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This study has gathered insights and knowledge of Student Response Systems (SRS) within mathematics teaching in a classroom context to serve as inspiration for future research and design. Using Research through Design together with Participatory design methodologies, it has gathered qualitative data directly from end users, mathematics teachers. Focusing on the teachers’ perspectives and letting them assume the roles of co-designers, a design and prototype was created for increasing ease of assessment of student understanding. Utilising the prototype as a probe, further knowledge and implications were gathered. Four key points are outlined and discussed: (1) formative assessment, (2) input functionality, (3) Audience Engagement Platforms as a supplement to other teaching materials and (4) anonymity in the classroom. Adjacent areas and their implications for future research are also discussed. / Denna studie har samlat insikter och kunskap om Student Response Systems (SRS) i matematikundervisning i klassrum för att tjäna som inspiration för framtida forskning och design. Med hjälp av Research through Design och Participatory design som metodik har kvalitativ data samlats in direkt från slutanvändare, matematiklärare. Genom att fokusera på lärarnas perspektiv och låta dem ta på sig rollen som medkonstruktörer skapades en design och prototyp vilken underlättar att bedöma elevernas förståelse. Prototypen har sedan använts som ett verktyg för att samla in ytterligare kunskap. Fyra huvudpunkter beskrivs och diskuteras: (1) formativ bedömning, (2) inmatningsfunktionalitet, (3) Audience Engagement Platforms som ett komplement till andra läromedel och (4) anonymitet i klassrummet. Angränsande områden och deras implikationer för framtida forskning diskuteras också.

Yes / The proteins of SMC family are characterised by having Walker A and B sites. The Escherichia coli RecN protein is a prokaryotic member of SMC family that involved in the induced excision of Tn10 and the repair of the DNA double strand breaks. In this work, the Walker A nucleotide binding site of the E. coli RecN protein was mutated by changing the highly conserved lysine residue 35 to the aspartic acid (D), designated as recN(K35D). Reverse genetics was utilized to delete the entire recN gene (Delta recN108) or introduce the recN(K35D) gene into the E. coli chromosomal DNA. The recN(K35D) cells showed decreasing in the frequency of excision of Tn10 from gal76

This dissertation explores how student support services (SSS) within the K-12 ecosystem's relationship with technology, or cyberpsychology, has been impacted by the COVID-19 pandemic grounded in the ecological systems theory (EST) framework. The first article investigated professional school counselors' use of technology for communication to meet student needs while upholding the American School Counseling Association's (ASCA) high ethical standards. The study examined how professional school counselors navigated using technology for communication amidst school closures during the COVID-19 pandemic. The second article explored the learning experiences of emergent bilingual (EB) educators in virtual settings. This study gained insight into the unique experiences of EB educators during and after COVID-19 working with students in virtual learning environments. The third article took a more personal approach by conducting individual interviews to gain insight into the challenges in technology use by the K-12 student support services (SSS) ecosystem throughout the pandemic. Participants shared their celebrations and their struggles of their personal experiences with technology during and after the COVID-19 pandemic. A story is found in these works as the three manuscripts come together to illustrate the impact of the pandemic on the cyberpsychology of the K-12 SSS ecosystem, nested in the overarching K-12 ecosystem.

This exploratory study investigates how American and Canadian parents living in Saudi Arabia perceive enrolling their children in an online virtual school. This research is relevant to North Americans living and working overseas and how these parents access educational opportunities for their children. North American parents living in Saudi Arabia with children have limited local educational options. If parents decided not to enroll their child in traditional private local international education, alternatives include boarding school, homeschool, or online school. Of the surveyed participants, 68% of parents had enrolled their children in online education or expressed interest in enrolling their children in online education but many lack information and knowledge about online education. A qualitative study analyzed participants in semi-structured interviews. Besides academic satisfaction, the most common reasons for alternative education are the lack of available competitive sports and the arts, including theatre and music. Four themes emerged from the data. Parent satisfaction about their children's education shifts from positive to negative around 8th or 9th grade. Parents are, in general, unwilling to take a risk on an unproven online school. Local private international schools are the focal point of extra-curricular activities and social events, but families lack connections and a supportive environment within the local Saudi Arabian community. Overall, parents do view full-time online education as a viable option for K-12 education; however, perhaps not for their children. Though standalone online classes, within a traditional face-to-face school, was received positively by many families.

Leaders of the 84th Texas Legislature drafted and ratified HB 1164 (2015), prompting the Texas Education Agency to pilot a portfolio assessment option for assessing student writing growth and proficiency. The purpose of this study was to identify the perceptions, characterize the experiences, and identify the forces that influenced initial implementation of the statewide writing pilot. Through interviews with district leaders and the collection of open-ended questionnaires from participating educators, a collective case study method was conducted and allowed for analysis of cross-case themes. The identification of restraining and driving forces affecting implementation of the statewide pilot program provided insight into considerations for next steps in the evaluation of student writing achievement and growth. Three primary perceptions emerged as restraining forces influencing implementation: influences of inadequate funding, inconsistencies of implementation, and navigation of multiple assessment systems. Six primary themes related to driving forces influencing implementation were identified: using sociocultural and authentic methods, engaging in reflective practices, increasing volume and variety of writing opportunities, assessing student growth, aligning methods of instruction and assessment, and reducing stress for students. Effective professional development, dependent upon funding and staffing allocations; two-way channels of communication for participant reflection and feedback; and effective assessment structures must be aligned with the purpose and goals of a student-centered assessment system, which requires collaborative conversations between policy makers, state-level decision makers, and educators.