The educational community is increasingly concerned about the limitations of traditional teacher education programs to support teachers&rsquo / professional development. Beside the theoretical knowledge, the importance of the experience cannot be debated. The main problem of the teacher education institutions is that they fail to close the gap between the theoretical principles taught in the faculties of education and the experiences of teachers in the classrooms. Microteaching is the most popular method to prepare the PSTs for real-world teaching profession. However, literature showed that there are some barriers that PSTs face during the microteaching process, including limited and unreflective peer-feedback (Huang, 2001). In order to facilitate PSTs&rsquo / peer-interaction and reflective thinking during their microteaching process, a web-based video analysis environment was designed. In addition, in teacher education observation has a critical place. The purpose of this study is to examine the effects of question prompts embedded within this environment on PSTs&rsquo / reflective thinking and self-efficacy levels. For this purpose, a true experimental study was designed and applied. 55 pre-service teachers were enrolled in this study. First finding of this study is that the use of question prompts embedded in a web-based video analysis system have a positive significant effect on pre-service teachers&#039 / reflective thinking level. Second finding of this study is that the use of question prompts embedded in a web-based video analysis system did not have a significant effect on pre-service teachers&#039 / self-efficacy. However, there was a significant linear trend indication for all types of self-efficacy factors for both control and experimental group over the time. For both groups this linear trend showed that self-efficacy scores of instructional strategies, classroom management, and student engagement developed over the time.

The purpose of this study was to determine if there was a functional relation between a peer-delivered modified system of least prompts procedure (SLP) and an increase in level and trend of performance on finding the area of polygons or finding the volume of cylinders, spheres, and cones, and could the peer tutor reliably implement the modified SLP procedure with middle school students with mild to severe disabilities. A multiple probe days across participants design was used. Results from this study show that there was a functional relation across students in which students were able to make progress on academic math skills when taught by a peer tutor using the modified SLP procedure. The peer tutor was able to reliably implement the procedure to multiple students. Limitations and implications for practice are discussed.

We are currently in an era of accountability, so the need for measuring fidelity of implementation is gaining attention. However, there is little research in the area of fidelity of implementation and an inclusive early childhood classroom. In addition, most of the research is conducted using teachers. This study examined the fidelity of implementation by two teaching assistants using the teaching strategies of time delay and system of least prompts with children with and without disabilities in an inclusive early childhood setting. A multiple-probe design with conditions across two behaviors and across two participants design was used to determine the effects of teaching assistants’ fidelity of implementation of evidence-based teaching strategies. Also a multiple probe across two behaviors, replicated across children was used. Most importantly, the results showed that teaching assistants could implement systematic teaching strategies with fidelity. Secondly, the children were able to make progress towards their target skills.

BACKGROUND: Prospective memory difficulties are one of the most common deficits following acquired brain injury. The application of smartphones as a compensatory aid to these difficulties has shown promising results. This study looked to investigate these benefits further. OBJECTIVE: The aims of this study were to investigate whether receipt of reminder prompts through ones smartphone improved completion of pre-planned tasks, in addition to whether it also had secondary implications for participant's wellbeing, confidence, independent functioning, and whether it had any impact on caregiver strain levels. METHOD: This study used an ABAB case series design with mild to moderate acquired brain injury. Task completion rates were monitored across four phases (prompts vs. no prompts). Quantitative questionnaires were administered pre, post and at three months follow up to assess coping with memory difficulties. A qualitative questionnaire explored the perceived impact of the smartphone reminders on everyday functioning, in addition to a 3 month follow up measure assessing attrition rates in smartphone use. RESULTS: Visual inspection analysis suggested greater task completion when reminders were provided. The quantitative questionnaires showed increased use of a Smartphone as reminder device post intervention and at follow up. A basic thematic analysis highlighted a perception that the smartphone system increased task completion, confidence in coping with memory demands, supported emotional wellbeing and reduced dependence on others. As a memory aid it was also less stigmatising and promoted dignity. The three month follow up questionnaire highlighted that all participants continued to use their smartphone as a memory aid. CONCLUSIONS: Use of a smartphone as a memory compensation aid may improve completion of pre-set tasks. Secondary benefits may include increased confidence in coping with memory demands, reduced dependence on others for help, and reduced anxiety or frustration around forgetting.

