- About
-
The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 131 to 140 of 198 (0.016 seconds)| 131 |
An evaluation of The Good Behavior Game in early reading intervention groupsRodriguez, Billie Jo, 1982- 06 1900 (has links)
xiv, 145 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / As an increasing number of studies document the link between the development of student academic and social behavior, there is a growing need to create and evaluate interventions that address both types of skill development in school contexts. It is of particular importance to focus on interventions that improve the learning environment to maximize student success. The Good Behavior Game (TGBG) is an example of a research-based intervention that can be easily modified and implemented in conjunction with academic interventions to maximize effectiveness of student supports.
The present study focused on the development and implementation of a modified version of TGBG implemented during the delivery of a secondary level early literacy intervention for students at-risk for reading difficulties. Specifically, this study examined whether instructional assistants' implementation of TGBG was functionally related to changes in student and instructor outcomes. The student outcomes assessed were (1) problem behavior, (2) academic engagement, and (3) pre-literacy skill development. The instructor outcomes assessed were provision of opportunities to respond to instruction, specific praise, and corrective statements for student social behavior. Data were also collected on fidelity of implementation, contextual fit, and social validity of TGBG. A concurrent multiple baseline design across five instructional reading groups was used to evaluate effects of TGBG.
Results indicated that TGBG was functionally related to reductions in student problem behavior. In addition, a functional relation was established between implementation of TGBG and increases in instructor provision of specific praise statements and decreases in provision of corrective statements. Academic engagement and provision of opportunities to respond remained high and stable throughout the study. Pre-literacy trajectories did not appear to be functionally related to TGBG implementation; however, this may have been due to the short timeframe of the study. Instructional assistants implementing TGBG as well as students participating in TGBG rated it positively. Conceptual, practical, and future research implications are discussed. / Committee in charge: Cynthia Anderson, Co-Chairperson, Special Education and Clinical Sciences;
Elizabeth Ham, Co-Chairperson, Special Education and Clinical Sciences;
Robert Horner, Member, Special Education and Clinical Sciences;
Marjorie Woollacott, Outside Member, Human Physiology
|
| 132 |
Razvoj i evaluacija instrukcione strategije zasnovane na tripletnom modelu reprezentacije sadržaja neorganske hemije u srednjoškolskom obrazovanju / Development and evaluation of instructional strategy based on the triplet model of inorganic chemistry content representation in high school educationMilenković Dušica 24 April 2015 (has links)
<p>Glavni cilj ove disertacije bio je da se ispita u kojoj meri će nastavni pristup zasnovan na interkorelaciji makroskopskog, submikroskopskog i simboličkog nivoa reprezentacije znanja uticati na performanse učenika u oblasti neorganskih reakcija, a takođe i kakav će biti njen uticaj na samoprocenu uloženog mentalnog napora. </p><p>Ukupan uzorak ovog istraživanja sačinjavalo je 313 učenika iz dve gimnazije, a istraživanje je sprovedeno u toku školske 2012/13. školske godine. Kao merni instrument za merenje performansi korišćen je dvoslojni test znanja sa zadacima <br />višestrukog izbora, a svaki zadatakje praćen sedmostepenom skalom Likertovog tipa za samoprocenu uloženog mentalnog napora. </p><p>Dobijeni rezultati pokazuju da primenjena instrukciona strategija, koja se oslanja na primenu višestrukih nivoa reprezentacije znanja vodi povećanju učeničkih performansi, a istovremeno i smanjenju kognitivnog opterećenja. Rezultati dobijeni za procenu instrukcione efikasnosti sugerišu da primenjeni model predstavlja efikasan nastavni model.