<p> This research addresses the problem of low math achievement of middle school students through the use of a Growth Mindset intervention and related strategies. While the research on Growth Mindset interventions and strategies show positive results in controlled settings, there is a need to better understand Growth Mindset implementation from the perspectives of teachers and students in classroom settings. This study looked at Growth Mindset implementation with 449 students and seven teachers in sixth-grade math classrooms from two middle schools in one suburban school district. This study examines teacher and student perspectives of the effectiveness of four Growth Mindset instructional strategies and achievement results after a Growth Mindset intervention conducted by the classroom teachers. Teachers learned to implement four Growth Mindset strategies through an online professional development series provided by the district and shared their perspectives in an online discussion group and subsequent survey. All the sixth-grade students completed a survey and the researcher conducted two focus groups to identify students&rsquo; perspectives of the classroom goal orientation and the Growth Mindset strategies. The impact of the Growth Mindset intervention was measured using benchmark test scores and trimester grades, which assisted the district&rsquo;s goal to improve mathematics achievement in middle school. The results demonstrate that teachers and students perceive both mastery and performance classroom goal orientations and find two Growth Mindset strategies, celebrating mistakes and providing challenging math tasks, to be well received by both groups. Findings also indicate that after the Growth Mindset intervention student achievement on the benchmark test did not improve, however, students&rsquo; grade point average did improve compared to students from the previous school year in the same district.</p><p>

<p> This qualitative case study analyzed a teacher development and evaluation program implemented in an independent school district in Southeast Minnesota. Teacher effectiveness is a complex construct, which makes teacher evaluation challenging. Three stakeholder group&rsquo;s perspectives were analyzed in this multiyear qualitative case study. Through interviews, teachers and administrative team members&rsquo; perspectives were gathered in the 2011-2012 academic school year and the implementation team members&rsquo; perspectives were gathered five years later in the 2016-2017 academic school year. The qualitative data was analyzed to answer the research sub-questions: (a) how and to what extent did the 2011-2012 implementation of the district&rsquo;s Teacher Professional Growth Protocol build a foundation to meet the 2014-2015 Minnesota Statute requirements on teacher evaluation?, (b) how and to what extent did the district&rsquo;s Teacher Professional Growth Protocol engage teachers in reflective practice focused on growth?, and (c) how and to what extent did the district&rsquo;s Teacher Professional Growth Protocol build a foundation for continuous improvement? Triangulated data indicated commonalities as well as discrepancies in perspectives resulting in two lessons learned: (1) research and practice align; bridging the two is a concern; and (2) continued and expanded application of implementation science is needed for system effectiveness. There is a discrepancy bridging research and practice, which this study demonstrates. The findings indicate a strong need to reallocate time to meet the needs of a public school district to develop its teachers and to grow their effectiveness. </p><p>

<p> Since the landmark Coleman Report was issued in 1966 and questioned whether School Practice, or inputs, may have any effects on student performance, there has been considerable debate in the educational community regarding the role that School Practice may play in learning. More contemporary research has suggested that such factors as teacher training and retention, class and school size, and spending per student, may all have impacts on student academic achievement. Many of the studies that have found School Practice to be influential on higher levels of achievement proficiency have been criticized by others in the professional community for not considering School Context. School Context includes those features of schools over which teachers and administrators have little decision-making authority, such as the socioeconomic, ethnic, and linguistic background of the students at that school, or the school's attendance rate. </p><p> Others have found that for disadvantaged minorities, School Practice may have greater effects than for the general population. This study provides evidence that for Hispanic students, School Practice contributes a small amount to explaining differences in English language arts and mathematics achievement, considering the much larger effects of School Context. </p><p> Additionally, this research suggests that School Practice may have different effects based on geography and subject area content. Specifically, the results of this study suggest that School Practice may be more meaningful for mathematics than for English language arts. School Practice may also have greater effects in schools that are not located in wealthy suburban counties, such as those that surround New York City. In spite of the aggregate small effects of School Practice, there were two variables that were particularly important for their effects on both ELA and mathematics achievement. These variables were the percentage of teachers at a school with advanced levels of training, which had a small positive effect; and the teacher turnover rate, which to a degree had a negative impact on student achievement.</p>

