation it is not enough to focus on models of practice or theoretical principles. Becoming an evaluator also requires attention to personal and interpersonal orientations and the monitoring of an evolving personal stance. In presenting this thesis I argue that the elements of my story have transferable qualities and that these elements can trigger conversation and insights beneficial to other novices or those charged with the induction of novices. The intended consequence is a richer understanding of evaluation as a human enterprise. / Thesis (Master, Education) -- Queen's University, 2008-01-16 20:08:38.044

Background: The workplace provides a setting to offer health promotion interventions to a large proportion of adults. Given the high rates of obesity and chronic disease among this population, it is of public health importance to provide and evaluate these interventions. Objectives: The purpose of this study was to pilot an evaluation of the Motiv8 Workplace Series (MWS) using the RE-AIM framework. The objectives of this study were 1) to provide measures of adoption, reach, and implementation of the MWS, 2) to provide estimates of the effectiveness of the MWS in changing physical activity and healthy eating behaviours, and in changing theoretical variables from the social cognitive theory and the health action process approach, and 3) to use the data to investigate the role of theoretical variables as mediators in changing these health behaviours. Methods: This pilot study used a quasi-experimental, non-equivalent control group design. The study population consisted of employees aged 18 and older, living in Kingston and surrounding area. The study investigated 1) the participation rate and representativeness of participating workplaces (adoption), 2) the participation rate and representativeness of employees participating in the MWS (reach), 3) the extent to which the MWS was implemented as intended (implementation), and 4) the impact of the MWS on participants through measures of behavioural outcomes (effectiveness). A questionnaire was administered at baseline and 1-week follow-up. Results: Objective 1. The participation rate was low among workplaces. Participating and non-participating workplaces were similar with respect to all characteristics except past public health programming. There was also a low rate of participation among employees. Participants did not appear to be representative of all workplace employees. Objective 2. There was a significant difference in healthy eating (p<.05), but no significant difference in physical activity (p>.05) between participants in the intervention and comparison groups at follow-up. Objective 3. There was evidence for action planning as a partial mediator of the relationship between the intervention and healthy eating. Conclusions: The preliminary findings from this evaluation suggest that the MWS had moderately low reach and adoption, good program implementation, and was effective at changing eating behaviour among employed adults. / Thesis (Master, Kinesiology & Health Studies) -- Queen's University, 2009-12-04 10:34:13.947

<p> Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles By Paulette Koss The purpose of this qualitative study was to examine and describe the impact of the Buck Institute of Education's 8 components of project-based curriculum on high school juvenile offenders' academic achievement, socialization, and self-concepts as perceived by juvenile court school (JCS) teachers. A secondary purpose was to describe strategies used to implement the 8 components of project-based curriculum for high school juvenile offenders as perceived by JCS teachers using the project-based learning (PBL) approach. The participants in the study were 9 JCS teachers in 3 states. They answered interview questions about the impact of the 8 components of PBL on their students' academic performance, socialization, and self-concepts, and about effective strategies for implementation. The results were analyzed to identify themes. Overall, the participants noted that PBL improved the academic performance, socialization skills, and self-concepts of their students. Their answers also indicated some obstacles to implementing PBL, especially the lack of Internet access in JCS classrooms. The teachers also noted that their students lacked academic and experiential background knowledge and appropriate peer socialization skills. Building background knowledge and modeling peer interactions were identified as essential strategies in implementing PBL. The results of this study support the conclusion that PBL is effective at improving the academic performance, socialization skills, and self-concepts of incarcerated juveniles. Results indicated that the lack of Internet access limited the benefits of PBL for these students. Building background knowledge and modeling appropriate peer interactions were crucial strategies to the success of PBL. The researcher recommends that more states implement initiatives for implementing PBL in their JCS classrooms and provide teachers with the necessary training and ongoing coaching necessary for implementation. Additionally, states should develop systems that would allow for Internet access in JCS classrooms without compromising the secure facility. Programs should be developed to encourage positive peer interactions in incarceration facilities.</p>

The term developmental evaluation first entered in the literature in 1994 when Michael Quinn Patton used the phrase in an article exploring the relationship between evaluation and organizational development. Since then, he has developed the concept further and documented his evolution of thinking in a variety of articles, books and presentations. While Patton has been systematic in disseminating his emerging account of developmental evaluation, there is very little research on how other evaluators understand the concept nor an account of their experiences using the approach in real-life settings. This thesis documents the experience and reflections of eighteen evaluators who have employed developmental evaluation in their own work. The results suggest that practitioners understand the intent and key features of the approach though have a variety of questions about its conception and encountered a number of practical challenges in its implementation. The thesis also describes a number of recommendations for strengthening the theory and practice of developmental evaluation.

The title of this dissertation incorporates two key terms that define the work. First, the reader should view the paper by as a blueprint for evaluation which, like all generic blueprints, can be amended to fit the terrain, augmented based on new information or technology, or reduced to fit a stricter budget. It is also very much a blueprint that is developed from an action-oriented case study of an ombudsman, and is, therefore, relevant and tested. A long-standing question in the ombudsman community has been how to evaluate ombudsman operations without impugning the determining characteristics of an ombudsman: independence, impartiality, and confidentiality. There has been a lack of information or guidance, especially at the practitioner level, on how ombudsmen can develop meaningful evaluations without violating confidences or independence. This dissertation provides practitioners with tools that will enable them to conduct evaluations to determine information about ombudsman operations, formulation, and improvements. The dissertation also provides information on two areas of interest for ombudsmen. First, it focuses on the design, development, reporting on, and assessment of a multipronged evaluation approach for the Internet Corporation for Assigned Names and Numbers (ICANN) Office of the Ombudsman. This review also considers the somewhat scarce existing literature in the field. Second, this dissertation fills the gap in the existing literature by developing a practitioner�s guide to evaluation techniques. The evaluation research is developed and conducted with the ICANN Ombudsman by designing, implementing, and assessing a number of evaluation techniques: selfevaluation, client surveys, benchmarking activities, and the like. The ICANN Office of the Ombudsman is a unique entity. It conducts online dispute resolution as an ombudsman. It is likely the first, if not the only online ombudsman operation anywhere. The ICANN Ombudsman has jurisdiction over complaints concerning the actions, decisions, or inactions of the ICANN Board of Directors, staff, or supporting organizations. It conducts its work using a wide variety of alternative dispute resolution techniques: negotiation, mediation, shuttle diplomacy, good offices, fact finding, investigation, and reporting and recommendation. All this research is important, not simply to fill gaps in the literature, but to provide the growing ombudsman community with cost-effective tools that enable them to determine any gaps in community service, jurisdiction, or activity; to determine whether there are adequate resources; and to justify retention of either the incumbent or the programme generally. This is a set of skills and action plans that are in high demand by the community, and this dissertation provides the first major steps to meet that demand.