abstract: The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load and intrinsic motivation, as well as the potential interaction between the two factors in a multimedia environment that was designed to deliver a computer-based lesson about the human cardiovascular system. A total of 126 college students were randomly assigned in equal numbers (N = 21) to one of the six experimental conditions in a 2 X 3 factorial design with visual cueing (visual cues vs. no cues) and type of self-explanation prompts (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. They completed a pretest, subjective cognitive load questions, intrinsic motivation questions, and a posttest during the course of the experience. A subsample (49 out of 126) of the participants' eye movements were tracked by an eye tracker. The results revealed that (a) participants presented with visually cued animations had significantly higher learning outcome scores than their peers who viewed uncued animations; and (b) cognitive load and intrinsic motivation had different impacts on learning in multimedia due to the moderation effect of visual cueing. There were no other significant findings in terms of learning outcomes, cognitive load, intrinsic motivation, and eye movements. Limitations, implications and future directions are discussed within the framework of cognitive load theory, cognitive theory of multimedia learning and cognitive-affective theory of learning with media. / Dissertation/Thesis / Ph.D. Educational Technology 2011

L'hadronthérapie est une technique innovante de radiothérapie par ions carbone ou protons visant à améliorer les traitements actuels. La précision balistique accrue renforce la nécessité d'un contrôle du dépôt de dose, si possible en temps réel. Une manière de réaliser ce contrôle est de détecter avec une caméra Compton le gamma prompt émis lors des fragmentations nucléaires pendant l'irradiation du patient. Dans un premier temps, la géométrie de deux types de caméra Compton (double diffusion puis simple diffusion) a été optimisée par simulation Monte Carlo. Cette optimisation a été réalisée en étudiant la réponse des caméras à une source ponctuelle de photons avec un spectre en énergie réaliste. La réponse de la caméra optimisée à l'irradiation d'un fantôme d'eau par un faisceau d'ions carbone ou de protons a ensuite été simulée. Ces simulations ont tout d'abord été confrontées à des mesures effectuées avec un prototype de taille réduite. Ces mesures ont ensuite été utilisées pour évaluer les taux de comptage dans les détecteurs attendus en conditions cliniques. Dans la configuration actuelle de la caméra, ces taux sont élevés et les phénomènes d'empilement risquent d'être problématiques. Enfin, il est démontré que le dispositif étudié est sensible à un déplacement du pic de Bragg de plus ou moins 5 mm malgré les problèmes de coïncidences fortuites et malgré le bruit introduit par l'algorithme de reconstruction utilisé. / Ion beam therapy is an innovative radiotherapy technique using mainly carbon ion and proton irradiations. Its aim is to improve the current treatment modalities. Because of the sharpness of the dose distributions, a control of the dose if possible in real time is highly desirable. A possibility is to detect the prompt gamma rays emitted subsequently to the nuclear fragmentations occurring during the treatment of the patient. In a first time two different Compton cameras (double and single scattering) have been optimised by means of Monte Carlo simulations. The response of the camera to a photon point source with a realistic energy spectrum was studied. Then, the response of the camera to the irradiation of a water phantom by a proton beam was simulated. It was first compared with measurement performed with small-size detectors. Then, using the previous measurements, we evaluated the counting rates expected in clinical conditions. In the current set-up of the camera, these counting rates are pretty high. Pile up and random coincidences will be problematic. Finally we demonstrate that the detection system is capable to detect a longitudinal shift in the Bragg peak of +or- 5 mm, even with the current reconstruction algorithm.

La fission nucléaire est un phénomène complexe dont tous les mécanismes ne sont pas entièrement compris. Dans le cadre d'une coopération internationale, le CEA/DAM/DIF étudie les spectres en énergie des neutrons prompts émis lors de la fission induite par des neutrons rapides, et plus particulièrement la zone à basse énergie de ces spectres (<1 MeV). Ce travail de thèse a consisté à optimiser un dispositif expérimental de mesure de neutrons prompts de fission. Dans un premier temps, de nouveaux détecteurs de fission ont été développés. Nous en rapportons ici la conception et étudions leurs performances en termes de discrimination alpha-fission, de résolution en temps et de distorsion sur le spectre mesuré. Le second axe de développement abordé au cours de cette thèse est celui de la détection des neutrons. Plusieurs types de détecteurs ont été comparés (discrimination neutron-gamma, efficacité de détection), en vue d'optimiser la détection des neutrons de basse énergie (<1 MeV). Ce mémoire présente les résultats de ces études. Enfin, le dispositif expérimental ainsi optimisé est utilisé pour mesurer le spectre en énergie des neutrons prompts émis lors de la fission induite par neutrons de l' ²³⁸UU. Après avoir présenté la méthode utilisée pour l'analyse des données, les résultats obtenus sont interprétés en termes de modèles et d'évaluations. / The nuclear fission is a complex phenomenon whose mechanisms are not fully understood. Within the framework of an international cooperation, the CEA/DAM/DIF is taking part in the study of prompt fission neutron energy spectra from fast neutron induced fission, focusing on the low energy domain of these spectra (<1 MeV). This PhD was dedicated to the optimization of the experimental setup. New fission detectors were developed. We report on their conception and their performances in terms of alpha-fission discrimination, timing resolution and distortion on the measured spectrum. In a second step, several neutron detectors were studied (neutron-gamma discrimination, detection efficiency), so as to optimize the detection of low energy neutrons (<1 MeV). In the present document, we report on the results of this comparative study. Finally, the optimized experimental setup was used to measure prompt fission neutron energy spectra for the fast-neutron induced fission of ²³⁸U. After detailing the data analysis method, the results are interpreted in terms of models and evaluations.