O presente trabalho propõe desenvolver um programa metodológico de avaliação e melhoria contínua na qualidade da pós-graduação acadêmica no curso de engenharia mecânica da Escola Politécnica da Universidade de São Paulo (EPUSP). Como caso específico do ensino superior, visando fornecer subsídios para o planejamento do mesmo, a metodologia proposta é baseada numa adaptação do uso do Quality Function Deployment (QFD) – ferramenta de processos e serviços – ao ensino. Pretende também obter valores quantitativos de satisfação, importância e desempenhos (esperados e relativos) para cada processo, e para cada requerimento do cliente. Isso permitirá demonstrar onde o programa estará agindo de forma correta ou onde é preciso melhorar, e quão longe ou perto das metas ele está. A metodologia adaptada ao ensino demonstrará a eficácia da ferramenta para outras classes de serviços, assim paralelamente o ensino será favorecido com mais um modelo eficiente de avaliação e planejamento. Os resultados obtidos na pesquisa dão opção a um retorno , direcionando o planejamento da metodologia de maneira flexível às modificações próprias do ambiente (necessidades dos clientes), sem perder de vista a contínua melhoria e visando satisfazer os requisitos do presente. O trabalho demonstrou a aplicabilidade de uma das ferramentas da engenharia em benefício dela e o ensino em geral, assim como também avaliou os desempenhos atuais e esperados da pós-graduação (PG) em engenharia mecânica da EPUSP; mostrando quais elementos do programa de PG poderiam ser classificados em bons ou deficientes, e saber se os esforços e os recursos direcionados a eles estão sendo bem aproveitados. / This current research proposes the development of methodological program of evaluations and continuous quality improvement in post graduation in mechanical engineering course of the “Escola Politécnica da Universidade de São Paulo" (EPUSP), as a specific study case of the high education, targeting to provide subsidies for its planning. The methodology proposed herein is based on an adaptive use of QFD – a service and process tool – for education. It also intends to get quantitative values of satisfaction, relevance and performance (expected and relative) for each process and for each customer demand. Hence it will be possible to demonstrate where the program is acting in an effective manner and where improvements might be wanted, and how near or far from the objectives it is. The methodology adopted for the education is going to demonstrate the efficiency of the tool for another kind of services, and the education will be favored with an efficient evaluation and planning model. The results obtained in the work gives the option to a feedback, operating the planning of the methodology in a flexible way to the own modifications of the environment (customer’s requirements), The work had shown one of the application in engineering tools in straight benefit for the engineering and, in general, the education as well. As also evaluated the present performances and expectations of the post graduation (PG) in mechanical engineering of the EPUSP, showing which elements of the PG program would be able to be classified in good or deficient and know itself the efforts and resources directed to them are being well used.

A thesis focuses on an employee education system a the French bakery. The company forbade me to publish it's own name, and thus it's called Mr. Retail a.s. within following text. An introductory section of a thesis describes educational domain and approaches in a theoretical manner and employer's duties following from The Labour Code. Furthermore, phases of systematic education cycle are clarified, based upon a study of an academic texts and education system of a French bakery is analyzed with utilizing acqired expertise. The aim of a thesis is to analyze an educational process in a French bakery concept, to design effective changes and to systematize an education of a concept. An important part of a thesis is a questionnaire inquiry focused at mapping employees' needs and their attitudes related to an educational domain.

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 223-238).

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2004. / Includes abstract and vita. Includes bibliographical references (p. 158-170). Also available on the Internet.

This study deals with students' notions of the function in society of their future professions. The overall aim is to study what notions are actually represented by the students and to describe the content of these notions. Another aim is to study how the students' notions change during their period of training. Slightly more than 100 students, distributed equally among the higher education programmes of economics, medicine, psychology and engineering, were interviewed when entering these programmes and after a period of approximately three years. The result of the analysis of notions was that five qualitatively different categories of notions could be discerned among students of economics, psychology and engineering, whereas three could be found among students of medicine. The categories run on a dimension from the profession being regarded as manifestations of and subordinate to an economic-political system, to the profession being regarded as manifestations of and subordinate to individual differences. The various categories of notions have been given names intended to, somewhat incisively, summarize their content. The students of economics and engineering changed during their period of training so that a larger number of them conceptualized the profession as a manifestation of individual differences. The students of psychology changed in the opposite direction and the students of medicine remained in the middle position. An analysis of the students' reflections on notions and the conceptualization per se, has also been carried out. This analysis is an attempt at problemizing the relation between notions and actions. It showed that, at the end of their training period, the students of psychology and, to a certain extent, the students of engineering more often than students of economics and medicine, considered the possibilities of acting in accordance to their notions of the ideal function of the professions. Attempts are also made at relating certain changes of the students' notions to specific characteristics of the educational programmes. The importance of students' initial notions for how they change is, however, also analysed and emphasized. The answer to the question of students' change of notions during their period of training can, in other words, be found in the dynamics and in the opposition between students' initial notions and the notions of the professions conveyed by the education. In relation to the goal of higher education to encourage critical thinking in students, the results of this study indicate that the educational programmes, rather than conveying one specific critical notion, should convey an awareness of the fact that there are different notions of the function of the profession. The students would then be stimulated, on the basis of their own initial notions of the profession, to make critical examinations of, to decide on, and to make their own choices of alternative notions. / digitalisering@umu