</p><p>Dalje istraživanja performansi pokazala su da primenjena instrukciona strategija ima <br />podjednako pozitivan uticaj kako na performanse, tako i na procenjeni mentalni napor ispitanika oba pola. Ispitivana strategija takođe se pokazala efikasnom u obuci svih ispitivanih grupa učenika (najmanje uspešnih, srednje uspešnih i najuspešnijih). <br />Pored toga rezultati su ukazali i na postojanje velikog broja miskoncepcija u K grupi ispitanika, dok su u E grupi, koja je učestvovala u eksperimentalnoj nastavi, veliki broj miskoncepcija bio eliminisan.</p><p>Na kraju, rezultati analize kognitivne kompleksnosti ukazali su na postojanje značajnih korelacija između svih ispitivanih parova varijabli (performanse-kognitivna kompleksnost; performanse-mentalni napor i mentalni napor-kognitivna kompleksnost).</p> / <p>The central goal of this disserta-tion was to examine the extent to which a teaching approach fo-cused on the interaction among macroscopic, submicroscopic and <br />symbolic levels of chemistry representations could affect high school students’ performance in the field of inorganic reactions, as well as to examine how the appli-ed instruction influences stu-dents’ assessment of invested mental effort.</p><p>The total sample of this research included 313 high school stu-dents. The survey was conducted in the 2012-2013 school year. As a measuring instrument for stu-dent performance a two-tier mu-ltiple-choice test of knowledge was used. Each task in the test was followed by a seven point Likert-type scale for evaluation of invested mental effort. </p><p>Obtained results indicate that a teaching strategy relying on the interplay between three levels of knowledge representation leads to an increase in students’ performance and also contributes to the reduction of cognitive load. The obtained results for calcula-ted mental efficiency suggest that the applied instructional model represents an effective teaching model. Further performance te-sting have shown that applied instructional strategy have simi-lar positive impact in terms of both performance and mental effort on the subjects of both genders. This strategy has also <br />proved to be effective in training all examined groups of students (low achievers, middle achievers and high achievers). In addition, results indicated the existence of a large number of misconceptions in the K group, while in the group E, that was subjected to experi-mental teaching, a great deal of misconceptions was eliminated.</p><p>Last but not least, the results of cognitive complexity analysis indicated the existence of signifi-cant correlations between all the examined pairs of variables (pe-rformance-cognitive complexity; performance-mental effort; me-ntal effort-cognitive complexity).</p>
|
| 133 |
A formação de profissionais em tecnologia da informação na área de desenvolvimento de softwareCamacho Júnior, Carlos Olavo de Azevedo 18 May 2011 (has links)
Made available in DSpace on 2016-04-29T14:22:52Z (GMT). No. of bitstreams: 1
Carlos Olavo de Azevedo Camacho JUnior.pdf: 1515509 bytes, checksum: aabcef2f95f84d9a72db1a2c9b9aff85 (MD5)
Previous issue date: 2011-05-18 / This research aims to verify how application projects can help the software
developer professional to acquire knowledge about the 3-tier development
model.
Nowadays companies want to prove that their services are accomplished with
the best quality standards of information technology. To do that many tools are
created and a special one is called IDE Integrated Development Environment.
An IDE allows the software developer professional to bring efficacy into his
project.
We will discuss what skills are important to this professional. This research will
analyze the question: Why do companies based on information technology like
to use processes with patterns? To demonstrate the importance of patterns in
technology field, we search the Internet history (Vint Cert, Demi Getsko) to
discuss the patterns used in Internet history. We have written articles about
.NET development to demonstrate how to use patterns in a software
development project.
This research originated a book titled "Desenvolvimento em Camadas com C#
.NET (available in portuguese only)" who was used by IFET-SP students in a
study.
We´ll analyze this study to get indicators about the efficiency of application
project in the educational process of the software developer professionals / O trabalho de pesquisa realizado tem como objetivo geral conhecer em que
medida o desenvolvedor de software - estudante de um curso técnico de
informática - pode se beneficiar com a utilização de um projeto de aplicação
para a assimilação da metodologia de desenvolvimento em camadas.
