Thesis (Ph.D.)--University of Wyoming, 2009. / Title from PDF title page (viewed on July 13, 2010). Includes bibliographical references (p. 160-168).

Detta examensarbete är en studie skrivet inom informationsdesign med inriktning mot rumslig gestaltning. Arbetet handlar om hur design av iscensättning kan förmedla funktioner och bidra till ett flexibelt rum i en lärandemiljö för vuxna. Arbetet har utgått från studierummet på lärcentrumet Futurum i Västerås, där verksamheter med olika behov samsas om samma yta, och leder till osäkerhet kring rummets funktioner. Användarna i studien syftar på anställda, besökare samt studerande på platsen vilka utför olika aktiviteter och har olika roller i rummet. Arbetets syfte har varit att formge en tydlig iscensättning av rummet som stödjer målgruppens behov och underlättar användarnas förståelse för miljön. Empiri har samlats in från platsanalys, observationer, notationsanalys samt intervjuer. De tillämpade metoderna visade att rummets utformning skapade problem för en del aktiviteter som utförs i miljön. Studien har även baserats på teorier kring lärandemiljöer, formelement, struktur, ljud samt färg och ljus. Dessa aspekter har visat att ett tydligare rum kan bidra till en mer positiv upplevelse för användarna. Examensarbetet har resulterat i ett designförslag där studierummets funktioner är synliggjorda och förmedlas med hjälp av rummets utformning. Förslaget har fokus på flexibel rumslig gestaltning som är anpassad efter studierummets olika aktiviteter. / This thesis is a study conducted in the field of information design specializing in spatial design. The thesis is about how the design of staging can convey functions and contribute to a versatile space in a learning environment for adults. The study is executed in a studyroom at the Futurum Learning Center in Västerås, where activities of different needs practice in the same area, which lead to uncertainty about the room's functions. The users in the study are aimed at employees, visitors and students in the environment who perform different activities and have different roles in the room. The purpose of this study has been to form an environment with distinct areas that supports the needs of the target group and facilitates users' understanding of the environment. Empirical data has been collected through spatial analysis, observations, notation analysis and interviews. The methods used showed that the design of the room created problems for some activities carried out in the environment. The study has also been based on theories about learning environments, form elements, structure, noise, colour and light. These aspects have shown that a more distinct spatial environment can contribute to a more positive experience for users. The study has resulted in a design proposal where the functions of the studyroom are visible, which makes it easier for the users to understand the environment. The proposal focuses on a flexible spatial design that is adapted to the various activities of the study area.

No description available.

Increasing student success and retention rates are top goals for many higher education institutions. Supplemental Instruction (SI) is a widely used academic support program designed to increase students’ academic performance and provide students the learning skills they need to persist to graduation. Unfortunately, a lack of time, personnel, and resources often prevent in-depth, meaningful analysis on the effectiveness of SI programs. This study examined the relationship of attending SI sessions for first-year chemistry courses to student grade outcomes and retention rates for attendees. The gender of SI leaders and SI participants was also assessed to determine if leader and participant gender were related to SI attendance, final course grades, or retention. The results indicated that students who attended SI earned significantly higher final course grades and were retained at significantly higher rates after one and two terms. A positive correlation was discovered between the number of SI sessions attended and final course grades. Significant differences in final grades were demonstrated between students who attended SI and those who did not at all levels of composite ACT scores. Both male and female students showed a preference for gender-matching with their SI leader, but students who attended SI sessions with both male and female SI leaders earned higher final course grades than students who gender-matched with their SI leader and students who only attended SI sessions with an SI leader whose gender differed from their own. No significant differences were found between male and female students for final course grades or retention outcomes.

This project emphasizes the human-nature connection, to encourage pro-environmental behavior. By creating a space with a sustainable approach for people to come and visit and learn about the surrounding nature, an increased awareness of the overall climate change will arise as well as an understanding of how we humans affect the climate for the worse as well as for the better. A naturum, is a public facility with high ambitions and a precise design. Space will connect with its adjoining land. The architecture will enrich and renew the existing environment, but at the same time be based on the values of the older buildings, the natural conditions, and the overall environment. It seeks to redefine the relationship between the built structure and nature through a site-specific interface. To explore the concept of a naturum in an urban context, an urban forest is selected. The site is located in the Western part of Umeå city, Lundåkern. It is connected by älvsprommenaden, Lundabron, Lundåkern and Älvtået prommenadstråk. These combinations hold the potential to implement the naturum in a new setting. In addition, the site is a key biotope, witch defines as an area with high natural values that is of extra importance to the animals and plants that live in the area. A few animals and plants that live by Lundaåkern are trout, pike, burdock, tick and harr who swim upstream in Tvärån during the mating season. The river within the site, Lundåkern is exposed to chemical pollution and contains bad bacteria. An exploration of how architecture can contribute for the better will be implied. In this case, a biosandfilter, as well as a charcoal filter, will be implemented within the building for visitors to see the process of how to clean water in a natural way. With its considerate architecture inviting and educating atmosphere this project will hopefully lead to improved climate considerations and better knowledge about the nature surrounding us

No description available.

Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-138). Also available for download via the World Wide Web; free to University of Oregon users.

This work describes the realization of information system of a learning center. It handles about the development and perspectives of its further development. The main part of it is dedicated to the development of system architecture, specification, creation of models and diagrams. An other part handles about the implementation, usage of programming methods and techniques. Highly stressed is the standardization of programming workflow, which enables easy understanding and future development of the system. Some parts handle about the developed framework, which provides the basic functionality, that can be used in other information systems as well. The work also describes the solution of  the cooperation with  other external systems and the used technology.

Response to Intervention (RD) has been shown to be an effective method for the identification and remediation of poor readers especially in the early grades. Given the extensive advantages of RTI school districts across the country are interested in adopting such a model however very little research in this area has been completed. This case study sought to discover how one school district in California successfully completed the task of adopting and implementing an RTI program with relatively few complications. Themes from interviews and documents revealed that adoption and implementation of the RTI model closely followed Rogers Diffusion of Innovation theory. Among other findings it is also suggested that teachers are more likely to support innovation when they consider themselves part of a team and when they feel their students will benefit from the innovation. Several practical implications regarding the adoption of and implementation of an RTI program are discussed. These include the development of teams to research and garner support for the program as well as administrative techniques such as allowing staff to modify the program to make it their own.

This qualitative study explored stakeholders’ (administrators, teachers, and parents) perspectives of English learners in the learning center, a response to intervention model, at a school district in Central California. Research existed concerning the yearly academic growth of students in a learning center, but there was a lack of knowledge about what these stakeholders thought of it. It is important to find out what they think of the program in order to see if it is a positive or negative for English learners. This study adds to the existing scholarship by describing what the stakeholders think of this intervention for English learners. Using interviews and observations, this qualitative study showed that parents of these English learners were satisfied with their children participating in this program and had seen growth in their children over the year. These findings may be useful for administrators, teachers and parents of English learners who want to provide reading intervention like the one at the learning center. This study concludes by providing areas of further research and conclusions.