The education spectrum includes many different modes of instruction or organizational models. The following are examples of organizational models available to school leaders: self-contained, departmentalized, team-teaching, collaboration, changing classes, and rotating classes. In this spectrum, the self-contained classroom and the departmentalized classroom are the most frequently used organizational models. The self-contained classroom involves one teacher instructing a group of students in all academic subjects. In contrast, the departmentalized classroom is a setting where educators teach in one area of specialization and students move from one classroom to another for instruction. When considering effective organizational models, it is imperative for administrators to pay attention not only to the quality and content of a lesson but also to the organizational structure in which the instruction is presented. This study included 94 schools using either a self-contained or a departmentalized classroom organization model. The purpose of the study was to identify the organizational model, either departmentalized or self-contained, that had a significant difference in measures of students' academic performance on reading and mathematics VSL pass rates for fourth graders in Region II of Virginia. Analysis of variance (ANOVA) was used to test the hypothesis and results revealed that there is no evidence of a significant difference between the two classroom organizational models on either reading or math VSL test pass rates for fourth graders. The findings suggest that no significant differences in reading and math VSL pass rates existed among schools with the two different classroom organizational models. Controlling for school size and the presence or absence of school Title I status (40% or more of its students come from families who qualify as low income under U.S. Census definitions) did not have an effect on the comparison related to fourth-grade general education students' pass rates on the 2009–2010 school year reading and math VSL pass rates. / Ed. D.

Urgency of the work. The conception of learning recently varies, because varying of learning. Learning is treating like training oneself, social skills development and training of cognitive validities (Dalin, Rolff ir Kleekamp, 1999; Teresevičienė, Oldroyd ir Gedvilienė, 2004). Contemporary culture of leraning is prescriptived like students‘ freedom to choose the ways, sources, environment of lerning, self-communion and evolutive of selfhood. New conception of the learning is changing rules and bearring of learning, emphasizes the variety of learning environment and sources, self-dependent cognitive student’s activity – it means the learning on the basics of competencies. Subject of Investigation: Clildrens‘ Self-Contained Learning Culture in Homes‘ Environment. Target of the Work: the work is aimed to substantiate theoretically and to investigate empirically children’s self-contained learning dispersion in homes’ environment through the adults’ educational culture representations. Tasks: 1. To sift theoretical (sociological, pedagogical, psychological, philosophical) literature and to substantiate the modern learning culture conception, children’s and adults’ learning cultures point of interaction and the internal. 2. To do the empirical, educational researche and to inquire children’s self-contained learning dispersion in homes’ environment and to estimate the internals of adults’ representations. 3. To investigate educational significance for the children’s... [to full text]

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This study was undertaken in order to compare the self-contained classroom with team-teaching organizations according to pupil behavior and personal-social adjustment in children of first- and second-grade level. A comparison was made of pupil behavior and personal-social adjustments between (1) children in the first grade after one year in the self-contained classroom and children in the first grade after one year in a team-teaching organization and (2) children in the second grade after two years in the self-contained classrooms and children in the second grade after two years in team-teaching organizations.

The study investigated the relationship among three cognitive styles and summarization abilities. Both summarization products and processes were examined. Summarizing products were scored and a canonical correlation analysis was performed to determine their relationship with three cognitive styles. Summarizing processes were examined by videotaping students as they provided think aloud protocols. Their processes were recorded on composing style sheets and analyzed qualitatively. Subjects were sixth-grade students in self-contained classes in a suburban school district. Summarizing products were collected over a two week period in the fall. Summarizing processes were collected over an eight week period in the spring of the same school year. The results of the summarizing products analysis suggest that cognitive styles are related to summarization abilities. Two canonical correlations among the two variable sets were statistically significant at the .05 level of significance (.33 and .29). The results further suggest that students who are field independent, reflective, and flexible in their attentional style may be more adept at organizing their ideas and using written mechanics while summarizing. Students who are impulsive and constricted in attentional style may exhibit strength in expressing their ideas while summarizing. Results of the summarizing processes analysis suggest that students of one cognitive style combination may exhibit different behaviors while summarizing than those of other cognitive style combinations. Students who are field independent, reflective, and flexible in their attentional style seem to display more mature, interactive behaviors while summarizing than their peers of other cognitive style combinations.