The purpose of this study was to examine the effects of training peer models to implement the system of least prompts and model augmentative and alternative communication (AAC) on expressive language in children with developmental delays. Using a multiple probe across participants design, 4 students with developmental delays were trained to use a language output app on the iPad to communicate five common phrases. Results for 3 participants indicated a functional relation between the peer modeling and expressive language. One student did not complete the intervention due to excessive absences. In most cases, students increased verbal language. Two participants made progress with the intervention as it was planned. One student needed for the intervention to be adapted, then progressed. All three students were able to maintain these language skills. Future research should be carried out with students with different disabilities, older students, and further studies with preschool-aged students.

The diploma thesis aims to present newly proposed methods of dynamic assessment of executive functions and evaluate their benefits through a pilot study. The theoretical section introduces dynamic approach to assessment and its methods and also describes the area of executive functions. The research part presents the proposed tests, focusing on the assessment of planning skills, cognitive flexibility, logical reasoning, working memory and self- monitoring. Their principle is the method of graduated prompts. The research sample used for the study consisted of thirty respondents aged from eight to fifteen years. The respondents were divided into two groups with the same number of participants. The first group included children with special educational needs, the second group involved intact respondents. The results of the study were evaluated quantitatively and qualitatively. Within the quantitative part, the number of necessary prompts and completed items was compared in both groups. The qualitative part focused on a detailed analysis of diagnostically relevant information obtained using the aforementioned methods. The results of the quantitative part of the research showed that the groups differ from each other neither in the number of graduated prompts required, nor in the number of completed...

Students with disabilities often face difficulty throughout their lives. One of these common challenges for students with severe disabilities is they often struggle with routine skills — for example, significant time spent helping students transition to activities throughout the day. The student's performance to complete required daily school routines increased when the researcher applied the picture activity schedules. Also, one strategy to enable students with disabilities to increase independence is through assistive technology. Therefore, many studies support the use of technology-based visual supports to teach daily school routines. Teachers increasingly have started to adopt an electronic visual activity schedule (eVAS) as a means to provide clear and consistent support for students with disabilities. Although the above studies are positive, there is still a need to more fully examine the various outcomes of eVAS. Therefore, this study is to investigate the effects of using eVAS (i.e., FIRST THEN application) on the latency period that the student spends for checking the schedule independently and prompts needed to transition throughout the day. Also, the value that the teacher and student place on the use of an eVAS to teach daily life and school routines instead of using typical instruction (e.g., traditional visual schedule), and the student’s ability to generalize the use of the eVAS across instructors and materials (display). The participant was a 10-year-old male in the fifth grade with intellectual disability and autism. This study was conducted in an intermediate school in the southeastern United States. An ABAB single case design was used to investigate the effects of the app. The dependent variables (DV) included: 1) The percent of independent correct responding to the natural cue “timer went off, or the teacher said: “Time to Switch”; 2) The amount of time the participant took to respond to the natural cue and check a schedule. The independent variable (IV) was applying the system of least prompts (SLP) along with the First Then application on iPad. Both DV and IV were collected five sessions in five days, during the transition period between activities in each baseline, intervention, maintenance, and generalization phases. The second observer recorded 25% of the data collection of the inter-observer agreement and procedural fidelity. By the end of the study, the social validity survey was provided one for the teacher and another one for the participant. The result indicated a functional relation between DV and the IV. Also, the limitation and the suggestion for future research were discussed. In conclusion, this study extended the result of prior studies by emphasizing the effectiveness of using the eVAS with students to independently complete the routine skills and applying SLP to give the student the opportunity to do the task with less prompts. The study will guide teachers use of such support tool and apply the intervention in the classroom with students with disabilities.