Reading from paper-based materials has been a major way for people to acquire knowledge. However, paper-based materials are constricted in presenting abstract and complex knowledge or concepts. Recent development of smartphone makes it a device not only for interpersonal communication, but also for accessing rich digital resources over the Internet. Because both paper-based materials and smartphone are mobile and portable, we can make use of the networking capability of smartphone to access digital materials from the Internet to enrich conventional paper-based reading activities such that students¡¦ reading comprehension can be enhanced. The present study came up with an innovative paper-based reading system integrated with digital materials delivered from the smartphone. QR codes were employed to automatically link the content of the print material with relevant digital resources. Also, questions were given to students along the reading process to scaffold the reading activity in order to help students comprehend the essence of the reading pieces. A quasi-experimental design was used to evaluate the effectiveness of the learning system in improving students¡¦ reading comprehension. The results suggested that whether or not using QR code to automate linking digital and print materials does not significantly influence student reading comprehension; however, using questions to scaffold the reading process significantly improves students¡¦ reading comprehension. The survey conducted in the experiment suggested that most of the students agreed that the integrated learning system benefits English reading comprehension. The implication of the results and suggestions to system design and future studies were then addressed.

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Expectations for accountability have led policy makers to create standards designed to educate children to their highest potential. In addition to k-12 standards, the Commonwealth of Virginia created Foundation Blocks for a state-sponsored preschool program called the Virginia Preschool Initiative. This study included assessment of Virginia's Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds as they relate to theories of Piaget, Vygotsky, and Rogoff. This assessment included play, scaffolded instruction, emergent literacy, and spatial reasoning. The Foundation Blocks were examined to determine how they were interpreted and implemented by preschool classroom teachers. Using a case-study format, four volunteer teachers participated in three days of classroom observations, be interviewed, and complete a survey. Evidence showed that the standards were theoretically based, and the participating teachers' pedagogy included play, emergent literacy, and spatial reasoning. Scaffolded instruction was not observed. There were concerns about teachers' low expectations and low-level questioning techniques. / Ph. D.

<p>This thesis consists of an introductory summary and three studies focusing language, interaction, and learning in multilingual schools. The overall aim of the thesis is to contribute to the understanding of student learning in diverse schools. </p><p>The first study of the thesis examines the field of cooperative learning with the aim of summarizing, in an overview, research that addresses small group activities in heterogeneous classrooms. The overview indicates that this research is dominated by input-output studies. Process-oriented studies of student interaction constitute a smaller part of research within this field.</p><p>The two subsequent studies were carried out in three multilingual middle school classes in Sweden. The second study concentrates mainly on the second language learners of these classes with the aim of describing language and learning conditions in actual classrooms. A main finding of the study is that second language students fell behind their monolingual Swedish speaking peers in social studies and in other subjects across the curriculum. The study also shows that students form separate groups of Swedes and immigrants inside as well as outside the classroom.</p><p>The third study investigates small group activities in the above mentioned classes. The aim of the study is to gain insight into students’ joint problem-solving processes and thereby provide a broader understanding of learning as socially and interactionally constituted. The data consists of video recordings of small group conversations from which language-related episodes were identified, transcribed and studied applying conversation analysis methods. The findings show that the students are able to scaffold each other effectively in co-constructing linguistic knowledge through social interaction. At the same time, negotiations of power and status are included in their problem-solving processes.</p>

This thesis consists of an introductory summary and three studies focusing language, interaction, and learning in multilingual schools. The overall aim of the thesis is to contribute to the understanding of student learning in diverse schools. The first study of the thesis examines the field of cooperative learning with the aim of summarizing, in an overview, research that addresses small group activities in heterogeneous classrooms. The overview indicates that this research is dominated by input-output studies. Process-oriented studies of student interaction constitute a smaller part of research within this field. The two subsequent studies were carried out in three multilingual middle school classes in Sweden. The second study concentrates mainly on the second language learners of these classes with the aim of describing language and learning conditions in actual classrooms. A main finding of the study is that second language students fell behind their monolingual Swedish speaking peers in social studies and in other subjects across the curriculum. The study also shows that students form separate groups of Swedes and immigrants inside as well as outside the classroom. The third study investigates small group activities in the above mentioned classes. The aim of the study is to gain insight into students’ joint problem-solving processes and thereby provide a broader understanding of learning as socially and interactionally constituted. The data consists of video recordings of small group conversations from which language-related episodes were identified, transcribed and studied applying conversation analysis methods. The findings show that the students are able to scaffold each other effectively in co-constructing linguistic knowledge through social interaction. At the same time, negotiations of power and status are included in their problem-solving processes.