Abstract Streblow, Heike (2022). Autism in School - Evidence Based Methods to Develop Writing Skills of Students with AutismType of Essay: Master’s thesis (15 credits) Master’s degree, 120 credits, Malmo University, Department of School Development and Leadership Malmo University  There is a great number of international and national studies on younger pupils with autism. Some research indicates that there is a gap between what research results show and what impact it has on classroom activities. Aim: The aim of this study is to find out what evidence-based methods four students with autism and four teachers find successful when developing students’ writing skills. The participating students of this study were between 14 and 15 years old. Research questions: 1.                      What methods do students use to develop their writing skills? 2.                      What methods do students consider helping them the most? 3.                      What methods do teachers use to develop students' writing skills? 4.                      What methods do teacher consider helping students with autism to develop their writing skills? 5.                      How do teachers describe successful teaching to develop students' writing skills in mainstream classrooms versus self-contained classrooms? Theoretical framework: Dewey's democracy and education and learning by doing (hands-on thinking), Vygotsky's sociocultural theory and Bandura's social cognitive theory are used when analyzing the results. Method:This study uses triangulation with both quantitative (questionnaires) and qualitative (semi-structured interviews) methods. Results:The results of this study show that there are similarities but differences, too, in what evidence-based methods students or teachers use to develop the students’ writing skills. Students for example rate to use technical devices (with text-to-speech and speech-to text software), writing in pairs and to have extended time when writing highest, their teachers on the other hand rate supporting questions, model texts and goalsetting highest. Teachers consider modelling and scaffolding as being very important.The results of this study also show that effective methods proven by Asaro-Saddler et al. (2017) are both used in mainstream and self-contained classrooms in Sweden.Teachers point out that each student with autism is an individual and that there isn´t one solution that fits all because of that. They discuss furthermore that there should be flexible circumstances in school organization that make it possible to act quickly. Future Research: Future research should be conducted on older students with autism and their development of writing skills.  Implications for special education: The results of this study show the importance of:·      organizing school environments in a way that students with ASD can participate in the curriculum, ·      providing them with digital assistant devices and if necessary,·      giving them the opportunity to fulfill their education in self-contained classrooms.Special educational needs coordinators need to organize, together with the principals, rich opportunities for teachers to plan their lessons together in a way that students with ASD will meet the same teaching scaffolding methods to develop and improve their writing skills. It is also important to have a dialogue with teachers to deepen their understanding of working with students with ASD.It is necessary to build consistent relationships between the students and their teachers.

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Afin de répondre à la demande croissante du nombre d'objets connectés et de débits de données plus élevés, la cinquième génération de réseau mobile (5G) va être déployée.Pour répondre à ces défis, la 5G utilisera le beamforming pour améliorer la qualité de transmission et étendre la couverture du réseau. En raison du manque de spectre RF disponible en dessous de 6 GHz, l'industrie de la téléphonie mobile étudie actuellement les bandes de fréquences millimétriques en particulier autour de 28 GHz. L'utilisation de la technologie CMOS pour les applications 5G apparait prometteuse pour le marché de masse que vise la 5G, d'autant qu'aujourd'hui la miniaturisation des transistors CMOS permet un fonctionnement compétitif aux fréquences millimétriques. Pour répondre à toutes les attentes de la 5G notamment en termes de fiabilité, de nouvelles idées en rupture, avec le self-healing et le self-contained, permettent d’utiliser au maximum les avantages de la technologie CMOS tout en proposant un fonctionnement fiable pou rl’amplificateur. Dans le cadre du self-healing et du self-contained, plusieurs circuits son tintégrés sur silicium tel qu'un amplificateur intégrant un détecteur de puissance totalement non invasif pour le self-healing et un amplificateur équilibré pour le selfcontained. / In order to meet the growing demand for more connected objects and higher data rates,the fifth generation of mobile network (5G) will be deployed. To address thesechallenges, the 5G will use beamforming to improve the transmission quality and extendthe network coverage. Due to the lack of available RF spectrum below 6 GHz, the mobileindustry is studying millimeter wave frequency bands in particular around 28 GHz. Theuse of CMOS technology for 5G applications is promising for the 5G mass market,especially nowadays the miniaturization of CMOS transistors allows competitiveoperation at millimeter frequencies. To meet all the expectations of the 5G especially interms of reliability, new breakthrough ideas, with the self-healing and the selfcontained,allow to use all the benefits of CMOS technology to the maximum whileoffering reliable operation for the amplifier. Within the framework of self-healing andself-contained, several circuits are integrated on silicon such as an amplifier integratedwith a totally non-invasive power detector for self-healing and a balanced self-containedamplifier.

<p> Three symbiotic systems are considered. These include the possibility of coupling the tritium production in a fission reactor with the fertile conversion in a fusion blanket. Equations for the fuel dynamics, power output, efficiency and costs of a symbiotic, selfcontained power station are developed and evaluated for a specific, 1500 MWe fission reactor operating on a thorium cycle and some fusion parameters. It is concluded that a system using the tritium produced in a fission reactor has lower costs and increased power output when compared to an alternate system. </p> / Thesis / Master of Engineering (MEngr)

The field of self-contained linear hydraulic drives based on variable-speed electrical motors and fixed displacement pumps is gaining interest from both industry and academia. Some of the main reasons for this is the possibility to improve the energy efficiency of such drives compared to conventional valve controlled drives, and the possibility for electrical regeneration allowing power sharing between multiple drives [1]. The main drawback for such types of drive concepts is a low pressure in the nonload carrying cylinder chamber. This induces a low drive stiffness limiting the achievable drive bandwidth and hence the application range. However, a so-called self-locking compact drive architecture recently proposed allows maintaining a proper drive stiffness by virtue of separate forward and return flow paths, combining the advantages of efficient flow control into the cylinder and a throttle driven flow out of the cylinder. The multiple inputs available in this architecture allow the control to target several objectives concurrently, for example piston motion, drive stiffness and fluid temperature. The purpose of the study presented is to analyse the dynamic couplings between the control objectives via relative gain array (RGA) methods, and the realization of input- and output transformations effectively decoupling relevant dynamic interactions. These transformations allow the usage of simple SISO-controllers for each control objective, and a method for controlling motion and fluid temperature concurrently, is proposed and experimentally verified.