Software reviews (inspections) have received widespread attention for ensuring the quality of software, by finding and repairing defects in software products. A typical review process consists of two stages critical for defect detection: individual review followed by group review. This thesis addresses two attributes to improve our understanding of the task model: (1) the need for review meetings, and (2) the use of roles in meetings. The controversy of review meeting effectiveness has been consistently raised in the literature. Proponents maintain that the review meeting is the crux of the review process, resulting in group synergism and qualitative benefits (e.g. user satisfaction). Opponents argue that against meetings because the costs of organising and conducting them are high, and there is no net meeting gain. The persistence of these diverse views is the main motivation behind this thesis. Although commonly prescribed in meetings, roles have not yet been empirically validated. Three procedural roles (moderator, reader, recorder) were considered. A conceptual framework on software reviews was developed, from which main research questions were identified. Two experiments were conducted. Review performance was operationalised in terms of true defects and false positives. The review product was COBOL code. The results indicated that in terms of true defects, group reviews outperformed the average individual but not nominal group reviews (aggregate of individual reviews). However, groups have the ability to filter false positives from the individuals' findings. Roles provided limited benefits in improving group reviews. Their main function is to reduce process loss, by encouraging systematic consideration of the individuals' findings. When two or more reviewers find a defect during individual reviews, it is likely to be carried through to the meeting (plurality effect). Groups employing roles reported more 'new' false positives (not identified from preparation) than groups without roles. Overall, subjects' ability at the defect detection was low. This thesis suggests that reading technologies may be helpful for improving reviewer performance. The inclusion of an author role may also reduce the level of false positive detection. The results have implications on the design and support of the software review process.

Many studies of children's learning in Art education have focused on the young child working in two-dimensional processes. This study examined ways in which emerging-adolescents worked three dimensionally with clay. The purpose of the study was to discover whether the introduction of adult models of three-dimensional form would affect the way the child perceived and constructed threedimensional form. These models were presented as perceptual frames of reference related to the problem confronting the child. The development of perceptual differentiation skills and perceptual, manipulative and conceptual modes of learning underpin this investigation. Four intact classrooms of 12 year olds were studied and the results were examined by a panel of judges. A rating scale devised by the author was applied to each model. The scale was designed to measure five aspects of three-dimensional form. Results indicated that three-dimensional art works made by adults do affect aspects of the way children approach visual problem solving. Implications for the use of such frames of reference in the art classroom and indications of associated motivational and attitudinal changes are presented in the study.

No description available.

<p>Denna undersökning handlar om elevers val av strategier när de löser matematiska textuppgifter i årskurs tre. I undersökningen har sammanlagt tolv elever medverkat från två landsbygdsskolor i Kalmar län. Studien genomfördes med hjälp av enkäter, intervjuer samt observationer. Enkätsvaren, intervjuerna samt observations-anteckningarna har analyserats för att finna de olika strategier som används av eleverna i årskurs tre. Bilder och huvudräkning var de två strategier som förekom i högre grad. Eleverna använde sig även av uppställningar. Det har även visat sig att elevernas erfarenheter av textuppgifter har varit begränsade.</p> / <p>This study is about pupils’ choice of strategies when they solve text tasks in mathematics in the third grade. In the study two classes participated with the total of twelve students from two rural schools in Kalmar County. The study was conducted using questionnaires, interviews and observations, which have been analyzed to identify the different strategies used by the students. It turned out that two strategies were more used than others, these were pictures and mental arithmetic, but used less of calculation. It has also shown that pupils’ experiences of text tasks have been limited.</p>

