An implicit finite volume algorithm is developed for higher-order unstructured computation of inviscid compressible flows. The Spectral Finite Volume method is used to achieve high-order spatial discretization of the domain, coupled with a matrix-free LU-SGS algorithm to solve the linear systems arising from implicit time marching of the governing equations, avoiding the explicit storage of the flux Jacobian matrices. A new limiter formulation for the high-order terms of the reconstruction polynomial is introduced. The issue of mesh refinement in accuracy measurements for unstructured meshes is investigated. A straightforward methodology is applied for accuracy assessment of the higher-order unstructured approach based on entropy levels and direct solution error calculation. The accuracy, fast convergence and robustness of the proposed higher-order unstructured solver for different speed regimes are demonstrated via several known test cases from the literature for the 2nd-, 3rd- and 4th-order discretizations. The possibility of reducing the computational cost required for a given level of accuracy using high-order discretization is demonstrated. The main features of the present methodology include the reconstruction algorithm that yields 2nd-, 3rd- and 4th-order spatially accurate schemes, an implicit time march algorithm, high-order domain boundaries representation and a hierarchical moment limiter to treat flow solution discontinuities.

Made available in DSpace on 2016-04-28T20:56:46Z (GMT). No. of bitstreams: 1 Francine de Paulo Martins.pdf: 1722141 bytes, checksum: e27dc5db3c96832620592556c35503eb (MD5) Previous issue date: 2014-05-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this research was to investigate, in the view of teachers from a municipal school system, how teaching is developed and what main challenges are faced by them in their teaching practice as well as what meaning they attribute to school. Procedures for data collection were used such as: focus groups involving 42 teachers; questionnaire for characterization of the teachers personal and professional profile; semi-structured interviews; data analysis of the 2012 School Census and official documents of the Municipal Department of Education. The research used theoretical contribution from Nóvoa (2009), Young (2011); Saviani (2012); Libâneo (2012), concerning school function. Roldão (2006; 2010); Nóvoa (1999; 2009) and Charlot (2000; 2005; 2008) for discussions on teaching and on mobilization for learning. The data analysis reveals that the strategies used for teaching are various and seek the student s mobilization for learning. The teachers evidence the complexity of teaching and learning processes, especially with regard to the effective mobilization of the student for learning. The belief in the student s ability, the concern with his/her learning conditions denote the responsibility of the teachers towards the educational process and student's school life. Despite the fact that the teachers signal that many are the challenges that they face and that they several times take over responsibilities which are beyond teaching, they show great commitment to their profession and satisfaction when they see that the student has learned and has been changed by teaching. They understand that the school is primarily responsible for teaching; however, they refer to the student s reception, responsible citizenship development and autonomy promotion as school s functions. We believe that by giving voice to teachers, we can capture the vision and thoughts of those who teach. Consequently, we approach the classroom, the contradictions and conflicts concerning the school and the student s daily life, as well as the teaching and learning process, and in particular the teachers , their beliefs and conceptions to understand and discuss teaching. This research brings us contributions for thinking teaching over in order to overcome the reductionist discourses on teaching, inspiring new perspectives and ways of considering school, the teacher and the teaching and learning process / O objetivo desta pesquisa foi investigar, na ótica de professoras de uma rede municipal, como se desenvolve o ensino nas escolas, quais os principais desafios enfrentados por elas na sua prática docente e o sentido que atribuem à escola. Foram utilizados como procedimentos de coleta de dados: grupos de discussão com 42 professoras; questionário para caracterizar o perfil pessoal e profissional das docentes; entrevista semiestruturada; análise dos dados do Censo Escolar 2012 e de documentos oficiais da Secretaria Municipal de Educação. A pesquisa teve como aporte teórico, a contribuição de autores como Nóvoa (2009); Young (2011); Saviani (2012); Libâneo (2012), a respeito da função da escola. Roldão (2006, 2010); Nóvoa (1999; 2009) e Charlot (2005; 2000; 2008) para discussões acerca do ensinar e da mobilização para a aprendizagem. A análise dos dados revela que as estratégias utilizadas para ensinar são variadas e buscam o envolvimento do aluno na aprendizagem. Evidencia a complexidade dos processos de ensino e de aprendizagem, especialmente no que se refere à mobilização efetiva do aluno