Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-06-08T09:59:33Z No. of bitstreams: 1 Arquivototal.pdf: 3643438 bytes, checksum: 6fd84d23d2fc6cbabb0990fff76832f1 (MD5) / Made available in DSpace on 2018-06-08T09:59:34Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 3643438 bytes, checksum: 6fd84d23d2fc6cbabb0990fff76832f1 (MD5) Previous issue date: 2017-02-16 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Introduction: The planet's climate change may raise the average temperature in all regions of Brazil. As there has been an increase in the insertion of technological innovations of communication and information (news ICT) in educational institutions, which can contribute to the increase in thermal radiation, it is therefore important to investigate how this increase in these environments may interfere with the comfort and performance of students. In the equation formulated by Fanger (1970), the thermal radiation factor is represented by the mean radiant temperature (Trm), but its impact on thermal comfort is often ignored. The globe temperature (Tg) is one of the variables of the equations for the calculation of the mean radiant temperature. It corresponds to the temperature that allows evaluating the level of thermal radiation of the existing surfaces in an environment where a significant difference between the globe temperature and the temperature of the air can demonstrate some increase of thermal radiation in the work environment. Objective: To investigate if the behavior of the globe temperature in relation to the air temperature (Tg-Ta), observing the variation of the mean radiant temperature, could have repercussion in the performance of students in intelligent teaching environments in areas of the Brazil's regions. Methods: The methodological procedures adopted in this work consisted of the following steps: analysis of thermal variables: Trm and (Tg-Ta); analysis of students' performance, analysis of architectural elements and construction of the mathematical model. The study was carried out in computerized laboratories with News ICT in the following institutions: UFPI, Teresina-Piauí (A); UFSC, Florianópolis-Santa Catarina (B); UnB, Brasília-Federal District (C); UNIVASF, Petrolina-Pernambuco (D); ICMC, São Carlos-SP (E); UFAM, Manaus-Amazonas (F); CE of the PM, João Pessoa, Paraíba (G). The students answered a questionnaire adapted from the Bateria de Provas de Raciocínio (BPR-5) on three consecutive days at different temperatures, while the thermal conditions were measured and the design and architectural elements were analyzed. Results: It was verified that in the three consecutive days, there was no heat exchange by radiation between the student and his environment in the laboratories of institutions C and F, demonstrating that in the other laboratories of institutions A, B, E and G there was heat exchange by radiation. It is noteworthy that in the laboratory of institution G this heat exchange was more pronounced, such that the mean radiant temperature at any given time exceeded the globe temperature at 2.25°Chcg/ 𝜀𝑔𝜎. However, their architectural analysis signaled that the design was adequate. So probably, the heat sources inside the laboratory should have provided increased thermal radiation, given that the number of students and laptops were representative. Thus, in the sense of confirming these findings, it was verified through the mathematical modeling that with each increase of one degree in the difference between the globe temperature and the air temperature (Tg-Ta), the students' performance in the computer laboratory of the Institution G decreased by around 29%. Therefore, the higher the mean radiant temperature, the higher the thermal radiation in this laboratory, and this increase may compromise student performance. Conclusion: Productivity may change due to changes in air temperature in air-conditioned teaching environments, as has already been demonstrated by international