The emphasis given to probability and statistics in the K-12 mathematics curriculum has brought attention to the various approaches to probability and statistics concepts, as well as how to teach these concepts. Teachers from fourth, fifth, and sixth grades from a small suburban Catholic school engaged their students (n=87) in a study to compare learning traditional probability concepts to learning traditional and subjective probability concepts. The control group (n=44) received instruction in traditional probability, while the experimental group (n=43) received instruction in traditional and subjective probability. A Multivariate Analysis of Variance and a Bayesian t-test were used to analyze pretest and posttest scores from the Making Decisions about Chance Questionnaire (MDCQ). Researcher observational notes, teacher journal entries, student activity worksheet explanations, pre- and post-test answers, and student interviews were coded for themes. All groups showed significant improvement on the post-MDCQ (p < .01). There was a disordinal interaction between the combined fifth- and sixth-grade experimental group (n=28) and the control group (n=28), however the mean difference in performance on the pre-MDCQ and post-MDCQ was not significant (p=.096). A Bayesian t-test indicated that there is reasonable evidence to believe that the mean of the experimental group exceeded the mean of the control group. Qualitative data showed that while students have beliefs about probabilistic situations based on their past experiences and prior knowledge, and often use this information to make probability judgments, they find traditional probability problems easier than subjective probability. Further research with different grade levels, larger sample sizes or different activities would develop learning theory in this area and may provide insight about probability judgments previously labeled as misconceptions by researchers.

Thesis (M. Ed.), Memorial University of Newfoundland, 1999. / Bibliography: p. 66-69.

Die tesis is voorgelê ter verwerwing van die graad: Magister in Opvoedkunde in die Fakulteit Onderwys en Sosiale Wetenskappe aan die Kaapse Skiereiland Universiteit van Tegnologie 2014 / This study attempted to address the extremely poor results for Mathematics and total lack of relevant teaching and learning material in multi-grade schools. In the case of multi-grade classes, the teacher has to cope with a large variety of development levels, grades and subjects in one classroom. Challenges that arise as a result of multi-grade teaching require instructional materials with unique characteristics and learners and teachers who develop the skills to put this material to use successfully. During the study of the relevant literature, evidence was found that proved that the learner–material approach offers the best outcomes within the unique circumstances of multi-grade teaching. This approach shifts the focus to the teaching materials and the learners while the teacher facilitates the process. In both multi-grade teaching and Mathematics teaching, this method holds benefits for learners and teachers. It teaches the learners to accept responsibility for their own learning and to know at all times what to do because the material provides clear guidance, giving the teacher more time in class to help those who need it. After a literature study and a context analysis, design principles were established with which the above material should comply. By this means, scientific criteria can be developed against which future materials would be measured. The Centre for Multigrade Education (CMGE) has undertaken to develop the necessary prototype Mathematics material. Using this material, the researcher could put the validity of the design principles and the expected usefulness of the material to the test. This brings together the theory and practice in a remarkable manner. The primary objective of the study was to improve quality, not only of the prototype, but also of future teaching and learning material.