Atualmente empresas de desenvolvimento de software buscam excelência na
prestação de serviços. Com isso acompanhamos o surgimento de diversas
ferramentas para o aumento de produtividade. Dentre elas destaca-se a IDE
(Integrated Development Environment - Ambiente de Desenvolvimento
Integrado) e conhecer essas ferramentas torna-se essencial para este
profissional. Mas o conjunto de competências (Perrenoud, Le Boterf) exigidas
pelo profissional desenvolvedor de software não se restringe aos aspectos
técnicos. Analisamos neste trabalho quais as competências necessárias ao
profissional de desenvolvimento de software. Essa análise tem base no
pensamento complexo de Edgar Morin.
Visando demonstrar ainda a importância dos padrões quando se trata de
tecnologia, buscamos na história da própria Internet (Vint Cert, Demi Getsko)
exemplos para analisar a necessidade de padronização. Pesquisamos um
padrão denominado "metodologia de desenvolvimento em camadas". Para
analisar com maior profundidade a importância dos padrões, criamos neste
trabalho um material didático (projeto LOJA .NET) que permitiu ao aluno
exercitar conceitos sobre desenvolvimento de software. Tendo analisado as
competências exigidas para o profissional de desenvolvimento de software bem
como a importância do uso de padrões nesta profissão, analisamos se o
projeto LOJA .NET contribui com este profissional no uso de suas habilidades e
competências para compreender como utilizar padrões no processo de
desenvolvimento de software.
Com o apoio do IFET-SP Instituto Federal de Educação, Ciência e Tecnologia
de São Paulo realizamos uma pesquisa qualitativa onde alunos do curso
técnico em informática utilizaram o projeto proposto. Utilizar conhecimentos
que o aluno já possui; conhecer o que este aluno é capaz de fazer com a ajuda
do professor ou de outro aluno e atuar nesse intervalo, ou seja, no caminho
que o aluno vai percorrer até que consiga realizar sozinho o que atualmente só
consegue realizar com o auxílio de alguém são conceitos advindos da teoria de
Vygotsky.
Com a análise desta pesquisa buscamos identificar a relevância do uso de
projetos de aplicação na formação do profissional de desenvolvimento de
software
|
| 134 |
Workers' Perceptions of the Effect of Three-Tier Shift Schedules on Community FunctioningWallace, Jillian Leigh 01 January 2017 (has links)
Shift work is commonplace in many fields that require around-the-clock employee coverage. There is ample evidence that two-tier shift work can detrimentally affect health and functioning. The purpose of this study was to understand the impact of three-tier shift schedules on physical and mental health and community functioning, a concept which refers to activities and behaviors performed by individuals or groups within a system. This study used a qualitative phenomenological design, and community functioning and recovery theory were central to the conceptual framework. In-depth interviews were used to explore the perceptions of three-tier shift workers on their functioning, relationships, mental health, physical health, and safety. Special attention was paid to sleep, using restoration theory, which indicates that sufficient sleep is necessary to avoid mental and physical breakdown. The data were organized into themes, and epoché and bracketing were used during the interviews and data analysis. The results of the study add to the literature on how three-tier shift schedules affect employees. Emergent themes included overwhelmingly negative perceptions of three-tier shift workers on their health and safety, difficulty adjusting to the three-tier shift schedule, negative impact on workers' personal lives, negative impact on workers' mental health, negative impact on workers' physical health, and negative impact on workers' performance and safety. These findings could lead to positive social change through policy creation on healthier shift schedules, which could result in healthier employees, stronger family units, and safer roads and worksites.
