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Title I federal funds are provided to schools with high percentages of children from low-income families to help ensure that all students meet academic standards. Despite this and other efforts by the federal government to assist low-income families with the problems associated with poverty, the minimum proficiency levels required by the No Child Left Behind Act have not been met by all students. Little research has been conducted to assess performance of South Dakota schools receiving federal funding under Title 1 to alleviate these deficits in academic achievement. The purpose of this study was to determine whether Title 1 had an effect on low socioeconomic schools by determining if Schoolwide Title 1 elementary schools in South Dakota demonstrated significant student gains in math and reading as measured by state standardized assessments. This nonexperimental quantitative study, guided by Bourdieu's theory of social and cultural reproduction, used archived school report card data to examine standardized testing results in math and reading during the school years of 2008-2009 through 2012-2013 for the 48 elementary Schoolwide Title 1 schools in South Dakota having complete data for these years. The results of the one-way repeated measures ANOVA followed by a Bonferroni post hoc test indicated no significant difference over time on standardized test scores in Schoolwide Title 1 elementary schools for reading, but there was a significant increase for math. The positive social change implications include providing data to inform school and state administrators of the effect of Title 1 of the ESEA on student achievement, and the need to reevaluate Title 1 programs to improve student achievement.

The objectives of this study were to investigate: (1) elite Swedish football players use of coping strategies, (2) their goal orientations, and (3) the relationship between their goal orientation profiles and use of coping strategies. Participants were 83 male elite Swedish football players. The Perception of Success Questionnaire and COPE inventory were administered to meet the objectives. Results showed a significant interaction effect between athletes’ task and ego goal orientations and their use of planning. Athletes’ with a HT/LE profile (3.06 ± 0.36; M ± SD) used frequently more planning than athletes’ with a LT/LE profile (2.59 ± 0.51). Moreover, athletes’ high in task (2.71 ± 0.37) used more problem-focused strategies than athletes low in task (2.54 ± 0.33), and athletes’ low in ego (2.31 ± 0.24) used more emotion-focused strategies than athletes’ high in ego (2.17 ± 0.27). Results are discussed in relation to previous research of achievement motivation and athletes’ use of coping strategies. / Syftet med föreliggande studie var att undersöka: (1) svenska elitfotbollsspelares användande av coping strategier, (2) deras målorienteringar, och (3) relationen mellan deras målorienteringsprofiler och användande av coping strategier. Urvalet bestod av 83 manliga svenska elitfotbollsspelare. Studiens syften undersöktes med hjälp av The Perception of Success Questionnaire och COPE inventory. Resultaten visade en signifikant interaktionseffekt mellan idrottarnas task och ego orienteringar och användande av planering. Idrottare med en HT/LE profil (3.06 ± 0.36; M ± SD) använde sig av mer planering än idrottare med en LT/LE profil (2.59 ± 0.51). Vidare använde idrottare med en hög task-orientering (2.71 ± 0.37) sig av mer problem-fokuserade strategier än idrottare med en låg task-orientering (2.54 ± 0.33) och idrottare med en låg ego-orientering (2.31 ± 0.24) använde mer emotions-fokuserade strategier än idrottare med en hög ego-orientering (2.17 ± 0.27). Resultaten har diskuterats i relation till tidigare forskning inom prestationsmotivation och idrottares coping strategier.