publications. In this specific case, if Tg >> Ta, the thermal radiation may possibly interfere with the performance of people present in environments equipped with technological innovations in communication and information (News ICT). / Introdução: As alterações climáticas do planeta poderão elevar ainda mais a temperatura média em todas as regiões do Brasil, e como tem havido um crescimento da inserção de inovações tecnológicas de comunicação e informação (news ICT) em ambientes de ensino, o que pode colaborar para o aumento da radiação térmica, torna-se assim importante investigar como esse aumento nesses ambientes poderá interferir no conforto e desempenho de estudantes. Na equação formulada por Fanger (1970), o fator de radiação térmica é representado pela temperatura radiante média (Trm), mas seu impacto sobre o conforto térmico é muitas vezes ignorado. A temperatura de globo (Tg) é uma das variáveis das equações para o cálculo da temperatura radiante média e a mesma corresponde a temperatura que permite avaliar o nível de radiação térmica das superfícies existentes em um ambiente donde uma diferença significativa entre a temperatura de globo e a temperatura do ar pode demonstrar certo aumento da radiação térmica no ambiente de trabalho. Objetivo: Investigar se a relação entre a temperatura de globo e a temperatura do ar (Tg-Ta), observando a variação da temperatura radiante média, poderá ter repercussão no desempenho de estudantes em ambientes inteligentes de ensino (News ICT) em áreas das regiões brasileiras. Métodos: Os procedimentos metodológicos adotados neste trabalho consistiram nas etapas: análise das variáveis térmicas: trm e (tg-ta); análise do desempenho dos estudantes, análise dos elementos arquitetônicos e construção do modelo matemático. O estudo foi realizado em laboratórios de informática climatizados com News ICT nas seguintes instituições: UFPI, Teresina-Piauí (A); UFSC, Florianópolis-Santa Catarina (B); UnB, Brasília-Distrito Federal (C); UNIVASF, Petrolina-Pernambuco (D); ICMC, São Carlos-SP (E); UFAM, Manaus-Amazonas (F); CE da PM, João Pessoa, Paraíba (G). Os estudantes responderam a um questionário adaptado da Bateria de Provas de Raciocínio (BPR-5) em três dias consecutivos a diferentes temperaturas, enquanto as condições térmicas eram medidas e o projeto e elementos arquitetônicos eram analisados. Resultados: Constatou-se que nos três dias consecutivos só não houve troca de calor por radiação entre o estudante e seu ambiente nos laboratórios das instituições C e F, demonstrando que nos outros laboratórios das instituições A, B, D, E e G houve troca de calor por radiação. Ressalta-se que no laboratório da instituição G essa troca de calor foi mais acentuada, tal que a temperatura radiante média em dado instante superou a temperatura de globo em 2,25 °C hcg/ 𝜀𝑔𝜎. Entretanto, sua análise arquitetônica sinalizou que o projeto tinha mais aspectos positivos.Logo, provavelmente as fontes de calor no interior do laboratório devem ter proporcionado aumento da radiação térmica, haja vista que o número de estudantes e laptops eram representativos. Assim, no sentido de confirmar esses achados, constatou-se através da modelagem matemática que a cada aumento de um grau na diferença entre a temperatura de globo e a temperatura do ar (Tg-Ta), o desempenho dos estudantes no laboratório de informática da instituição G diminuía em torno de 29%, constatando que, quanto maior a temperatura radiante média, maior será a radiação térmica nesse laboratório, e esse aumento poderá comprometer o desempenho dos estudantes. Conclusão: Como a produtividade pode sofrer alterações devido às mudanças de temperatura do ar em ambientes de ensino climatizados, conforme já comprovado por publicações internacionais, neste caso específico, se Tg>>Ta, possivelmente a radiação térmica poderá interferir no desempenho das pessoas presentes em ambiente providos de inovações tecnológicas de comunicação e informação (News ICT).