Orientador: Attilio Jose Giarola / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engeharia eletrica e de Computação / Made available in DSpace on 2018-07-23T09:20:28Z (GMT). No. of bitstreams: 1 LimaJunior_IvanTorres_M.pdf: 1789299 bytes, checksum: 159bcae7972238535d672c1be410c12d (MD5) Previous issue date: 1998 / Resumo: Este trabalho analisa as características de propagação da onda eletromagnética e a seletividade em freqüência de grades dielétricas com periodicidade em duas dimensões, tendo em vista a aplicação destas como superfícies dicróicas na faixa de ondas milimétricas. Na formulação deste trabalho inicialmente são obtidas as constantes de propagação dos modos ao longo da direção transversal à periodicidade através da obtenção das soluções possíveis de dois sistemas de equações lineares; estes são constituídos pelas equações integrais formadas pela utilização da função diádica de Green do espaço livre e pela utilização do teorema da corrente volumétrica equivalente induzida, que é associada a uma expansão adequada do campo elétrico no interior do dielétrico. Após a determinação destes, que se caracterizam como os autovalores, as autofunções podem ser obtidas a partir da resolução dos sistemas de equações lineares homogêneas. Estas autofunções caracterizam o campo elétrico no interior do dielétrico, a partir do qual se pode construir o vetor potencia) de Hertz para a caracterização da distribuição dos campos no interior das células. Uma vez conhecida a distribuição dos campos em uma estrutura infinita, a obtenção dos coeficientes de transmissão e reflexão em grades periódicas, constituídas por estas estruturas, podem ser obtidas com a aplicação da continuidade dos componentes tangenciais dos campos elétricos e magnéticos nas fronteiras entre a camada periódica e as camadas homogêneas que a envolvem / Abstract: This work analyzes the propagation characteristics of electromagnetic waves and the frequency selectivity of dielectric gratings with periodicity in two dimensions, having in mind their applications as dichroic surfaces in the millimeter wave band. In the formulation of this work, the propagation constants of the modes along the direction transverse to the periodicity, are initially obtained by searching for the possible solutions of two systems of linear equations. These equations result from the integral equations formed by utilizing the free space dyadic Green function and the equivalent induced volume current theorem, associated to an adequate electric field expansion inside the dielectric. After the evaluation of these solutions, that are characterized as the eigenvalues, the eigenfunctions may be obtained from the solution of the systems of homogeneous and linear equations. These eigenfuncions characterize the electric field inside the dielectric, and are used to construct the Hertz vector potential and the field distribution inside each cell. Once the field distribution in the infinite structure is known, the transmission and reflection coefficients in periodic gratings, consisting of these structures, may be obtained with the application of the continuity condition of the tangential components of the electric and magnetic fields at the interfaces between the periodic layer and surrounding homogeneous layers / Mestrado / Mestre em Engenharia Elétrica

The present study examines how mothering and fathering impact child academic outcomes in divorced and intact families, and if there are unique influences of mothering and fathering variables for sons and daughters. An ethnically diverse sample of 1,714 university students from Florida International University (n=1371) and Florida State University (n=343) responded to measures on a questionnaire that included the Nurturant Fathering and Mothering Scales (Finley & Schwartz, 2004; Schwartz & Finley, 2005; Finley & Schwartz, 2006), the Mother and Father Involvement Scales (Finley, Mira, & Schwartz, 2008), demographic measures, and academic outcome measures. In intact families, mothering and fathering variables were significantly correlated with each other, and positively correlated with child academic outcomes including grades, GPA, academic satisfaction, and academic importance. In divorced families, mothering and fathering variables were not correlated with each other. Furthermore, when analyzing divorced families, significant effects were found for both parent and child gender. Mothering variables were found to have the greatest positive impact for sons’ academic outcomes. Maternal nurturance and maternal involvement were correlated positively with academic outcomes for sons from divorced families and accounted for 3-4% of the unique variance explained. Consistently, desired mother involvement, how much involvement the child wished they had received, was negatively correlated with academic outcomes for sons from divorced families and accounted for 10-15% of the unique variance explained. This means that when the amount of maternal involvement that sons in divorced families received matched or exceeded their desired level of involvement, sons had more positive academic outcomes including grades, GPA, satisfaction with academics and academic importance. This suggests that in intact family forms, nurturant and involved mothering and fathering have a positive effect on academic outcomes for sons and daughters. In divorced family forms, the effects of fathering on child academic outcomes were not significant. Therefore, in divorced families, the positive effects fathering on academic outcomes of sons and daughters drop out, and mothers are uniquely important for sons’ academic success.

The purpose of this study is to determine the philosophy, history, recent development and modern trends of story-telling in the primary grades.

The problem of this study was to demonstrate the effectiveness of certain recommended procedures for the improvement of reading skills in one fourth grade and one fifth grade class in the Jacksboro Elementary School. The purpose was to discover through testing and observation the level of each student and his specific reading needs.

