Global ETD Search

31	Att bemästra talkombinationer i matematik : En experimentell studie i årskurs 5 / To Master the Combination of Numbers in Mathematics : An Experimental Study in 5th Grade Lindqvist, Jessica, Lundell, Magdalena January 2018 (has links) Deklarativ kunskap (automatiserade förmågor) är hierarkisk, ny kunskap bygger på redan förvärvad kunskap, och anses vara av stor betydelse för att elever inte ska hamna i matematiksvårigheter. En del i detta är att ha befäst talkombinationerna (Hudson & Miller, 2006). En annan viktig del för att lärande ska kunna ske effektivt är att eleverna känner sig motiverade. Det finns en mängd olika motivationskomponenter som ligger till grund för varje elevs unika motivation inför en uppgift. En bidragande orsak till låg motivation är om eleven känner oro inför matematikämnet samt att matematikämnet ofta inte är kopplad till samhället i stort (Boaler, 2011). Denna kvantitativa studie är av experimentell design och har till syfte att testa metoderna ÖVA och GL och bedöma vilken metod som lämpar sig bäst för att bemästra talkombinationerna inom talområdet 0–20 i addition och subtraktion. ÖVA handlar om att individuellt öva för att minnas och GL handlar i sin tur om att stärka elevernas taluppfattning med mer lärarstöd. Eleverna slumpas in i interventioner, ÖVA eller GL, som är inom ramen för RTI, response to intervention. Resultatet i vår studie visar att det inte finns några tydliga skillnader mellan metoderna ÖVA och GL men att det inte är statistiskt säkerställt på grund av att interventionerna genomfördes under en kort period och det finns ett stort antal data som saknas. Det finns däremot en ökning vad gäller prestationer och ett visst samband mellan olika motivationskomponenter och subtraktion. Träning av talkombinationer i sig är dock viktigt för elevernas framtida matematikutveckling och val av interventionsmetoder måste anpassas efter varje individ. matematiksvårigheter deklarativ kunskap specialpedagogik RTI intervention Other Mathematics Annan matematik
32	Multiple Binding Sites for [<sup>125</sup>I]RTI-121 and Other Cocaine Analogs in Rat Frontal Cerebral Cortex Boja, J. W., Carroll, F. I., Vaughan, R. A., Kopajtic, T., Kuhar, M. J. 01 September 1998 (has links) In an effort to identify novel binding sites for cocaine and its analogs, we carried out binding studies with the high-affinity and selective ligand [125I]RTI-121 in rat frontal cortical tissue. Very low densities of binding sites were found. Saturation analysis revealed that the binding was to both high- and low-affinity sites. Pharmacological competition studies were carried out with inhibitors of the dopamine, norepinephrine, and serotonin transporters. The various transporter inhibitors inhibited the. binding of 15 pM [125I]RTI-121 in a biphasic fashion following a two-site binding model. The resultant data were complex and did not suggest a simple association with any single transporter. Correlational analysis supported the following hypothesis: [125I] RTI-121 binds to known transporters and not to novel sites; these include dopamine, norepinephrine, and serotonin transporters. Immunoprecipitation of transporters photoaffinity labeled with [125]RTI-82 and subsequent analysis of SDS-page gels revealed the presence of authentic dopamine transporters in these samples; displacement of the photoaffinity label occurred with a typical dopamine transporter pharmacology. These data are compatible with the binding properties of RTI- 121 and the presence of several known transporters in the tissue studied. cocaine dopamine transporter norepinephrine transporter RTI-121 serotonin transporter
33	Disrupting the Connotation of Response to Innovation at the Secondary Level Through Design Thinking Warren, Ashley N. 08 July 2019 (has links) No description available. Educational Leadership Education Secondary Education design thinking, RtI, secondary
34	Examining the Relationship Between Quality of RTI Implementation and Reading Assessment Data Sanders, Kari E. 08 May 2013 (has links) No description available. Educational Psychology Education Reading Instruction RTI Implementation Reading
35	Using The Software Adapter To Connect Legacy Simulation Models To The Rti Rachapalli, Deepak Kumar 01 January 2006 (has links) The establishment of a network of persistent shared simulations depends on the presence of a robust standard for communicating state information between those simulations. The High Level Architecture (HLA) can serve as the basis for such a standard. While the HLA is architecture, not software, use of Run Time Infrastructure (RTI) software is required to support operations of a federation execution. The integration of RTI with existing simulation models is complex and requires a lot of expertise. This thesis implements a less complex and effective interaction between a legacy simulation model and RTI using a middleware tool known as Distributed Manufacturing Simulation (DMS) adapter. Shuttle Model, an Arena based discrete-event simulation model for shuttle operations, is connected to the RTI using the DMS adapter. The adapter provides a set of functions that are to be incorporated within the Shuttle Model, in a procedural manner, in order to connect to RTI. This thesis presents the procedure when the Shuttle Model connects to the RTI, to communicate with the Scrub Model for approval of its shuttle's launch. HLA RTI High Level Architecture Shuttle Model Engineering