abstract: The Student Performance Accomplishments Questionnaire (SPAQ) was developed and validated in two studies with two normative samples totaling 315 college students, including a subsample of undocumented students. This instrument assesses academic performance accomplishments in the context of students' academic, extracurricular, and advocacy roles. Performance accomplishments are theorized to be one of four sources of efficacy (Bandura, 1977, 1986). Study 2 tested part of the Social Cognitive Career Theory model (Lent et al., 1994) in a sample of 154 student advocates. By conventional standards, the results yielded no support for the SCCT model and suggested the need for an alternative model. Results showed that student performance accomplishments in advocacy are highly related to students' academic outcomes, particularly choice actions. Choice actions were subsequently related to career goals and academic performance. No significant differences were found between documented and undocumented students on any of the variables studied. It was found that student advocates were significantly higher in performance accomplishments in advocacy, academic self-efficacy, choice action, and academic performance in comparison to student non-advocates. Clinical and research implications of these results for the field of counseling psychology were discussed. / Dissertation/Thesis / M.A. Counseling Psychology 2013

O atual desenvolvimento tecnológico e o cenário nada favorável da qualidade de educação no Brasil fazem com que a educação escolar tenha que ser repensada. Na busca por novos desafios, a rede pública do Estado de São Paulo propõe a ampliação da jornada escolar como uma estratégia para uma formação mais completa do aluno, uma formação de qualidade. O objetivo desse estudo é analisar os efeitos da ampliação da jornada escolar sobre o rendimento dos alunos da 8ª série da rede pública estadual paulista. A idéia é avaliar o programa Escola de Tempo Integral, focando o seu impacto sobre a proficiência média das escolas, nas avaliações de português e matemática, e sobre as taxas de aprovação escolar. Para tanto, são aplicados métodos de pareamento (propensity score matching) e análises em painel dos dados do SARESP dos anos de 2007 e 2008, além de uma abordagem, a partir do método de diferenças em diferenças, dos dados do Censo Escolar do Estado de São Paulo, dos anos de 2005, 2007 e 2009. Os resultados mostraram que, para ambos os dados analisados, os alunos das escolas de tempo integral não apresentaram grandes diferenças de resultado, em termos de proficiência e aprovação escolar, relativamente aqueles que freqüentaram as escolas tradicionais. As estimativas obtidas a partir das técnicas de pareamento, aplicadas aos dados do Saresp, mostraram que o programa não teve efeito sobre o desempenho dos alunos em matemática. Na avaliação de língua portuguesa, os resultados foram positivos, mas de pequena magnitude. Com relação aos dados do Censo Escolar, não foram observados efeitos sobre as taxas de aprovação das escolas estaduais paulistas. Uma possível explicação para a ocorrência de resultados discretos do programa estaria no curto período de análise, ou seja, são efeitos de curto prazo. Outra explicação plausível seria o fato de que pouco tempo é despendido em atividades que possam afetar diretamente a proficiência dos alunos. Outros problemas, como a falta de coordenação dentro das escolas, a falta de material de trabalho para as atividades diversificadas das oficinas e, principalmente, a falta de motivação dos alunos também podem estar limitando os ganhos do programa. Ainda que não se tenha observado ganhos expressivos em termos de desempenho escolar, acredita-se que o programa Escola de Tempo Integral tenha outros efeitos importantes, não mensurados nesse estudo, como a inserção futura no mercado de trabalho, a redução do trabalho infantil e ganhos em termos de proteção social. / The current technological advances and the low quality in the Brazilian education scenario highlight the need of rethinking education in Brazil. In the pursuit of new challenges, the São Paulo State public school system proposed the lengthening of the school day as a strategy for a better and more complete student training. The goal of this study is to analyze the impact of the lengthening of the school day on educational performance of public schools\' 8th graders in the São Paulo State. The idea is to evaluate the Full-Time School (Escola de Tempo Integral) program, focusing on schools\' average proficiency on language and math scores, and on grade advancement rates. Thus, using the 2007-2008 SARESP test, we perform propensity score matching techniques and panel data analyses to evaluate proficiency, and using the 2005, 2007, and 2009 São Paulo State School Census (Censo Escolar) data, we apply the difference-indifferences methodology to evaluate the effect of the program on grade advancement rates. Results showed that full-time schools\' students do not outperform traditional schools\' students both on proficiency and grade advancement rate. Estimates for the SARESP matched sample did not show improvements on math performance, but for language there was a small significant effect. When it comes to the School Census data, we found no effect on grade advancement rates. A possible explanation for the small results is that we are evaluating these effects in the short run only. Another plausible explanation relies on the fact that little time is spent on activities which could directly affect students\' performance. Limitations to the gains of the program might be arising from the lack of coordination within the schools, the scarcity of working materials for the diversified activities at the courses carried out during the afternoon, and specially the students\' discouragement. Even with few expressive results in terms of schooling performance, the Fulltime school program may have other important outcomes not measured on this study such as a better future insertion into the labor market, child labor reduction, and gains in terms of social protection.