|
| 135 |
Response to Intervention Teachers' Perspective of Tier 2 Intervention FidelityMeissner, Doretha 01 January 2016 (has links)
In an urban Texas school district, teachers and administrators were concerned about students' achievement and the teachers' knowledge and implementation of Response to Intervention (RTI) Tier 2 interventions with fidelity. This study addressed teachers' perceptions of the reliability of the application of Tier 2 interventions at the study site, its influence on student achievement, and the appropriateness of current professional development at the targeted campus. The constructivist concept of how people learn and the implementation theory of scaffolding instruction, meaningful experiences, and active learning provided the framework for this study. The educators provided perspectives of how the quality and frequency of the implementation impact the fidelity of Tier 2 interventions. A total of 15 teachers from Grades 3, 4, and 5, the RTI Coordinator, and administrators at the target campus who each met the criteria of more than 2 years of experience working with the RTI process, RTI training, and progress monitoring were included as participants. Data were gathered from the RTI School Readiness Survey, individual interviews, State of Texas Assessment of Academic Readiness for math and reading, and the state required campus and district improvement plans. The data were examined using comparative analyses, inductive generalizations, and analytical coding. The results indicated a need for sustained training to improve teacher knowledge of RTI implementation strategies and students' academic performance on grade-level content. This study will promote social change by providing teachers and administrators at the study site information on the RTI process and on the intensive professional development training needed to support student academic success.
|
| 136 |
Downstream-Risiken in der automobilen Wertschöpfungskette: Instrument zur Risikobewältigung in der Kundenbeziehung von Automobilzulieferern / Downstream Risks in the Automotive Supply Chain: A Risk Mitigation Instrument for Automotive Suppliers in their Customer RelationshipErler, Felix 03 June 2015 (has links) (PDF)
Die Automobilzulieferindustrie ist von einem Risikotransfer betroffen. Neben der Anzahl der Risiken steigt auch die Schadenshöhe. Weiterhin sind die Auswirkungen sowie die Eintrittswahrscheinlichkeiten zunehmend schwerer zu beurteilen. Unter diesem Aspekt gewinnt das Risikomanagement in automobilen Wertschöpfungsketten eine enorme Bedeutung.
Die Dissertation klärt, welche Downstream-Risiken für Automobilzulieferer in der Wertschöpfungskette bestehen, welche Bedeutung diese haben, und führt Maßnahmen der Risikobewältigung zusammen. Dies erfolgt für sechs Risikokomplexe: Stückzahl und Forecastqualität, Wertschöpfungstiefe, Produktentwicklung, Prozessentwicklung, Kundeneinkäufer und Plattform- und Modulbauweise in den Schnittstellen zwischen OEM und 1st-tier Lieferanten sowie zwischen 1st-tier Lieferanten und 2nd-tier Lieferanten. Einerseits liefert die Arbeit einen Beitrag zur Risikoforschung zu Supply Chain Risks und andererseits richten sich die Ergebnisse an die Automobilzulieferer, indem ein aggregiertes Instrument zur Risikobewältigung vorgestellt wird. Dazu wurden bei 95 Automobilzulieferern Intensivinterviews durchgeführt. Die zusammenfassenden Erkenntnisse mündeten in ein spezifisches Risikomanagementmodell. Im Ergebnis wurden 29 Downstream-Risiken identifiziert, bewertet und 40 Risikobewältigungsmaßnahmen mit 125 Untermaßnahmen erarbeitet.
|
| 137 |
Effects of Response Cards on the Disruptive Behavior of StudentsSinger, Leslie S. 01 January 2013 (has links)
Abstract
This study examined the effects of response cards (RC) on student disruptive behavior, responding, and accuracy of responding during whole-class guided-reading instruction in a first-grade classroom. The authors combined two baseline conditions with an alternating treatments design and then replicated the effects across four teacher-nominated students. The first baseline condition was the teacher's typical instruction format, where one student who raised his/her hand was called upon to respond to the teacher's question. The second baseline condition (BL') was the same as the first baseline with an additional control for the number of teacher-delivered questions to the class per session. The RC condition was the same as BL' except students were expected to write their answers on the laminated card and then display upon the teacher's cue. Response cards and BL' conditions were alternated each session. The results revealed that RC implemented by a classroom teacher did reduce students' disruptive behaviors and increased their responding and accuracy during class.