abstract: The federal No Child Left Behind Act has set the goal that all students in every state shall be proficient in reading by 2014. Arizona teachers face the challenge of having 100 percent of their students meeting or exceeding grade level reading standards assessed by Arizona's Instrument to Measure Standards (AIMS). One of my goals as a reading teacher is to widen the range of options my students will have. My goal every year is to have my students read at or above grade level. I also am committed to inspiring students to become motivated to love literacy because voluntary lifelong reading is important in peoples' lives. The purpose of this study was to investigate conducting brief, interactive, weekly reading conferences during daily Scaffolded Self-Selected Reading (ScS-SR) sessions while incorporating Transactional Strategy Instruction with a pair-share with a partner, and to see if it would improve my students' reading motivation and comprehension. Data were collected via the Motivation to Read Profile Survey and Interview, informal observations, Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency Test (DIBELS: ORF), and Oral Reading Records used by my school district. Findings concluded that students tended to become more willing readers, with several of them explicitly attributing their newfound willingness to read to my efforts. Most students became somewhat more aware of their reading experiences, explaining how different types of books in ScS-SR affected them. All students' reading comprehension performance improved, with measureable increases in students' instructional reading levels, retellings, and meaningful miscues that students attributed to leveled books, strategy instruction, and retellings. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2011

In the last decade, the machine learning universe embraced deep neural networks (DNNs) wholeheartedly with the advent of neural architectures such as recurrent neural networks (RNNs), convolutional neural networks (CNNs), transformers, etc. These models have empowered many applications, such as ChatGPT, Imagen, etc., and have achieved state-of-the-art (SOTA) performance on many vision, speech, and language modeling tasks. However, SOTA performance comes with various issues, such as large model size, compute-intensive training, increased inference latency, higher working memory, etc. This thesis aims at improving the resource efficiency of neural architectures, i.e., significantly reducing the computational, storage, and energy consumption of a DNN without any significant loss in performance. Towards this goal, we explore novel neural architectures as well as training algorithms that allow low-capacity models to achieve near SOTA performance. We divide this thesis into two dimensions: \textit{Efficient Low Complexity Models}, and \textit{Input Hardness Adaptive Models}. Along the first dimension, i.e., \textit{Efficient Low Complexity Models}, we improve DNN performance by addressing instabilities in the existing architectures and training methods. We propose novel neural architectures inspired by ordinary differential equations (ODEs) to reinforce input signals and attend to salient feature regions. In addition, we show that carefully designed training schemes improve the performance of existing neural networks. We divide this exploration into two parts: \textsc{(a) Efficient Low Complexity RNNs.} We improve RNN resource efficiency by addressing poor gradients, noise amplifications, and BPTT training issues. First, we improve RNNs by solving ODEs that eliminate vanishing and exploding gradients during the training. To do so, we present Incremental Recurrent Neural Networks (iRNNs) that keep track of increments in the equilibrium surface. Next, we propose Time Adaptive RNNs that mitigate the noise propagation issue in RNNs by modulating the time constants in the ODE-based transition function. We empirically demonstrate the superiority of ODE-based neural architectures over existing RNNs. Finally, we propose Forward Propagation Through Time (FPTT) algorithm for training RNNs. We show that FPTT yields significant gains compared to the more conventional Backward Propagation Through Time (BPTT) scheme. \textsc{(b) Efficient Low Complexity CNNs.} Next, we improve CNN architectures by reducing their resource usage. They require greater depth to generate high-level features, resulting in computationally expensive models. We design a novel residual block, the Global layer, that constrains the input and output features by approximately solving partial differential equations (PDEs). It yields better receptive fields than traditional convolutional blocks and thus results in shallower networks. Further, we reduce the model footprint by enforcing a novel inductive bias that formulates the output of a residual block as a spatial interpolation between high-compute anchor pixels and low-compute cheaper pixels. This results in spatially interpolated convolutional blocks (SI-CNNs) that have better compute and performance trade-offs. Finally, we propose an algorithm that enforces various distributional constraints during training in order to achieve better generalization. We refer to this scheme as distributionally constrained learning (DCL). In the second dimension, i.e., \textit{Input Hardness Adaptive Models}, we introduce the notion of the hardness of any input relative to any architecture. In the first dimension, a neural network allocates the same resources, such as compute, storage, and working memory, for all the inputs. It inherently assumes that all examples are equally hard for a model. In this dimension, we challenge this assumption using input hardness as our reasoning that some inputs are relatively easy for a network to predict compared to others. Input hardness enables us to create selective classifiers wherein a low-capacity network handles simple inputs while abstaining from a prediction on the complex inputs. Next, we create hybrid models that route the hard inputs from the low-capacity abstaining network to a high-capacity expert model. We design various architectures that adhere to this hybrid inference style. Further, input hardness enables us to selectively distill the knowledge of a high-capacity model into a low-capacity model by cleverly discarding hard inputs during the distillation procedure. Finally, we conclude this thesis by sketching out various interesting future research directions that emerge as an extension of different ideas explored in this work.