O atual cenário das Instituições de Ensino Superior (IES) privadas brasileiras, caracterizado por alta competitividade, pressupõe que o perfil do coordenador de curso, entendido neste processo como gestor universitário, deve ser adequado às novas demandas para a função. Este estudo buscou reconhecer se o conjunto de competências identificáveis nestes pode ser inerente ao exercício da função de coordenador de curso de IES privada, e, com vistas a garantir a visão sistêmica para atuação como gestor de curso, se estas competências estabelecem-se nos campos políticos, gerenciais, acadêmicos e institucionais, que contribuiriam para a sobrevivência deste curso no mercado. Foram pesquisados coordenadores de curso, cujas graduações alcançaram conceito máximo no ENADE (Exame Nacional de Desempenho de Estudantes). A metodologia utilizada consistiu na utilização de pesquisas bibliográfica e de campo. A pesquisa de campo considerou a aplicação de um protocolo de investigação proposto por Franco (2002), que busca identificar o coordenador ideal, precedido por instrumento confeccionado para identificar o perfil do coordenador, da IES e do curso. Foram realizados estudos com a finalidade de construir conhecimento contextualizado e relevante para contribuir, de forma crítica e responsável, para as políticas de capacitação e para a gestão de IES privadas brasileiras, com vistas à transformação do conhecimento em diferencial competitivo, e incentivar o processo de inovação e de transferência de conhecimento formalizado para a atividade da gestão acadêmica destas IES, auxiliando no desenvolvimento de uma cultura institucional condizente com o contexto da gestão do conhecimento. Foi refletida a singularidade desta função no atual processo de gestão acadêmica das IES privadas e as diferentes formas de investigar a fronteira acadêmico-administrativa nesta função. Os resultados deste estudo permitem uma análise crítica sobre a forma como os responsáveis pela coordenação de cursos privados de graduação vêm buscando atender às diversas demandas contemporâneas para a função. Embora as funções pesquisadas tenham sido consideradas de responsabilidade das coordenações de cursos pelos próprios coordenadores, uma vez que atingiram altos escores na maioria dos quesitos avaliados nas quatro funções pesquisadas, o que também expressaria alinhamento destes gestores às premissas de um coordenador-gestor, quando se compara os perfis destes profissionais às atividades por eles exercidas contemporaneamente, constata-se relativa incoerência. Mesmo reconhecendo-se que a construção de um coordenador ideal passe por toda esta gama de responsabilidades, o que nos remete a um perfil pronto e acabado, não foi possível reconhecer no profissional estudado, que experimenta resultados significativos nas avaliações tradicionais do ensino superior no curso que coordena, a expressão da essência de um profissional suficiente para esta função frente às atuais demandas. Reconhece-se a necessidade ainda contínua de manter a atitude de aprendiz deste coordenador, que busca a superação constante para alcançar a plenitude da liderança e gerência esperadas, e que possa dar atendimento às prováveis tendências e futuros direcionamentos do mercado do curso que atua. / The current scenario of private Brazilian Higher Education Institutions (HEIs), characterized by its high competitive edge, assumes that the profile of the course coordinator, understood by this process as a university administrator, should be suitable to the new demands for such function. This study sought to recognize whether the set of identifiable skills in it can be inherent to the exercise of the course coordinators function at private HEIs, and in order to ensure a systemic vision to act as the course manager, if these skills are established in political, managerial, academic and institutional fields, which would contribute to the courses survival on the market. Course coordinators whose academic ranks reached maximal concept at ENADE (National Student Performance Examination) were surveyed. The methodology consisted in the use of both bibliographic research and fieldwork. The last one considered the adhibition of a research protocol proposed by Franco (2002), which seeks to identify the ideal coordinator, preceded by instrument made to identify a coordinator, a HEI and a course profile. Studies have been performed in order to build contextual and relevant knowledge to contribute critically and responsibly to the training policies and the management of Brazilian private institutions, with a view to transforming knowledge into competitive advantage, as well as encouraging the process of innovation and formalized knowledge transfer activity for the academic management of these HEIs, assisting in the development of a consistent institutional culture to the context of knowledge management. The uniqueness of this function in the current process of academic management of private HEIs and different ways to investigate the academic-administrative boundary have been reflected upon this function. The results of this study allow a critical analysis on how those responsible for coordinating private undergraduate courses have sought to meet the diverse contemporary demands for such function. Although the surveyed functions have been considered as a course coordination responsibility provided by the own coordinators, once achieved high scores on most variables evaluated in the four studied functions, which also would express an alignment of these managers to the premises of an manager-coordinator, when comparing these professional profiles to the activities performed contemporaneously by them, a relative incoherence appears. Even recognizing that the construction of an ideal coordinator go through all this range of responsibilities, which brings to a finished and ready profile, it could not be recognized in the professional study, experiencing significant results in traditional assessments of higher education in the course which they coordinate, the professional enough expression of the essence to forward this function to current demands. We recognize the unceasing need to further maintain this coordinators apprentice attitude, who constantly seeks to overcome in order to achieve the expected fullness of leadership and management, and who can give treatment to the likely future trends and directions of labor market from the respective courses.