The purpose of this descriptive case study analysis was to provide portraits of the heuristics students used and difficulties they encountered solving conditional probability problems prior to and after two-week instruction on sample space, probability, and conditional probability. Further analysis consisted of evaluating the data in relation to a previously designed Conditional Probability Framework for assessing students levels of thinking developed by Tarr and Jones (1997). Five volunteer participants from a contemporary college mathematics course participated in pre-and post-interviews of a Probability Knowledge Inventory. The Inventory consisted of seven tasks on sample space, probability, and conditional probability. The semi-structured interviews provided participants' explanations on the development of their solutions to the seven tasks. Among the five participants, rationalizing, finding the odds, computing the percentages, and stating the ratio of a problem were the preferred heuristics used to solve the problems on the Probability Knowledge Inventory. After the two-week instruction, two of the four participants who did not previously use computation of probability to solve the problem changed their use of heuristics. The difficulties the students encountered prior to instruction included understanding the problem; recognizing the original sample space and when it changes; lacking probability vocabulary knowledge; comparing probability after the sample space changed; understanding the difference between probability and odds; and interchanging ratio, odds, and percentages-sometimes incorrectly-to justify their solution. After the two-week instruction, the students' difficulties diminished. Some improvements included a greater ability to understand the question of interest, to recognize the change in the sample space after a conditioning event, to use probability terminology consistently, and to compare probability after the sample space has changed. Comparisons to the Probability Framework revealed that four of the five participants exemplified Level 3 thinking-being aware of the role that quantities play in forming conditional probability judgements. One participant exemplified a Level 4 thinking-being aware of the composition of the sample space, recognizing its importance in determining conditional probability and assigning numerical probabilities spontaneously and with explanation. / Graduation date: 2001

Inspection methods are a kind of engineering problem solving based on the recognition and use of standard forms or cliches. Examples are given of program analysis, program synthesis and program validation by inspection. A formalism, called the Plan Calculus, is defined and used to represent programming cliches in a convenient, canonical, and programming-language independent fashion.

Thesis (Ph.D. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2006.

The current study took a multi-method approach to examine the influence of temperament on children’s social problem solving (SPS) abilities and, in turn, whether SPS skills are a mechanism through which early temperament influences later social and academic adjustment. Participants included 270 children. Maternal reports of temperament were collected when the children were 2, 3, and 4 years old. At age 5, children were observed while interacting with an unfamiliar peer during an SPS task. At age 7, children were directly assessed on their academic achievement and completed measures of social adjustment. Both reactive and self-regulatory aspects of temperament related to the development of SPS, however, SPS did not relate to adjustment outcomes. Future studies may consider the use of a global SPS coding scheme that captures the integration of various SPS related skills. There was no direct effect of shyness on academic achievement, adding to the mixed literature on the relation between shyness and academics. There was also no direct effect of shyness on child self-report of social adjustment, suggesting that children rated high in shyness are likely forming mutual friendships with their peers, leading to self-perceptions of good friendship quality. Taken together, results suggest that shyness may not always be a risk factor for poor developmental outcomes. There was a positive direct effect of self-regulation on academic achievement, however, no effect on social adjustment. These results suggest that the various dimensions of self-regulation may relate differently to developmental outcomes.

The intent of this study was to determine whether implementation of the Collaborative Problem Solving (CPS) model, that has proven successful in psychiatric settings, was equally effective in reducing restrictive practices in public school settings. Many peer-reviewed, published reports suggest that educators are poorly prepared to manage the extremely challenging behaviors of aggression and non-compliance, which are common in students classified with an emotional disturbance (ED). Too often educators rely on ineffective, potentially harmful interventions such as seclusion and restraint, which adversely impact students as well as staff. The nonrandom sample was comprised of students enrolled in two segregated special education schools located in large communities in northwestern Pennsylvania. The enrollment was 69 students in School A and 26 students in School B. The schools serve students, kindergarten through twelfth grade. All students were evaluated and classified as ED by their referring home school district as per Chapter 14 Regulations of the Pennsylvania Department of Education and received one-hundred percent of their special education program in this restrictive school-based environment. This study used a quasi-experimental, pre-test-post-test research design and used two separate existing electronic data sources to test for relationships between the implementation of the CPS model and identified variables (standardized measures of externalizing maladaptive behaviors, incidents of aggression, noncompliance, and disruption, as well as incidents and duration of seclusion and restraint). The analyses included frequency comparisons, a series of Wilcoxon Signed Rank Tests, a series of dependent samples T-tests, and two-way repeated measures analyses of variance. Implementation of the model reduced the incidents of aggression, noncompliance, and disruption, as well as incidents and duration of seclusion and restraint. However, only one of the schools in the study demonstrated a statistically significant reduction of aggression incidents and the use of restraint procedures. The results suggest that when implemented with fidelity, the research-based CPS model is a promising, preventative behavior approach for students classified with ED in a segregated special education school. / School of Education / Interdisciplinary Doctoral Program for Education Leaders (IDPEL) / EdD / Dissertation

Thesis (Ph. D.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 160-168). Also available on the World Wide Web.