para aprender. A crença na capacidade do aluno, a preocupação com as suas condições de aprendizagem denotam a responsabilidade das docentes frente ao processo educacional. Apesar de sinalizarem que muitos são os desafios que enfrentam e que diversas vezes assumem responsabilidades que estão além de ensinar, as professoras revelam grande envolvimento com a sua profissão e satisfação quando veem que o aluno aprendeu e se transformou a partir do ensino. Entendem que à escola cabe ensinar, prioritariamente, no entanto, se referem ao acolhimento, formação para a cidadania e promoção da autonomia como funções da escola. Acreditamos que ao darmos voz aos professores captamos a visão e o pensamento daqueles que ensinam. Aproximamo-nos assim, da sala de aula, das contradições e conflitos que cercam o dia-a-dia da escola e do aluno, bem como do processo de ensino e de aprendizagem e em especial dos professores, das suas crenças e concepções para compreender e discutir o ensinar. Ao mesmo tempo, a pesquisa traz contribuições valiosas para pensarmos o ensinar com vistas à superação dos discursos reducionistas acerca da docência, suscitando novos olhares e formas de pensar a escola, o professor e o processo de ensino e de aprendizagem

Made available in DSpace on 2016-04-27T16:32:57Z (GMT). No. of bitstreams: 1 Vania Aparecida Ribeiro dos Santos.pdf: 3704208 bytes, checksum: 47ed6c993bbc6c3ecc59d325a561a3d2 (MD5) Previous issue date: 2015-02-11 / The present work aims to investigate the conditions in which the practices of educommunication occur in a municipal public school (Primary school from 6th to 9th grades) in the suburbs of the city of São Paulo and its interference in the students-teachers interaction, in the teaching and learning methods and in the relations with the knowledge. It can be described as analytical-descriptive qualitative research, accomplished to understand which point of view students and teachers, involved in the project Nas ondas do Rádio ( In the radio waves ), have about the conditions in which the practices of educommunication occur and how those activities contribute to the students learning inside and outside school. The work was supported by authors such as Ismar de Oliveira Soares (with the concept of educommunication), Jesus Martin Barbero (concerning the relationship between youth and school education and the media processes in the current society) and Bernard Charlot (with the study of the role of schools and teachers concerning the students reality and their path towards the knowledge). Data was collected by means of documental analysis, routine observation of the Project and interviews with 07 students, 04 teachers and other subjects involved in the Project (01 Pedagogical Coordination and 01 Teacher Computer Science Adviser), besides manifestations from 04 students parents. The data was synthesized in information charts. The results allowed us to observe that the Program In the radio waves enhanced the educational process, improving the students self-esteem and making them more receptive towards the activities of production of the knowledge itself. The results also suggest that the experience lived by the students with the educommunication reflects on the daily routine of the classroom, improving the students school performance and their apprehension of the school contents. There is still indication that the students critical consciousness and creativity can be aroused with the use of instruments of communication, once the students start reading, interpreting an producing their own media plays / A Pesquisa aqui apresentada tem por objetivo investigar as condições em que ocorrem as práticas de educomunicação em uma escola pública municipal de ensino fundamental II da periferia da cidade de São Paulo e sua interferência na interação entre alunos e professores, nos modos de ensinar, de aprender e nas relações com o saber. Trata-se de uma investigação realizada por meio de pesquisa qualitativa do tipo analítico-descritiva, para entender a visão que professores e alunos envolvidos no projeto Nas ondas do Rádio expressam sobre as condições em que ocorrem as práticas de educomunicação na escola e como essas atividades contribuem para o aprendizado dos alunos na escola e fora dela. A pesquisa foi realizada com o apoio teórico de autores como Ismar de Oliveira Soares (em relação ao conceito de educomunicação), Jesús Martín Barbero (no que refere às relações dos jovens com a educação escolar e os processos midiáticos na sociedade atual) e Bernard Charlot (sobre o papel das escolas e dos professores em face da realidade dos alunos e sua mobilização em direção ao saber). Os dados foram coletados por meio de análise de documentos, observação da rotina do Projeto e entrevistas com 07 alunos, 04 professores e demais agentes envolvidos com o Projeto (01 Coordenador Pedagógico e 01 Professor Orientador de Informática), além de manifestações de 04 pais de alunos. Os dados são apresentados em quadros-síntese de informações. Os resultados obtidos permitem constatar que o Programa Nas Ondas do Rádio dinamiza o processo educativo, melhorando a autoestima dos alunos e tornando-os mais receptivos a atividades de produção do próprio conhecimento. Os resultados sugerem também que a experiência vivida pelos alunos com a educomunicação tem reflexos no cotidiano de sala de aula, melhorando o rendimento escolar dos alunos e sua apreensão dos conteúdos escolares. Há ainda indícios de que a consciência crítica e a criatividade dos alunos podem ser despertadas com o uso dos instrumentos de comunicação, na medida em que os alunos passam a ler, interpretar e produzir as suas próprias peças midiáticas