abstract: This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and motivation. The 1st version was a business-as-usual traditional classroom teaching mathematics with direct instruction. The 2rd version of the course provided students with self-paced, individualized Algebra instruction with a web-based, intelligent tutor. The 3rd version of the course coupled self-paced, individualized instruction on the web-based, intelligent Algebra tutor coupled with a series of e-learning modules on self-regulated learning knowledge and skills that were distributed throughout the semester. A quasi-experimental, mixed methods evaluation design was used by assigning pre-registered, high-school remedial Algebra I class periods made up of an approximately equal number of students to one of the three study conditions or course versions: (a) the control course design, (b) web-based, intelligent tutor only course design, and (c) web-based, intelligent tutor + SRL e-learning modules course design. While no statistically significant differences on SRL skills, math achievement or motivation were found between the three conditions, effect-size estimates provide suggestive evidence that using the SRL e-learning modules based on ARCS motivation model (Keller, 2010) and Let Me Learn learning pattern instruction (Dawkins, Kottkamp, & Johnston, 2010) may help students regulate their learning and improve their study skills while using a web-based, intelligent Algebra tutor as evidenced by positive impacts on math achievement, motivation, and self-regulated learning skills. The study also explored predictive analyses using multiple regression and found that predictive models based on independent variables aligned to student demographics, learning mastery skills, and ARCS motivational factors are helpful in defining how to further refine course design and design learning evaluations that measure achievement, motivation, and self-regulated learning in web-based learning environments, including intelligent tutoring systems. / Dissertation/Thesis / Ph.D. Educational Technology 2013

The EFA conference in Dakar 2000 ushered in new momentum for ensuring universal access to education and advocacy for improved educational quality in all aspects (UNESCO, 2000). While significant progress has been made in expanding access in sub-Saharan Africa, particularly for girls, efforts to ensure improved educational quality in terms of learning, have not matched the drive for universal educational access. Rather, educational quality in most countries in sub-Saharan Africa has been seriously compromised by rapid expansion given the limited resources. In many attempts to ensure the delivery of quality education in developing countries, the thrust of delivery strategies has focused on increased allocation of inputs/resources to infrastructure development and supply of textbooks. However, the literature on the effect of such resources on student achievement is rather mixed and inconclusive with many studies noting that resources make little or no difference. While such approaches may be theoretically sound, most fail to focus on microelements at the school or classroom level such as capturing the teaching and learning experiences of both students and teachers and students. In an attempt to fill this gap, a new line of research has emerged which looks more closely at how resources are used by schools to support and improve instruction. This study follows this trend and examines the extent to which the Rehabilitation of the Basic Education Project (REBEP) in Sierra Leone contributed to improved learning and academic performance of students in five target schools after a series of interventions. Using a case study approach, the study revealed that while REBEP contributed to a significant increase in educational access, particularly for girls, performance in the terminal National Primary School Examination (NPSE) did not improve despite huge investments in the target schools. The study concludes that, in the context of Sierra Leone, and perhaps in many more countries in sub-Saharan Africa, unless and until critical school-level factors are appropriately and comprehensively addressed by policy makers, educational standards and quality will continue to be eroded particularly in terms of learning and that achievement of critical EFA goals and MDG by 2015 would remain an unfulfilled dream.

No description available.

eFörvaltning ses som ett medel för att göra kommunalt förvaltningsarbete mer effektivt och interoperabelt. Dock begränsas kommuner av oförmåga att uppnå det vilket försvårar genomförandet av deras uppdrag. En orsak till varför införandet av eFörvaltning inte ger de systematiska fördelar som efterfrågas beror på att införandet av informations och kommunikations teknologier (IKT) inte är tillräckligt. Förändringen som krävs kan inte ske över en natt utan är en gradvis förändring över tid som även kräver nya sätt att arbeta på. Kommuner behöver hantera sin eFörvaltningsutveckling på ett mer strukturerat sätt för att öka möjligheterna att förverkliga de fördelarna som sägs kunna erhållas. Enterprise Architecture (EA) har på senare tid kommit att ses som en möjlig lösning för att komma tillrätta med denna problematik. Genom att arbeta mot en EA skapas möjligheten att brygga IKT system med affärsprocesser och därigenom leda till effektivitet och interoperabilitet. Dock är EA inom offentlig sektor ifrågasatt. Forskare menar att EA saknar tydlig definierad omfattning och begreppsvärld, vilket gör användningen av EA inom förvaltningsarbete svår. De omfattande logiska EA ramverk som finns idag saknar innehåll som är specifikt relaterade till offentlig sektor. Vari det blir problematiskt att arbeta mot en EA inom offentlig sektor. Denna licentiatavhandling lägger följande forskningsfråga: ”Vilken roll har EA för införandet av eFörvaltning inom Svenska kommuner?” Samt följande underfrågor ”Vilka förutsättningar finns för att använda EA vid eFörvaltningsutveckling?” ”Vad har Örebro kommun uppnått genom att arbete mot en EA i deras eFörvaltningsutveckling?” Och ”Vilka problem har Örebro kommun upplevt av att arbeta mot en EA vid eFörvaltningsutvecklingen?”