Because many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith et al., 2010). Teacher education programs need to integrate content regarding instructional methods for teaching and accommodating students with disabilities in secondary, general education classrooms (Burdette, 2007; Smith et al., 2010). The results of the research should provide insight (1) to determine if integrating instruction on UDL into preservice SGE students' instructional methods courses will increase students' knowledge of UDL and (2) to determine if integrating instruction on Universal Design for Learning (UDL) will affect how secondary social studies (SS) students design lesson plans, particularly, content delivery and student assessment, in regards to the three principles of UDL. The research design was a quantitative, quasi-experimental design. The participants in the research study were students enrolled in four content specific SGE instructional methods courses: Social Studies (SS), Language Arts (LA), Mathematics (M) and Science (S). Research question one's data were analyzed both within content area, Wilcxon test for matched pairs, and between content areas, Mann-Whitney U test for independent samples. The results from research question one indicated a significant difference (p < .05). between pre and post UDL Knowledge test scores within the SGE SS participants. Within the other three SGE content areas, M, LA, and S, subjects' UDL Knowledge pre to posttest scores did not significantly change. When each content area's difference score for the UDL knowledge pre and posttest were calculated and compared between content areas, only the SS and S pairing demonstrated a statistically significant difference score (p < .05). Data from research question two indicated no statistically significant difference (p > .05) between pre and post intervention UDL lesson plan rubric scores. The study provides impetus for future research regarding effective delivery of UDL content in teacher preparation programs. The study also provides suggestions for future researchers who may be interested in designing a similar research study. Finally, the study provides teacher education leadership with questions regarding how the three principles of UDL planning, instruction, and assessment align with the current teacher and student educational evaluation practice of standardized assessments.

京都大学 / 新制・課程博士 / 博士(生命科学) / 甲第24304号 / 生博第487号 / 新制||生||65(附属図書館) / 京都大学大学院生命科学研究科高次生命科学専攻 / (主査)教授 渡邊 直樹, 教授 見学 美根子, 教授 今吉 格 / 学位規則第4条第1項該当 / Doctor of Philosophy in Life Sciences / Kyoto University / DFAM

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A building must meet requirements related to energy usage and good indoor environment. The building ́s ventilation system aims to maintain optimal air quality, thermal condition, and efficient energy usage. By being able to control and adjust airflow as needed with a Variable Air Volume (VAV) system, energy usage of the ventilation system can be reduced without sacrificing indoor air quality. The VAV system operates with a variable airflow, so the accuracy of the VAV terminal at low flows is important. The study aims to verify the accuracy of three different methods for measuring airflow: iris damper, hot- wire anemometer, and volume flow hood. Data collection was carried out through measurements in a laboratory environment. The collected data were managed in the Excel spreadsheet program. The three methods were tested on a prototype consisting of a supply airline and an exhaust airline, each equipped with a VAV unit that varied the airflow through a potentiometer, allowing different airflow values to be obtained for the experiment. The results of the iris damper method were chosen as reference for the other methods due to its ability to predict results using manufacturer tables, which provide useful information about airflow values when varying pressure drop and the iris damper loss k-factor. In this way, set points were stablished for all tests. Two experiments were conducted with different set points. In retrospect it is acknowledged that an air flow meter of higher accuracy had been needed to ascertain the results of the study. That said, the attained results indicate the following: In the experiments, measurements were taken for 12 different airflow values, ranging from 200 l/s to 20 l/s. The test results showed that the most inaccurate method was the volume flow hood, with an average error ranging from ±19% to ±49%, followed by the hot wire anemometer, which had a measurement error between ±15% to ±18%. The high inaccuracy of the volume flow hood was due to a lack of instrument recalibration, resulting in highly inaccurate measurements. All methods showed lower uncertainty between 20 l/s and 50 l/s. Finally, it was verified that the iris damper method improved its average reading error by increasing the pressure drop across the damper and reducing its loss k-factor, achieving the lowest error of the entire experiment at ±12%.