As pesquisas em Educação Matemática têm nos mostrado, nas últimas duas décadas, a importância da comunicação e da interação na sala de aula. Apontam para a criação de um ambiente onde os alunos têm a possibilidade de trocar pontos de vista, confrontar resoluções, apresentar argumentações como uma estratégia favorecedora do processo de aprendizagem. Analisar os componentes presentes nas relações interativas da sala de aula entre professor e aluno e entre os próprios alunos e suas possíveis implicações na aprendizagem da Matemática foi o objetivo central deste trabalho de mestrado, caracterizado nos moldes da pesquisa qualitativa de abordagem interpretativa. Inicialmente foi feito um levantamento bibliográfico sobre os temas linguagem, comunicação e interação, relacionado às áreas da Lingüística e da Educação Matemática e, posteriormente, ocorreu uma intervenção em alunos de 3º ano do Ensino Fundamental de uma escola municipal do município de São Paulo, que apresentavam um desempenho escolar insatisfatório em Matemática. Por meio da análise da transcrição das falas dos momentos de interação, gravadas em áudio ao longo de um projeto de dez aulas-oficinas de Matemática, ministradas pela pesquisadora, foi possível identificar nas manifestações orais, além dos conteúdos diretamente relacionados ao conhecimento matemático, componentes afetivos, sociais e culturais. O silêncio, embora não seja considerado uma manifestação oral, também foi analisado como forma de expressão no contexto da sala de aula. Ainda que a pesquisa tenha sido desenvolvida com alunos previamente selecionados a partir da aplicação de um instrumento diagnóstico para comporem um grupo mais homogeneizado do ponto de vista pedagógico, verificou-se uma diversidade de situações em que o processo interativo influenciou ou não a aprendizagem dos alunos. Concluiu-se que expressar-se oralmente nas aulas de Matemática nem sempre está relacionado ao desenvolvimento direto do raciocínio sobre os conceitos e as idéias da área, uma vez que a expressão é composta por fatores de natureza emocional, social e cultural que, muitas vezes, antecedem a discussão matemática propriamente dita ou se sobrepõem a ela. Ainda assim, a expressão dos conteúdos não matemáticos merece seu devido valor na sala de aula na medida em que pode significar uma preparação para a discussão sobre as idéias matemáticas. / Research over the last two decades on Mathematical Education has demonstrated the importance of communication and interaction inside classrooms. Such research points to the creation of an environment where students are able to exchange points of view, confront resolutions, and present arguments as a favorable strategy in the learning process. Analyzing the components present in interactive relationships inside classrooms, between teacher and student and among students themselves and its possible implications in learning Mathematics, was the main objective of this research paper. Such analysis was reached through qualitative research of the interpretative approach. Initially a bibliographic research was made on the following themes: language, communication and interaction related to the areas of Linguistic and Mathematical Education. Subsequently, an intervention was carried out on third graders in a municipal school in the city of São Paulo who presented an insufficient Mathematical performance. Through the analysis of the transcripts of the talks during the moments of interactions, recorded in audio throughout a project of ten mathematics workshop classes and which was lectured by the researcher, the following conclusion was reached. It was actually possible to identify in the oral manifestations, beyond the content directly related to the Mathematical knowledge, affectionate, social and cultural components. Silence, although not considered an oral manifestation was also analyzed as a form of expression in the classroom context. Even though the research was developed with previously screened students, from the application of a diagnostic instrument so that the group was educationally homogeneous, it was verified that the diversity of situations in the interactive process may influence or not the learning process of students. It was concluded that the oral expression in Mathematics classes is not always related to the direct development of the logic reasoning over the concepts and ideas of Mathematics, since the expression is composed of an emotional, social and cultural nature and that it often foregoes the mathematical discussion in and of itself or overlaps it. Nevertheless, the expression of non-Mathematical contents shall be valued in classrooms as it may stand for a preparation of a discussion of Mathematical ideas.