. En longitudinell fallstudie av ett eFörvaltningsutvecklingsprojekt i Örebrokommun genomfördes mellan 2007 och 2009 med syfte att utröna dessa frågor och för att skapa insikt om EAs roll för eFörvaltningsutveckling. Förutsättningar, resultat och upplevda problem vid eFörvaltningsutvecklingen studerades. I anslutning till detta empiriska arbete genomfördes även en jämförandestudie av eFörvaltningsmål såsom de anges i officiella statliga dokument inom så väl Sverige som i EU gentemot förmodade fördelarna med EA som diskuteras i samtida EA-litteratur. Studien visar att EA som fenomen ses som en förutsättning för att lyckas med eFörvaltning. 7 viktiga aspekter gällande förutsättningen för att lyckas med kommuners eFörvaltningsutveckling identifierades: Skillnaden mellan administrativa och politiska ansvaret, Politiskt mandat, Politisk timing, Resursfördelning, Samordning under NPM, Leverantörsberoende, Val av standard och bäst praxis. För att förbättra möjligheten att röna framgång i eFörvaltningsutveckling behöver dessa aspekter aktualiseras och hanteras. New Public Management (NPM) som styrmodell utgör ett strukturellt hinder för eFörvaltningsutveckling som förhindrar en mer explicit användning av EA-ramverk, vilket påverkar möjligheten att uppnå uppsatta mål negativt. Trots den strukturella problematik som föreligger, kan stöd erhållas genom att arbeta utifrån ett ”EA-tänk”. Ett ”EAtänk” kan här ses som ett medel för att påbörja förändringen mot en EA utan att för den delen explicit använda sig av ett EA-ramverk, eller -metod. Dock är det viktigt skapa en förståelse för att ”EA-tänk” som fenomen i sin tur ger upphov till strukturer och således kan leda till problem som även de måste hanteras för att eFörvaltningsutveckling skall lyckas. eFörvaltning, NPM och ett ”EA-tänk” skapar en strukturell triad där olika strukturella egenskaper i vissa fall sammanfaller med varandra vari de kan stödja kommuner i dess arbete och således bidra till positiv utveckling. Medan det i andra fall leder till negativ utveckling där administrationen upplever problem att ta till sig av de rekommendationer eFörvaltningsprojektet kan tänkas ge till organisationen som helhet. Paradoxalt nog skapar denna strukturella triad en situation där kommuner måste arbete runt sig själv för att komma framåt. Normer och befintliga strukturer i kommuner förhindrar effektiv samarbete både internt mellan olika förvaltningar och externt gentemot andra kommuner och landsting vilket leder till fragmentariska framsteg mot projektmålen och i slutänden även kommunens övergripande mål gällande eFörvaltningsutveckling. Givet de i många fall motstridiga strukturella egenskaper som finns mellan NPM och eFörvaltning innebär att det initiala arbetet mot EA i eFörvaltningsutveckling är ett ytterst komplext fenomen. För att öka möjligheten att eFörvaltningsutvecklingen blir lyckad krävs det att kommuner känner till och hantera den negativa inverkan NPM har på eFörvaltningsutveckling. Samtidigt behöver de känna till och hanterar problematiken som uppstår av att arbeta mot en EA genom ett ”EA-tänk”, Samt att som studien visat, EA ger inget stöd för mer politiseras mål, vari kommuner behöver annat sätt och andra strategier för sådant arbete. Detta är viktigt att beakta, speciellt med tanke på att mer politiserade mål i mångt och mycket är de mål som kommer premieras av politiker. Av just den enkla orsaken att politiker inte blir omvalda på grund av “effektiva IKT integrerade interna processer” utan blir omvalda utifrån förbättringar som är synliga och som gagnar medborgare positivt. Avhandlingen bidrar till forsknings genom att öka förståelse för och behovet av att hantera både positiva och negativa faktorer som påverkar möjligheten att lyckas med eFörvaltningsutveckling inom kommunalt arbete. Vilket inkluderar de 7 identifierade kritiska faktorer måste aktualiseras och hanteras för att öka möjligheten att lyckas. Den negativa effekt NPM har på eFörvaltningsutveckling och hur ett ”EA-tänk” kan leda till positiv utveckling, även om det som denna studie visat inte kan bidra till mer politiserade mål. Vad gäller denna licentiatavhandlings bidrag till praktiken så bidrar den med att belysa den problematiska situation som föreligger av att institutionaliserade strukturer i många fall verkar som ett hinder mot förändring. Studien möjliggör även till att kommuner kan skapa en förståelse för sin egna eFörvaltningsutveckling och möjligtvis kan verka för att inte uppleva samma problematik som identifierats i Örebros eFörvaltningsutveckling samt visa på hur en kommun kan arbeta för att hantera den problematik som inte kan förhindras alternativ som uppstår trots denna kunskap. / Governments struggle with inefficiencies and an inability to achieve interoperable information communication technology (ICT) systems. Apparent issues include a failure of local government to realize the benefits of electronic government (eGov) initiatives, high project failure rates, administrations hampered with inefficiencies, and a lack of interoperability between systems within the local government. Thus, local governments need to