The quality of education is extremely important for competitiveness and knowledge dissemination needs to the benefit of the community, in the context of a global society increasingly dependent on knowledge. In recent decades it has been the expansion of demand for higher education, leading to the creation of new institutions in many developed and developing countries. The current expansion of Brazilian higher education, backed by inserted government policies in a National Education Plan (PNE), considering that the higher education institutions (HEIs) are subjected to periodic evaluation by the National Higher Education Evaluation System (Sinaes), it becomes a complex configuration being studied. In this context is the Federal University of Pampa (UNIPAMPA), which emerged in 2005 from social demands, supported by expansion of public higher education policies. This university, which has great relevance for the community as agent of social transformation and its goals in its Institutional Development Plan (IDP), academic excellence and institutional improvement, among others (UNIPAMPA, 2014th). Given this context and the importance of the students for HEIs, this study aimed to verify if there are differences in the assessments of students of UNIPAMPA, and perceptions of these on your institution, compared to other Brazilian federal universities. For this purpose, we applied t tests for independent samples and the Mann Whitney test on data for the Enade 2013 examination. Three courses with more students of UNIPAMPA were selected to the study: Pharmacy, Physiotherapy and Social Work. The main differences are related to performance in gross notes on the specific component of the students of Pharmacy and Physiotherapy courses of UNIPAMPA. Some variables of the assessments of the conditions of the training process (didactic- pedagogic organization, infrastructure and physical facilities, and expansion opportunities of academic and vocational training) also showed significant differences. A variable related to infrastructure and physical facilities, which questions whether there was a cafeteria layout, canteen and toilets in adequate conditions to meet users, presented different assessment for three courses analyzed. A variable related to the evaluation of the didactic-pedagogical organization, which questioned whether teachers demonstrate content mastery of the subjects who gave presented different assessment for the courses of Physical Therapy and Social Work. Finally, given these findings, it is suggested to managers and program coordinators, reviewing the political pedagogical projects of the courses, as well as the contents of the syllabus of the subjects and the realization of a work of sensitization and awareness both students and teachers to the evaluation process of ENADE, as there may be lack of information about the importance of this exam. (SILVEIRA, CAMARGO, MIRANDA and OLIVEIRA, 2014; RIOS, SCHWAAB and COSTA, 2015). It is also recommended, managers and program coordinators, propose a constant training plan for teachers, covering topics such as teaching practices along the organs of support - Educational Development Center (NUDE). / No contexto de uma sociedade global cada vez mais dependente do conhecimento, a relevância da qualidade do ensino é extrema diante da competitividade e da necessidade de difusão de conhecimento em benefício da coletividade. Nas últimas décadas tem ocorrido a expansão da demanda por educação superior, conduzindo à criação de novas instituições em muitos países desenvolvidos e em desenvolvimento. A atual expansão da educação superior brasileira, respaldada em políticas governamentais inseridas em um Plano Nacional de Educação (PNE), considerando-se que, as Instituições de Ensino Superior (IES) são submetidas a avaliações periódicas pelo Sistema Nacional de Avaliação da Educação Superior (Sinaes), torna-se uma complexa configuração a ser estudada. Neste contexto encontra-se a Universidade Federal do Pampa (UNIPAMPA), que surgiu, em 2005, de reivindicação social, amparada em políticas de expansão da educação superior pública. Universidade esta, que possui grande relevância para a comunidade como agente de transformação social e tem como metas, em seu Plano de Desenvolvimento Institucional (PDI), a excelência acadêmica e o aperfeiçoamento institucional, entre