Thesis (Ed. D.)--Oregon State University, 1997. / Typescript (photocopy). Includes bibliographical references (leaves 87-91). Also available on the World Wide Web.

Thesis (Ph. D.)--Lehigh University, 1997. / Includes vita. Bibliography: leaves 96-103.

Thesis (Ed.D.)--Duquesne University, 2005. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 93-98) and index.

This study focusses on artificial intelligence (AI) in education, AIEd, and on how AI language models, such as ChatGPT, impact teachers' ability to develop the pupils' skills and knowledge, specifically at an upper secondary school. Three language teachers at a Swedish upper secondary school have been interviewed with the purpose of unveil new insights within the purpose of this piece of research which is to contribute with an understanding of how to develop pupils' skills and knowledge through successfully integrating artificial intelligence in education (AIEd) in an upper secondary school. After defining the problem analysis and discussion for this thesis my conclusion is that there are several recent studies performed for K-12 schools but not conducted enough research for specifically upper secondary schools in relation to AI, since the introduction of ChatGPT and other large language models (LLMs). Therefore, the ambition with this thesis is to shrink the knowledge-gap in answering the research question and fullfilling the purpose of this thesis. The analysis in this thesis is a semantic thematic analysis and to facilitate reading the empirics and analysis parts every theme is included in the empirics so the connection to that latter analysis is displayed in the empirics and in this way constitutes a bridging between the empirics to the latter analysis. I hope you find the study worthwhile reading and if you are a teacher, it will bring some support in the choices you are facing in the era of LLMs in an upper secondary school.

The purpose of this study was to examine teacher and students' perceptions of teacher-student interpersonal behaviour in regional secondary classrooms. Teachers were then presented with this information so that a comparison between teacher ideal, teacher actual and student perceptions of their classroom could be examined. The results were then able to be used by teachers to reflect on and seek to improve their teaching practice. This study utilised the Questionnaire on Teacher Interaction (QTI) to collect data about the classroom learning environment of Australian regional mathematics and science classrooms. Qualitative information in the form of classroom observations and informal interviews has also been collected from a small subset of the student sample. This qualitative information was collected by the researcher in the dual roles of teacher and researcher. Triangulation of the methods of data collection sought to better validate the data collected, and assess multiple perspectives in the classroom. The study has involved a large sample of students from one country high school in Western Australia. All the mathematics classes from Years 8, 9 and 10 and all science classes from Years 8 and 10 have been included in this study. A particular focus for this study was the inclusion of both streamed and non-streamed classes from the mathematics and science areas. / The value of this research has been enhanced in that the results have been used as a teaching feedback tool for participants involved in the study to examine, reflect and improve on their teaching practice. The research is a real world, authentic example of one instance where results from the study were used immediately on a local scale by participants. A unique feature of the outcomes from this project is that the teacher appears to play a greater role in determining the classroom climate than does the homogeneous or heterogenous grouping of students within a subject.

No description available.

This bachelor thesis examines factors affecting the academic performance in Swedish schools. Specifically, the average qualification point among ninth grade students in schools in Stockholm municipality during the academic year 2021-2022 are studied. Multiple linear regression is used to identify individual, social, and school specific factors which have a significant impact on the average qualification point in schools. The purpose is to identify factors affecting the academic performance, and by that contribute to the knowledge base constituting the foundation for the work to improve the academic performance and provide equal opportunities for all students. The Swedish grading system, previous research on factors affecting students' performance, and the Swedish school in a societal perspective are also discussed. The findings indicate that the background of the students, the parents' level of education, and the number of students per teacher are good predictors for academic performance. / Denna kandidatuppsats undersöker faktorer som påverkar studieresultatet i svenska skolor. Specifikt studeras det genomsnittliga betyget bland elever i årskurs nio i Stockholms kommuns skolor under läsåret 2021-2022. Multipel linjär regression används för att identifiera individfaktorer, sociala faktorer och skolspecifika faktorer som har en signifikant inverkan på skolors genomsnittliga betyg. Syftet är att identifiera faktorer som påverkar studieresultatet och därmed bidra till kunskapsbasen som utgör grunden för arbetet med att förbättra studieresultat och tillhandahålla lika möjligheter för alla elever. Det svenska betygssystemet, tidigare forskning kring faktorer som påverkar elevers studieprestation samt den svenska skolan i ett samhälleligt perspektiv diskuteras också. Resultatet tyder på att elevernas bakgrund, föräldrarnas utbildningsnivå och antalet elever per lärare är bra prediktorer för akademisk prestation.