The purpose of the research is to construct Operation Evaluation Indicator of Compulsory Education Advisory Group by means of CIPP Evaluation Mode. There are 4 evaluation levels, 18 evaluation items, and 63 evaluation indicators concluded through literature review, document analyses from Ministry of Education, and those concerning compulsory education advisory groups of 10 counties and cities. The researcher conducted three rounds of Delphi questionnaires through Delphi Technique counseling group with 29 persons, including administrators of Educational Bureaus of City and County Governments, scholars, professionals, curriculum supervisors, members of compulsory education advisory groups, school administrators and teachers, to seek the suitability and feasibility of evaluation indicators and to view the discrimination and internal consistency of evaluation indicators in accordance with 214 questionnaires from three counties and cities. Lastly, the researcher discussed the current condition of the operation of compulsory education advisory groups, difference of diverse Context forms, and the relativity between each level of CIPP according to returned 640 questionnaires presented to compulsory education advisers from 23 counties and cities of the whole country. Conclusions of the research are as follows: 1. Regarding implications of constructing Evaluation Indicators Operation Evaluation Indicators of Compulsory Advisory Group constructed by CIPP four evaluation levels, namely, context, input, process and product, includes 18 evaluation items, 63 evaluation indicators, provided with curriculum profession and administrative performance. 2. Regarding current condition of the organizational operation of compulsory education advisory groups from every country and city. (1) The performance of members of advisory groups in 23 counties and cities was between ¡§Conformable¡¨ and ¡§Very Conformable.¡¨ (2) As for the average score of 23 counties and cities, there¡¦s bigger difference between the country or city with the highest score and that with the lowest score. (3) The performance of four evaluation levels is divided into ¡§Context Evaluation Level,¡¨ ¡§Product Evaluation Level,¡¨ ¡§Input Evaluation Level.¡¨ and ¡§Process Evaluation Level.¡¨ (4) Among 18 evaluation items, ¡§Program Establishment¡¨ and ¡§School Consulting Service¡¨ have the best performance; ¡§Material Resources¡¨ and ¡§R&D Media Teaching Material¡¨ have the worst performance. 3. Regarding performance difference in whole Evaluation of compulsory education advisory groups under different Context variables. (1) As for comparison between compulsory education advisory groups of metropolitan counties and cities, there¡¦s no outstanding difference in the whole evaluation, but there¡¦re outstanding differences in the performance of ¡§Action Research¡¨ and ¡§Execution Features¡¨ among 18 evaluation items. (2) As for comparison between compulsory education advisory groups of municipalities and those of non-municipalities, there¡¦re outstanding differences in whole evaluation and advisory groups of municipalities score higher than those of non-municipalities. However, if it¡¦s compared with evaluation items, 10 evaluation items in total had outstanding differences, and 8 evaluation items did not. (3) As for comparison of having full-time advisers or not, there¡¦re outstanding differences in the performance of whole evaluation, evaluation levels, and evaluation items and the performance of compulsory education advisory groups with full-time advisers was better than those without full-time advisers. (4) As for comparison between ¡§Pass¡¨ and ¡§Pass after amendment¡¨ types examined by Ministry of Education in 2006, there¡¦re outstanding differences in the performance of whole evaluation, and compulsory education advisory groups which ¡§Pass¡¨ the examination performed better than those ¡§Pass after amendment.¡¨ But if it¡¦s compared with evaluation items, 15 evaluation items in total had outstanding differences, but there¡¦re no outstanding difference in ¡§Relevant backup,¡¨ ¡§Assistance in teachers¡¦ growth of profession,¡¨ and Execution features of counties and cities.¡¨ 4. Regarding the correlation between Product Evaluation Level and Context, Input, and Process Evaluation Levels (1) It shows positive correlation between Product Evaluation Level and Context, Input, Process Evaluation Levels. (2) It shows outstandingly positive correlation between Product Evaluation Level and 13 evaluation items of other three evaluation levels. According to conclusions of the research, here are suggestions to Ministry of Education, Education Bureau and Advisory Group of each county and city as below 1. Suggestions to Ministry of Education (1) Apply evaluation indicators developed by the research (2) Continue providing financial resources for Advisory Group of each county and city (3) Promote legalization of Advisory Group (4) Encourage Advisory Group of each county and city to innovate and establish features actively 2. Suggestions to Education Bureaus of counties and cities (1) Recruit full-time advisors (2) Construct human resources managing system for advisors (3) Establish self-evaluation mechanism of Advisory Groups of counties and cities (4) Construct the stage of ¡§Self-fulfillment¡¨ for advisers 3. Suggestions to Advisory Group of each county and city (1) Establish professional image of advisers as ¡§Expert Teacher¡¨ (2) Establish the mechanism of emotional interdependence and lateral communication between advisers (3) Continue promoting consulting service to school teachers (4) Strengthen advisers¡¦ abilities of applying information media.

Thesis (Ph.D.)--Victoria University of Wellington, 2009. / Includes bibliographical references.