|
| 138 |
An Evaluation on the Effects of Check-In/Check-Out with School-aged Children Residing in a Mental Health Treatment FacilityStuart, Crystal Ann 01 January 2013 (has links)
School-Wide Positive Behavior Interventions and Support (SWPBIS) is an evidence- based application of Applied Behavior Analysis (ABA) to address and prevent problem behaviors from occurring, promote pro-social behaviors, and create a positive learning environment for all students. There are many secondary interventions that have been utilized within the framework of SWPBIS that have high success rates. However, the research conducted on the use of Check-In/Check-Out (CICO), a secondary intervention, has focused its attention more on its effectiveness in public elementary schools. There is a lack of research evaluating the effectiveness of CICO in alternative school settings. This study provides an extension to the literature by examining the effects of the CICO program with school-aged children residing in a mental health treatment facility. Using a concurrent multiple baseline across participants design, students were exposed to a CICO intervention strategy in which problem behaviors were targeted for reduction and academic engagement was targeted for acquisition. All three students showed substantial decreases in problem behavior and increases in academic engagement when the CICO intervention was in place.
|
| 139 |
Altering a Secondary Tier Intervention to Examine the Effects of Negative Reinforcement Contingencies on Elementary School StudentsSwift, Stevie-Marie 01 January 2012 (has links)
Problem behaviors in the school setting have become more frequent as well as challenging for teachers and faculty to decrease while attempting to help their students attain their academic goals. Within the last decade, school-wide positive behavior support (SWPBS) has become more widespread as an evidence-based practice within the school system. SWPBS uses a multi-tiered support structure in order to affect behavior change across an entire school population. Several common secondary interventions have been utilized with high success rates. However, the research conducted thus far using the Check-In/Check-Out (CICO) program, a secondary intervention, has shown a lesser degree of success in behavior change with those students whose problem behavior is maintained by negative reinforcement or escape from aversive tasks. The current study examined the effects of the CICO program, adapted to address negative reinforcement contingencies. Using a multiple baseline across participants design, students in this study were exposed to a modified CICO intervention strategy in which problem behaviors, specifically related to the escape function as determined by a routine analysis, were targeted for reduction while academic engagement were targeted for acquisition. Results provided reductions in problem behaviors and an overall increase in academic engagement across participants with teacher implementers indicating the modified CICO program as feasible and acceptable. Implications for future research are discussed.
|
| 140 |
Development Of A Three-tier Test To Assess Ninth Grade Students' / Misconceptions About Simple Electric CircuitsPesman, Haki 01 September 2005 (has links) (PDF)
The main purpose of this study was to develop a three-tier test for assessing ninth-grade students&rsquo / misconceptions about simple electric circuits. The first tier of an item on the test presents an ordinary multiple choice question, the second tier presents a set of reasons for the response given to the first tier, and the third tier questions if examinees are confident for their responses to the first two tiers. The study was carried in Polatli, the biggest outlying district of capital Ankara. In the light of the related literature, interviews were conducted by the researcher so as to collect information about students&rsquo / understanding of simple electric circuits. Thereby, a list of misconceptions was acquired and it was used for developing an open-ended questionnaire. Next, the questionnaire was examined by two physics teachers and an instructor from METU for establishing content validity. The questionnaire was administered to 99 ninth-grade students and their responses were categorized in the purpose
of determining the distracters of the three-tier test / the Simple Electric Circuit Diagnostic Test (SECDT). At last, the SECDT was developed and administered to 124 ninth-grade students. The validity of the SECDT was established by means of quantitative methods in addition to the qualitative methods. A positive correlation coefficient was estimated between student scores and confidence levels, that is, successful students on the SECDT were more confident for their responses than unsuccessful students. This result means that the SECDT works properly, for example, students generally understood the items and found their reasoning among the distracters. Also, what items measure was investigated by means of factor analysis, and three reasonable factors were obtained. Furthermore, proportions of false positives and negatives were estimated and found as 17.47 % and 10.82 %, respectively. As well as, Cronbach alpha reliability coefficient of student scores was estimated as 0.69, but the reliability coefficient of student misconception scores was estimated as 0.33. Consequently, the SECDT scores are valid and reliable measure of students&rsquo / qualitative understanding of simple electric circuits / however, misconception scores may not be reliable.
|
Page generated in 0.0287 seconds