36	General Education Teachers' Knowledge of Response to Intervention Sheets, Ryan 30 August 2013 (has links) No description available. Educational Psychology
37	Grundläggande taluppfattning 0 - 10 : En interventionsstudie inom tier 2 innehållande CRA-modellen och explicit instruktion / Basic Number Sense 0 - 10 : An Intervention Study within Tier 2 Using the CRA-Model and Explicit Instruction Jönsson, Malin, Macken, Anna January 2022 (has links) Uppsatsen bygger på en pilotstudie med experimentell design. Det randomiserade urvalet istudien är gjord på två olika skolor där fyra klasser screenades. De elever som sedan ingick istudien slumpades till att ingå i antingen interventionsgrupp eller kontrollgrupp. Studienbygger på en intervention i tier 2 inom ramverket för RtI. Syftet med studien var att ta reda påvilken effekt en intervention, som använde sig av CRA-modellen samt explicitaundervisningsinslag, gav på elevers kunskaper inom grundläggande taluppfattning, talområdet0 - 10. Interventionen utfördes i årkurs 1 och 2 i den svenska skolan och pågick under fyraveckor med tre lektioner per vecka. Varje lektion var 30 minuter lång och innehöllundervisning inom CRA- metoden samt undervisning enligt explicit instruktion med "I do","We do", "You do". Eleverna screenades med hjälp av Diamant diagnos (Skolverket, 2021)och utförde två förtest (baslinje) och ett eftertest. Resultatet analyserades sedan genom mixedANOVA med enkla kontraster. Resultatet visar på en statistiskt signifikant skillnad av effekti jämförelsen mellan interventionsgrupp och kontrollgrupp. Detta visar på att strukturen medRtI, samt undervisning med CRA och explicit undervisning kan ge positiv effekt påmatematikkunskaperna för elever i behov av stöd. CRA Explicit instruktion RtI Intervention Taluppfattning Learning Lärande
38	Comparing the Use of Virtual Manipulatives and Physical Manipulatives in Equivalent Fraction Intervention Instruction Westenskow, Arla 20 March 2012 (has links) No description available. info:eu-repo/classification/ddc/510 ddc:510
39	Kan strålar av ljus tyda det förflutna? : Användning av Reflectance Transformation Imaging (RTI) för att tyda runinskrifter på Pireus-lejonet Nazerian, Simon January 2014 (has links) This paper deals with testing the method Reflectance Transformation Imaging (RTI) on the copy of the Piraeus-lion in Historic Museum in Stockholm. The purpose is to find out if it is possible to gather more information about the runic inscriptions. RTI is a method that records the surface normal of individual pixels in a digital photograph by analyzing the impact of light coming from different angles of entrance. RTI produces sort of a 3D-image of the object. There will be an overview of earlier interpretations of the runic scripts written on the lion as well as an overview of Varangians in the southeast. After examination of the lion with RTI, has a conclusion been made that the method should be performed again on similar items, and on the copy of the Piraeus-lion to evaluate its full potential. archaeological science 3D Reflectance Transformation Imaging RTI RTI-viewer RTI-builder copy of Piraeus lion Varangian Runic scripts Swedish History Museum PTM HSH laborativ arkeologi Kopian av Pireus-lejonet Pireus lejonet Runiskrifter Runristningar Varjager Väringar Väringagardet Rus SHM Vikingatiden
40	Interpreting Middle and High School Teacher Concerns Toward RTI Implementation Davis, Kim E. 01 January 2018 (has links) Research exists about secondary school Response to Intervention (RTI) models, but little is known about the concerns of middle and high school teachers who are working together to implement RTI practices as a shared responsibility. The extensive body of documentation on RTI at the elementary level has not helped educators develop systematic RTI implementation practices across all levels (Ehren, 2013). The purpose of this quantitative study was to determine whether there were differences in practice concerns, if any among middle school and high school teachers' RTI practice concerns when measured by the Impact Stage of the Stages of Concern Questionnaire (SoCQ). The theory of planned behavior informed the framework for this research. A Snowball Sampling strategy was used to recruit a total of 31 general education teachers from a Northeastern USA County. Data from teacher's SoCQ were analyzed using ANOVA to investigate the differences in concerns, if any between middle school teachers in Grades 6-8 and high school teachers in Grades 9-12 about RTI practices. The results indicated no differences between 6-8 and 9-12 grade teacher concerns for all questions. Findings from this research may reinforce the importance of discussions about sharing RTI practice concerns between middle and high school teachers. Such conversations may foster more collaborative teacher working relationships which may lead to better implementation of the RTI initiative across grade levels for improved student learning outcomes. collaborative teacher relationships high school teacher concerns middle school teacher concerns Response to Intervention (RTI) RTI practice concerns secondary schools Education

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