Syftet med denna studie var att analysera sambandet mellan fysisk aktivitet och betyg i idrott och hälsa, samt mellan ett viktat betyg i matematik, svenska, engelska och idrott och hälsa och fysisk aktivitet. Studien undersöker vidare om det finns något samband mellan socioekonomisk status och fysisk aktivitet och med ett viktat betyg. Studien utfördes på gymnasieelever från två gymnasieskolor i Örebro och Värmlands län. 158 elever (92 flickor, 66 pojkar) deltog i studien. Det internationella aktivitetsformuläret, IPAQ, användes för skattning av fysisk aktivitet. Eleverna fick uppge sitt senaste betyg i svenska, engelska, matematik och idrott och hälsa samt svara på frågor kopplade till socioekonomiska bakgrundsfaktorer. Resultaten visade att det fanns ett måttligt linjärt samband mellan betyg i idrott och hälsa och fysisk aktivitet (r=0.48); och ett svagt linjärt samband mellan det viktade betyget och fysisk aktivitet (r=0.30). Resultatet visade att de starkaste sambanden återfanns för det socioekonomiska indexet (SEI), både för fysisk aktivitet och (p<0.001, r=0.35) respektive för det viktade betyget (p<0.001, r=0.332). Dock fanns tendenser att sambandet blev starkare vid modelleringen att vid en ökad fysisk aktivitet ökade betygen för att därefter minska när den fysiska aktiviteten ökade ännu mer.  Ytterligare forskning bör därmed fokusera på huruvida ett för stort fokus på fysisk aktivitet kan hindra skolarbetet. / The aim of this study was to analyse the correlation between physical activity and the grade in physical education, but also the correlation with a weighted grade (Mathematics, Swedish, English and Physical Education) and physical activity (metabolic index). The study further investigates whether there is any correlation between socioeconomic status and physical activity and socioeconomic status with a weighted grade. The study was carried out on high school students from two upper secondary schools in Sweden. 158 students (92 girls, 66 boys) participated in the study. The international activity form, IPAQ, was used to estimate physical activity. The students were asked to give their latest grades in swedish, english, mathematics and physical education, and answer questions related to socioeconomic background factors. The results showed that there was a moderately linear relationship between grades in physical education and physical activity (r = 0.48); and a weak linear relationship between the weighted grade and physical activity (r = 0.30). The result showed that the strongest correlations were found for the socioeconomic index (SEI), both for physical activity and (p <0.001, r = 0.35) and for the weighted grade (p <0.001, r = 0.33). However, there were tendencies that the correlation became stronger when modelling that with increased physical activity the grades would increase, in order to subsequently decrease when the physical activity increased even more. Further research should focus on whether too much focus on physical activity can impede school work.