Orientador: Lucila H. D. Cescato / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Fisica Gleb Wataghin / Made available in DSpace on 2018-07-20T08:10:32Z (GMT). No. of bitstreams: 1 Lima_CarlosRaimundoAndrade_D.pdf: 3504285 bytes, checksum: c43e78365f53dec0f091ccac0deb4bc2 (MD5) Previous issue date: 1994 / Resumo: Foi realizada uma análise da mistura de ondas refletidas durante as exposições holográficas de filmes fotossensíveis. São apresentados resultados teóricos e experimentais para filmes de fotorresinas "Shipley AZ-14OO" em três diferentes tipos de substratos (vidro, silício e filmes de alumínio). Foi mostrado que a diferença de fase entre as ondas de interferência depende fortemente da refletividade das interfaces, da espessura do filme e do ângulo de incidência. Destes resultados foi possível encontrar as condições de operação do sistema de estabilização holográfico utilizando ondas refletidas. Foram descritas algumas aplicações que usam este sistema na fabricação de componentes ópticos tais como, divisores de polarização, polarizadores de grade e deslocamento de fase para obtenção de lasers de realimentação distribuída (DFB) monomodo / Abstract: An analysis of the wave mixing of the reflected waves during the holographic exposition of photosensitive films was realized. The theoretical and experimental results are concerning to a photoresist film Shipley AZ-1400 on three different types of substrates (glass, silicon and aluminum films). It is shown that the phase difference between the interfering waves depends stronghly on the reflectivity of the interfaces, of the photosensitive film thickness and of the incidence angle. From these results it was possible to find the conditions of operation of a negative feedback system to stabilize the holographic pattern using the reflected waves. Some applications were described that use this system for fabrication of optical components such as, polarization beam aplitter, grating polarisers and phase-shift distributed feedback (DFB) lasers / Doutorado / Física / Doutor em Ciências

The current belief that fashionable clothing worn to school by students influences their attitude and behavior is the major impetus behind the adoption of stricter dress policies, including uniforms (Behling, 1994). Data available in the United States do not support any specific conclusions about the effects of school uniforms (Palikos & Rist, 1996). A mandatory uniform dress policy was implemented at an urban middle school located in southeastern Virginia. Students in the 9th grade during 1997-98, who also completed three consecutive years at this middle school from 1994-95 through 1996- 97 were the participants in the study. Information was collected and analyzed using an Analysis of Variance for attendance, discipline, grade point average, and self-esteem data using an alpha of .05. The sample of 146 students included 96 Black students (48 men and 48 women) and 50 White students (27 men and 23 women). Independent variables were race, gender, and time. Findings revealed that uniforms had a negative impact on attendance, grade point average, and self-esteem. Discipline indicators (total number of referrals, rule violations, and out-of-school suspensions) showed mixed results. The first year of uniform implementation showed a significant decline in the number of referrals, rule violations, and suspensions for study participant. During the second year of implementation, however, the trend reversed with an increase in all discipline categories exceeding the baseline or non-uniform year. / Ed. D.

High attrition of nursing students in the United States may contribute to a shortage of registered nurses and inefficient use of scarce resources. The purpose of this study was to explore the relationship between nursing student grades in 3 science prerequisites and length of time to program completion on each of the study college's 4 campuses. Ausubel's theory of subsumption, wherein a learner's ability to meaningfully learn new data depends on the existing cognitive structure within which the new material is assimilated, was used as a theoretical framework. Prerequisite science course grades for 575 nursing students attending a Midwestern technical and community college with 4 campuses were obtained along with data on program completion. Grade data from 2005-2015 were analyzed using a 1-way or Welch ANOVA and Pearson product-moment correlation. Significant differences were found among campuses in both mean science grades and time to completion. Most science course grades did not demonstrate a significant correlation with time to completion. Based on these findings, it is possible that student preparation in general science courses is not equivalent among campuses and may not provide the cognitive structure necessary for meaningful learning in nursing courses. To enable faculty from both disciplines to collaboratively document, examine, and align content in science and nursing courses, a curriculum mapping project was designed. Registered nurse graduates contribute to the economic and social well-being of their communities. By providing more insight about science and nursing courses and degree completion, this study is intended to promote positive social change.