address their eGov initiatives in a structured way to improve their chances of providing the benefits that are sought after. Sweden’s eGov model is decentralized, following a strict new public management (NPM) model. Whilst eGov ought to bring benefits to local government, Sweden is still hampered by inefficiencies and an inability to achieve interoperable ICT systems. This has been the case for quite some time. One reason why systemic gains from adopting eGov have not reached the levels sought after could be that, in many cases, ICT implementations are not enough. The transformation needed for eGov is not instantaneous; it requires various new ways of working. Enterprise Architecture (EA) has come to be seen as a possible solution to the apparent issues of developing, adopting and managing eGov successfully. By utilizing EA, it is argued that it is possible to bridge ICT systems and business processes, thus making the organization more efficient. However EA’s usefulness for eGov development and adoption is the subject of debate. Some researchers argue that EA lacks clearly defined scopes and concepts, which makes the use of EA in government difficult. Whereas other argues that although EA frameworks are comprehensive logical frameworks, they lack content that is related specifically to government organizations. The thesis posits the following research questions: What is the role of EA in eGov adoption in Swedish local government? together with three sub questions: What are the prerequisites for using EA in Swedish local eGov adoption? What has the Swedish local government in Örebro achieved with its use of EA in eGov adoption? And What problems have the Swedish local government in Örebro experienced in its use of EA when adopting eGov? To explore the role of EA in eGov adoption a longitudinal case study is carried out on the municipality of Örebro’s eGov project MovIT, a project launched in 2007 that ended in 2009. I study the prerequisites, results and problems associated with using EA in Swedish local government as part of eGov adoption. A comparative study is conducted of the goals of eGov, as stated in official eGov documents at EU and Swedish governmental levels will attest as to the supposed benefits of EA in contemporary EA-literature. From the study, it can be concluded that EA, as a phenomenon, is thought to be, if not a silverbullet, then at least a prerequisite to eGov success. In term of prerequisites, EA use cannot assist Swedish local government where there are more politicized objectives; in this situation, local government is required to look elsewhere to find support for its work. The study identify several critical issues from the empirical study of the prerequisites: distinction between administrative and political responsibilities; political mandate; political timing; resource allocation; coordination under NPM; dependence on providers; and choosing among standards and best practices. These issues need to be acknowledged and handled appropriately by Swedish local government in order to improve the chances for success in eGov adoption. The study also showed that NPM as governance model becomes a hindrance in eGov adoption, preventing the project from a more explicit use of an EA-framework and negatively affecting the projects possibility to adopt eGov. However, despite this structural problem, it is still possible – as observed – for a project that is based on EA-thinking to begin working. EGov, NPM and EA-thinking form a triad, with structural properties that, in some instances, correlate. In such cases, this can lead to positive changes. However, in other situations, they are contradictory, resulting in Swedish local government having a difficult time in adhering to the suggestions endorsed by the eGov project. This lead to incoherent progressions towards requested results. The existing structures hindered effective cooperation, both internally between different departments and externally with other local governments. This licentiate thesis has shown that the initial use of EA in local government eGov adoption is complex. Given the contradictory nature of NPM and eGov, local government has to acknowledge the negative impacts of NPM on eGov adoption. As well as acknowledging the issues that arise from EA use, a key area is a lack of support of local government in an area that is most likely to be endorsed by politicians. Politicians do not get re-elected based on efficient internal processes with a highly integrated ICT; rather, changes must be visible to citizens and businesses. This licentiate thesis has also shown that ‘EA-thinking’, as a means for local government, can move towards an EA without the explicit use of an EA framework or EA method. However, ‘EA-thinking’ may give rise to other issues that need to be acknowledged and dealt with. This licentiate thesis contributes to research by improving our understanding of the nature and importance of promoting and inhibiting different factors. Including critical issues for succeeding with eGov adoption, the negative effects of NPM and how EA-thinking can lead to positive changes, even though it cannot assist local government in all aspects deemed important to eGov adoption. In terms of practice, this thesis contributes by highlighting the problematic nature of institutionalized structures and the effect that this has on eGov adoption. It also contributes by enabling local governments to acknowledge the problems identified. This allows them to better understand their own development and possibly avoid similar problems or at least have a better understanding of how to handle the issues that arise.