Made available in DSpace on 2016-04-27T16:58:52Z (GMT). No. of bitstreams: 1 Silmara da Silva.pdf: 1366607 bytes, checksum: 3643190d52c5a9af0079ab6bcdb3f76a (MD5) Previous issue date: 2009-04-16 / Secretaria da Educação do Estado de São Paulo / This research intended to deepen the discussions about the beginning of the teachers career, trying to comprehend how they face the situations that are presented in the school s quotidian while teaching Mathematics. The purpose of this study was to understand the difficulties, the challenges and the knowledge of the teachers that teach Mathematics in the first grades in the beginning of their career. The subjects of the research were teachers of initial grades within 5 years of experience, from the private and public network of a city in the state of São Paulo. The data were collected by means of intensive interviews and video recordings. The theoretical referential that served as a basis for this research, involves three axes: beginning of the career, difficulties, challenges and teacher s knowledge. In the process of data analysis, the following categories were privileged: entrée in career, classroom practice, support, school context, teacher s conception and difficulties in relation to education. The studies result showed that some teachers present difficulties while teaching certain contents and not remembering the Mathematics content or the didactic of teaching Math studied at the Didactics course or at teacher training. The teachers point, also, the students indiscipline as a difficulty faced as a challenge for the teachers beginning their careers. Another important finding is in relation to professional development, most worry about taking courses to improve their classroom practice. The lack of support by managers, co-workers and parents was highlighted as one of the aspects that have direct connection with the difficulties faced by the teachers in this career phase and might be an alert to the own teaching system and to the school institutions about their responsibility in relation to this aspect / Essa pesquisa pretendeu aprofundar as discussões sobre o início da carreira dos professores, buscando compreender como enfrentam as situações que se apresentam no cotidiano escolar ao ensinar Matemática. O objetivo do estudo foi compreender as dificuldades, os dilemas e os saberes dos professores que ensinam Matemática nas séries iniciais no começo da carreira docente. Os sujeitos da pesquisa foram professores das séries iniciais com até cinco anos de experiência, das redes particular e pública de ensino de uma cidade do Estado de São Paulo. Os dados foram coletados por meio de entrevistas intensivas e gravação em vídeo. O referencial teórico que serviu de base para esta pesquisa, envolve três eixos: início da carreira, dificuldades, dilemas e saberes docentes. No processo de análise dos dados, foram privilegiadas as seguintes categorias: entrada na carreira, prática em sala de aula, apoio, contexto escolar, concepção dos professores e dificuldades relacionadas à formação. Os resultados dos estudos evidenciaram que alguns professores apresentam dificuldades em ensinar determinados conteúdos e não têm lembranças sobre o conteúdo de Matemática ou sobre a didática do ensino da Matemática estudado no curso de Pedagogia ou Magistério. Os professores apontam, também, a indisciplina dos alunos como dificuldade que é identificada como um dilema aos docentes em início de carreira. Outro achado importante é em relação ao desenvolvimento profissional, a maioria preocupa-se em fazer cursos para aperfeiçoar sua prática em sala de aula. A falta de apoio de gestores, colegas e pais foi ressaltado como um dos aspectos que tem relação direta com as dificuldades enfrentadas pelos professores nessa fase da carreira e pode ser um alerta para o próprio sistema de ensino e às instituições escolares sobre sua responsabilidade em relação a tal aspecto

Submitted by Maicon Juliano Schmidt (maicons) on 2015-04-24T12:12:07Z No. of bitstreams: 1 Marta Cristina Cezar Pozzobon.pdf: 1268473 bytes, checksum: 1871c4af4bb37ff036505e31a125fca6 (MD5) / Made available in DSpace on 2015-04-24T12:12:07Z (GMT). No. of bitstreams: 1 Marta Cristina Cezar Pozzobon.pdf: 1268473 bytes, checksum: 1871c4af4bb37ff036505e31a125fca6 (MD5) Previous issue date: 2012-12-12 / Nenhuma / Esta tese problematiza a formacao de professores que ensinam matematica nos anos iniciais a partir de um Curso de Formacao de Professores de Nivel Medio de uma Escola do interior do Rio Grande do Sul, nas decadas de 1960 a 2000, considerando algumas aproximacoes dos estudos foucaultianos, da area da educacao e da area de educacao matematica. As questoes que orientaram a pesquisa sao: de que forma os saberes matematicos constituiram as praticas de ensino de matematica de nivel medio (Normal/Magisterio) do Curso de Formacao analisado? Que praticas de ensino de matematica operaram na formacao de professores de anos iniciais no periodo analisado? Para dar conta de tais questoes, as ferramentas analiticas ?\praticas discursivas de formacao., ?\regimes de verdade. e ?