outras (UNIPAMPA, 2014a). Considerando este cenário e a importância do corpo discente para as IES, o presente estudo objetivou verificar se há diferenças nas avaliações dos discentes da UNIPAMPA, e nas percepções destes, sobre a sua instituição, comparativamente às outras Universidades Federais brasileiras. Para tanto, procedeu-se a aplicação dos Testes t de Student, para amostras independentes, e teste de Mann Whitney nos dados referentes ao exame Enade 2013. Selecionaram-se, para o estudo, os três cursos da UNIPAMPA com maior número de alunos participantes constantes na base de dados: Farmácia, Fisioterapia e Serviço Social. As principais diferenças encontradas são referentes ao desempenho nas notas brutas no componente específico dos estudantes dos cursos de Farmácia e Fisioterapia da UNIPAMPA. Algumas variáveis das avaliações das condições do processo formativo (organização didático-pedagógica, infraestrutura e instalações físicas, e oportunidades de ampliação da formação acadêmica e profissional) apresentaram também diferença significativa. Uma variável relacionada à infraestrutura e instalações físicas, a qual questiona se houve a disposição de refeitório, cantina e banheiros em condições adequadas para atender os usuários, apresentou avaliação difstinta para três cursos analisados. Uma variável relacionada à avaliação da organização didático- pedagógica, a qual questionava se os professores demonstraram domínio do conteúdo das disciplinas que ministraram, apresentou avaliação diferente para os cursos de Fisioterapia e Serviço Social. Por fim, diante das constatações, sugere-se aos gestores e coordenadores de curso, a revisão dos projetos político pedagógicos dos cursos, bem como, dos conteúdos dos planos de ensino das disciplinas e a realização de um trabalho de sensibilização e de conscientização tanto de alunos quanto de professores para o processo avaliativo do ENADE, pois pode haver falta de informação sobre a importância deste exame. (SILVEIRA, CAMARGO, MIRANDA e OLIVEIRA, 2014; RIOS, SCHWAAB e COSTA, 2015). Recomenda-se ainda, aos gestores e coordenadores de curso, proporem um plano de capacitação constante para os docentes, abordando temas como práticas pedagógicas, juntamente aos órgãos de apoio Núcleo de Desenvolvimento Educacional (NuDE).

Philosophiae Doctor - PhD / This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate students' curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the students' abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program. / South Africa

Educators can no longer simply look at student totals to distribute instructional dollars. Databased decision-making must be instituted to overcome achievement gaps between white and non-white students. In low-socioeconomic (SES) settings, districts must increase expenditure per pupil (EPP) as low-SES rates rise for all students as district administrators must be in a position to show product rather than process. It was attempted to determine if a positive or negative relationship existed between Anglo, Hispanic, and African-American student test scores and wealth factors on the Texas Assessment of Academic Skills tests in 2000 and 2002. Wealth factors studied included EPP and SES. Data analysis was carried out on 974 independent and consolidated school districts in Texas. Low-SES was found to be a negative predictor of higher test performance on standardized reading and mathematics tests. To varied degrees, low-SES affected all students from all ethnicities as well as affluent students. EPP was attributed with a positive effect on student test performance. Increases of $1,000 or more at one time produce performance increases from 0.20 to 0.40 points. In making specific recommendations, the researcher advises increasing expenditures low-SES districts, schools, and classrooms through the creation of specific district linear equations exhibited in this study. Funds must be earmarked for those students that are affected by poverty. It is also recommended to decrease the number of low-SES students by merging high-SES and low-SES students to dilute poverty's effects. Additional correlation studies that address instructional strategies and outside factors are needed. Finally, a replicating study using Texas Assessment of Knowledge and Skills data over a period would be beneficial.