本研究的目的在建構具備智慧型媒體特性之網路教學系統以增進網路學習的效果，特別是如何輔助學習者理解空間關係，以增進對空間幾何座標轉換的學習成效。電腦運算能力的增進使其成為極具潛力的教育媒體。基於教學及教育媒體的理論，本研究倡議在典型的網路教學中加入「智慧型媒體」的考量與設計以增進學習成效。智慧型媒體包括了兩個面向的考量，我們稱之為「媒體與方法」的考量 (Media and Method concern)。從媒體的角度來考量，電腦多媒體的使用應以能增進學習效果為原則，從「認知媒體」(Cognitive Media)的角度出發來設計網路教學的媒體呈現方式，媒體的目的在於清楚地傳達領域之知識給學習者。而從方法的角度來考量，應考慮如何運用電腦運算的特性以實現其他教育媒體裝置不能實現的教學策略及方法，例如互動式及適性化的教學。接續過去「智慧型教學系統」(Intelligent Tutoring System)及「適性化超媒體」(Adaptive Hypermedia) 的研究，本研究提出一套適性化的機制，將一般適性化系統中課程排序(adaptive course sequencing)的機制明確分離為「學習概念排序」及「教材選擇」兩個部分，達到更佳的抽象化及運用教學策略上的彈性。 本研究以「空間座標轉換」做為領域知識，基於「媒體與方法」的考量，設計了稱為CooTutor (Coordinate Tutor)的網路教學系統來輔助空間座標轉換的學習。運用了電腦動畫技術，這個系統使用互動式三維媒體(Interactive 3D Media)清楚有效地傳達領域知識。由於空間座標轉換的學習相信與學習者的空間能力(Spatial Ability)相關，本研究透過實驗來探討互動式三維媒體的使用與空間能力增進之間的關係。另外，我們也研究並評估如何將空間能力及學習風格(learning styles)等學習者個人特質作為適性化依據，以及如何設計相對應的適性化機制。 本研究的主要貢獻包括了 (1) 提出了使用智慧型媒體的概念，以「媒體與方法」的考量來討論網路教學的學習成效，及 (2) 提出一個創新及可行的架構將互動式三維媒體及適性化技術結合、運用於網路學習的學習模式上以輔助空間座標轉換的學習。 / The objective of this research is on developing a Web-based educational system with intelligent media to enhance learners’ learning effects, especially to facili-tate learners’ spatial reasoning on learning spatial geometry topics. The increas-ing computing power allows us to use computers as powerful educational media. Based on theories of pedagogy and educational media, we propose to integrate intelligent media into typical Web-based learning paradigm to improve learning. “Intelligent media” in this research refers to two aspects of considerations. They are media—cognitive media aspect and method—intelligent tutoring aspects. The consideration of cognitive media aims at offering learners the most ease-of-understand presentation of a particular domain. The consideration of in-telligent tutoring targets to offer learners personalized learning experience based on individuals’ learning needs. To achieve better abstraction and flexibility in the adaptive mechanism, we have chosen to separate the concept sequencing from the underlying task of selecting appropriate learning materials. By considering the characteristics of spatial geometry concepts, a Web-based learning environment called CooTutor (Coordinate Tutor) for learning spatial geometric transformation (SGT) is developed. Interactive 3D media is integrated into the system for delivering domain concepts effectively. Since the domain, spatial geometric transformation is evidently related to spatial ability (a group of human abilities about the use of space). This research attempts to address the relation between spatial ability and interactive 3D media via experimental evaluations. Moreover, learners’ latent traits, including spatial ability and learn-ing styles are considered to be used in adaptive material selection. The main contribution of this research would be (1) the conceptualization of in-telligent media and the M&M concern for effective Web-based learning, and (2) an innovative approach and tenable architecture of employing 3D computer graphics and adaptive technologies in Web-based learning context for SGT learning.