\jogos de verdade. foram se constituindo juntamente com as analises do material, que consistiu de: um livro de atas de estagio, oito entrevistas com professores que trabalharam no Curso, quatro questionarios com supervisoras de estagio, um caderno de planejamentos, um Programa Experimental de Matematica, duas apostilas de planejamentos e duas propostas de estagio. Do exercicio de analise empreendido, resultaram dois movimentos, nomeados como regimes e jogos de verdade. No primeiro, sao apresentados os regimes de verdade constituidos na producao do desenvolvimento do raciocinio e do comportamento, a partir da alianca entre a psicologia e a pedagogia, no final do seculo XIX e inicio do seculo XX, no sentido de investir em praticas voltadas ao desenvolvimento do raciocinio, a producao de um sujeito inteligente, a aprendizagem de conceitos, ao uso do material concreto, ao raciocinio logico. No segundo movimento, os jogos de verdade e uma politica de verdade enfatizam as praticas de ensino de matematica voltadas aos discursos das pedagogias centradas na crianca, na pedagogia critica, em que a enfase esta em ensinar a partir do interesse da crianca, do tema gerador, da globalizacao e da realidade do aluno. Esses jogos de verdade produzem efeitos na formacao de professores, produzindo outra matematica, que assume a funcao de luta politica e esclarecimento de consciencias, tanto de alunos quanto de professores. Com essas praticas, produzem-se outros modos de ver e de dizer a matematica, o professor e o aluno. Dessa forma, a analise empreendida permitiu argumentar que as praticas de ensino de matematica nos anos iniciais constituem e sao constituidas por jogos de verdade que envolvem as concepcoes de conhecimento cientifico, de matematica, de ensino de cada epoca e de sujeito, articuladas pela razao de um Estado governamentalizado. / From approximations to both Foucauldian studies and investigations in the areas of education and mathematical education, this thesis problematizes the education provided by a Teaching Course from 1960 to 2000 in a countryside high school in Rio Grande do Sul to teachers who teach mathematics to the early grades. The questions that have guided this research are the following: How did mathematical knowledge constitute the mathematics teaching practices of the high school Teaching Course analyzed? Which mathematics teaching practices operated on the education of early grade teachers in the period analyzed? In order to address these questions, the analytical tools of ‘discursive education practices’, ‘regimes of truth’ and ‘games of truth’ were considered along the analysis of the material, which consisted of the following: a training record book, eight interviews with teachers that taught the Course, four questionnaires applied to training supervisors, a planning notebook, a Mathematics Experimental Program, two planning booklets and two training proposals. Two movements resulted from the analysis, and they were named as regimes and games of truth. The first one is related to regimes of truth constituted in the production of the development of reasoning and behavior, from the alliance between psychology and pedagogy in the late nineteenth century and early twentieth century by investing in practices directed to reasoning development, production of intelligent subjects, concept learning, use of concrete material, and logical reasoning. In the second movement, the games of truth and a politics of truth emphasize mathematics teaching practices directed to discourses of pedagogy centered on the child, in the critical pedagogy, in which the emphasis has been put on teaching from the child’s interest, the generating topic, the globalization and the student’s reality. Such games of truth have produced effects on teacher education by producing other kind of mathematics, one that assumes the function of political struggle, of enlightenment of consciences of students and teachers. With these practices, other ways of regarding and talking about mathematics, teachers and students have been produced. The analysis has led to the argument that the mathematics teaching practices of early grades both constitute and are constituted by games of truth, involving the conceptions of scientific knowledge, mathematics knowledge, teaching knowledge and subject in different times, and such conceptions are articulated by the reason of a governmentalized State.

This diploma thesis is aimed primarily at the analysis and specification of the management specifics at schools with more grades in one class. Due to the proportionally lower number of those type of schools in the school system, these specifics have a general tendency to be neglected or at least only peripherally mentioned in literature, even though its management undoubtly differs from the one applied at fully organized primary schools. The theoretical part specifies the term school with more grades in one class and pursue to describe its specific features and particularities. A description of the general school management follows, aiming at its most important spheres. In this thesis, school management is being described primarily from the point of view of a headteacher. The research part of this thesis is realized through the method of questionnaire survey aimed at fully-organized schools headteachers and at schools with more grades in one class headteachers in Středočeský region, in order to discover their management specifics. This thesis is not framed as a qualitative comparison of those two school types. The specifies of fully-organized schools management are being elicited only as a default source of inrormation, from which the specifcs of school with more grades in one class management are...