More and more schools worldwide provide their students with an individual digital tool, investments called 1:1 programs. However, there is still limited knowledge about the causal effects of such programs on students’ education outcomes, especially for high-income countries. This paper examines how the implementation of 1:1 programs affects pupils’ average academic performance in primary school (grade 3) in Sweden between 2014/2015-2018/2019. The data is collected from the Swedish National Agency for Education and the Institute for evaluation of labour market and education policy (IFAU) on school level. I use a difference-in-difference design to estimate the effect of 1:1 programs on pupils’ academic performances. The main results in this study indicate that 1:1 initiatives have a small positive effect on student's academic performances in Swedish and mathematics on average, although the effect varies depending on the subtests investigated.

This study sought to determine if the 2012 Eighth Grade Summer Reading Camp curriculum was aligned with the students’ needs. To determine if curriculum alignment existed, the researcher completed a qualitative and quantitative study. The qualitative study consisted of interviewing the school district program development team to ascertain how the curriculum was designed. The quantitative segment involved running descriptive statistics for student performance on the Pre-program Benchmark Examination. The determined student knowledge voids were compared to the amount of instructional time spent taught teaching those individual benchmarks to ascertain if the curriculum was aligned with student need. The curriculum was determined to not be aligned with the performance deficiencies of the students.

Predicting student performance is an important topic in academia, especially so in programming context, where identification of struggling students allows teachers to offer early and continuous assistance to help them improve their performance. It is thus essential to analyze student programming behavior to detect those at-risk students. This thesis uses data generated from 220 students in a master’s level programming course at a large European university. The students run unit tests in order to test their code when solving assignments, with a snapshot being taken of each test as it is executed. Unit testing is a method of testing software where individual units of source code are tested for correctness. A data set with simple features is derived from a database of snapshots and labeled with students’ grades. Then, the machine learning models support vector machine (SVM), naive Bayes (NB), random forest, and neural networks with one, two and three hidden layers each are trained, evaluated and performance is compared. The results show that SVM and neural networks models are likely the best performing all-rounders, with a possible naive Bayes selection depending on what goal one has. The thesis contributes by training machine learning models on students’ programming behavior. By arming teacher with models such as these, more students that need assistance can get in-time support and thus improve their performance. Future work can improve the models by using or combining other types of student data as features or use a larger data set. / Att förutsäga studenters prestationer är ett viktigt ämne inom akademin, särskilt i programmeringssammanhang, där identifiering av studenter som kämpar med sina studier gör det möjligt för lärare att erbjuda tidig och kontinuerlig hjälp för att hjälpa dem att förbättra sina prestationer. Det är därför viktigt att analysera studenternas programmeringsbeteende för att upptäcka dessa studenter som är vid risk. Denna uppsats använder data från 220 studenter i en programmeringskurs på masternivå vid ett stort europeiskt universitet. Studenterna kör enhetstester för att testa sin kod när de löser uppgifter, och en snapshot tas av varje test när det körs. Enhetstestning är en metod för att testa programvara där enskilda enheter av källkoden testas för korrekthet. En datamängd med enkla features härleds från en databas med snapshots och märks med studenternas betyg. Därefter tränas och utvärderas maskininlärningsmodellerna support vector machine (SVM), naive Bayes (NB), random forest och neurala nätverk med ett, två och tre dolda lager vardera och deras prestanda jämförs. Resultaten visar att SVM och neurala nätverk sannolikt är de bäst presterande allroundmodellerna, med ett möjligt naivt Bayes-val beroende på vilket mål man har. Uppsatsen bidrar genom att träna maskininlärningsmodeller på studenters programmeringsbeteende. Genom att utrusta lärare med modeller som dessa kan fler studenter som behöver hjälp få stöd i tid och därmed förbättra sina prestationer. Framtida arbete kan förbättra modellerna genom att använda eller kombinera andra typer av studentdata som features eller använda en större datamängd.