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The desire to produce a learning environment which promotes student motivation, collaboration, and higher order thinking is common within the higher education system of today. Such learning environments also have the ability to address challenges’ Mechanical Engineering Technology (MET) students face entering the workforce. Through the vertical and horizontal integration of courses, this research presents how a scaffolded learning environment with a centralized theme of energy can increase motivation and conceptual retention within students. The integration of courses allows students to systematically translate their competency of concepts between energy based courses through experiential learning. The goal of this work is to develop a competency based learning model where students earn a professionally recognizable credential. The credential is earned through demonstrating their mastery of industry desired skills at a level that goes above and beyond the stock curriculum. The result is a more continuous curriculum that enhances multi-disciplinary problem solving while better preparing MET students for the workforce.

Conservatoires all over the world are re-examining their educational roles and practices in a changing cultural and economic context, including re-evaluating their function as sites of relevant learning. This dissertation by publication contributes to this re-examination by investigating understandings of assessment, evaluative reflection, the relationship between know-how and knowledge, autonomous learning, community of practice and the student experience of these pedagogies in one Queensland conservatorium. The study is presented in the form of a synopsis and five publications, with additional data that will form the basis of further post-doctoral publication. It is focused on non-traditional pedagogical processes operating within a bachelor of popular music program, processes that have been intuited by the academic teacher who is also the author of this dissertation. What these processes have in common is the philosophical rejection of teacher-led pedagogy and an insistence upon, and scaffolding of, self-directed student action and reflection. The aim of the dissertation, in keeping with the rationale for a professional doctorate, is to subject this approach to systematic theoretical and empirical scrutiny, and thereby to further refine and strengthen the practices in terms of their capacity to engage young people in self-directed approaches to quality music making. John Biggs's presage/process/product learning model (1999) provides a structure for this systematic evaluation of the pedagogical work. The study understands the learning characteristics that students bring to the program, combined with the structures and pedagogical approaches in place in the program, to be the key presage elements; the learning activities (including assessment as learning) that occur within the program are the key process elements; the key products are the learning outcomes for the students and the ongoing development of the program and pedagogical approaches informed by reflection on empirical data including data collected as part of this research. The study demonstrates the significance of recognising and valuing presage and process elements that enable students to perform from the basis of their intuitive know how while being recorded, and then apply their knowledge-based critical reflection skills to an appraisal of their own work and the work of their peers while hearing the recording played back. While not displacing the teacher as mentor and critical friend, this moves responsibility for learning to the student as a self-monitoring, strategic decision-maker about the nature and quality of their learning products. The program requirement that students write meaningfully about the process appears to encourage the embracing of both conscious and unconscious ways of knowing and doing. As a documentation of this type of teaching, the study presents an argument for a broader incorporation of student-led pedagogy into higher education in general and conservatoria in particular. It concludes that aspects of education that enhance students' abilities to learn, including self- and peer assessment, self-directed learning, reflective practice, and both independent and collaborative work that incorporates program-wide learning, are likely to enhance integrated creative practice. This project has made it possible to disseminate a scholarly engagement with such processes through publication in academic and professional contexts.