In 1 urban Tennessee school, students in Grades 3 through 5 had not met adequate yearly progress in reading for the past 5 years. The purpose of this case study was to explore teachers' perceptions of current district-recommended teaching practice in reading. The research questions related to current instructional strategies, teaching practices, challenges, and perceptions of current instructional strategies and changes needed to improve students' reading achievement. This study was grounded in the constructivist theoretical framework of Vygotsky. Twelve educators from Grades 3 through 5 and a reading specialist participated in this study. The data were collected from interviews, minutes from professional learning community meetings, and the district guidelines for instruction. Data analysis included open coding to determine common patterns and development of common themes. Findings indicated that teachers described the district learning strategies and guidelines as aligned with the reading curriculum map, and they saw the reading specialist as a valuable resource. Teachers specified that although they were trained in district-recommended strategies, they needed more professional development and support to implement the reading strategies effectively. Teachers wanted job-embedded professional development (PD) to help them develop expertise in implementing effective reading instruction to increase student achievement. To address this, a professional learning community PD project was created. Participation in the PD project may help teachers to implement reading instruction using research-based strategies in accord with district guidelines to improve student reading achievement.

隨著經濟不斷的發展與進步，商品市場的需求漸趨多元，廠商彼此之間的競爭愈來愈激烈，為了滿足客戶多元的需求，採用多等級製程的生產方式成為廠商製造產品的一種策略。Doganaksoy, Schmee, and Vandeven (1996)提出使用EWMA管制圖監控多等級產品製程的方法，利用合併資料之EWMA管制圖可以更快速地偵測出同時影響所有等級產品品質特性之非機遇因素是否發生。但是他們並沒有考慮到管制圖的經濟層面，因此本文主要探討如何由經濟觀點設計EWMA管制圖以監控生產多等級產品的製程。 本研究所探討之多等級產品製程可生產二個等級產品。在同時影響所有等級產品品質特性之非機遇因素不存在的情況下，我們擴展Banerjee and Rahim(1987)的更新理論方法，建立了二個獨立的EWMA經濟管制圖；另外我們還討論管制圖在統計層面的表現，即以平均連串長度(ARL)為統計上的限制式，仿照經濟設計的做法，建立了二個獨立的EWMA經濟統計管制圖，並和經濟設計的結果做比較。最後我們考慮同時影響所有等級產品品質特性之非機遇因素發生在製程的情況下，擴展更新理論方法建立三個EWMA經濟管制圖以追蹤此製程狀態，文末並以例子說明如何使用EWMA經濟管制圖以監控多等級產品製程。 在資料分析方面，本研究考慮32組製程與成本參數組合，透過最佳化技巧找出EWMA經濟及經濟統計管制圖之最低成本及最佳設計參數組合。再利用敏感度分析，我們可以得知重要的製程與成本參數為何。這些訊息可做為製程工程師決策參考之用。 / With the progress of the economic of the world and the various demands of the consumers, there is a new strategy to product with multiple product grades. Doganaskoy, Schmee, and Vandeven(1996) had provided a method of using a combined exponentially weighted moving average (EWMA) control charts that allow speedy detection of assignable causes affecting all grades. But this control scheme is not designed from economic viewpoint. In this paper we will discuss how to construct an economic model for the EWMA control chart to monitor the process with multiple product grades. We discuss the process with two product grades. We expand the renewal theory method proposed by Banaerjee and Rahim (1987) to construct two independent economic EWMA control charts to monitor the process with two product grades. Besides, we also present a statistically constrained economic model of the EWMA control chart, subject to statistical constraints on average run length (ARL). If the assignable cause affecting all grades does exist, we also construct the three economic EWMA control charts by expanding the renewal theory approach. Finally, we illustrate how to use the economic EWMA control chart to monitor the process. In data analysis, 32 combinations of the cost and process parameters are considered. The minimum cost and the optimal design parameters of economical and economic statistical EWMA control charts are determined by using optimal techniques. Sensitivity analyses show the significant cost and process parameters.