Dissertationen: „Instruction“

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Sharp, L. Kathryn. „Stem Instruction: It Is Literacy Instruction“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4257.

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2

Taylor, Albert. „A comparison of computer-assisted instruction versus traditional instruction in developmental studies mathematics: implications for administrative instructional change“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1997. http://digitalcommons.auctr.edu/dissertations/1743.

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This study sought to determine whether there were significant differences in variables pertaining to academic performance of at-risk students enrolled in Developmental Studies mathematics when computer-assisted instruction (experimental group) was a factor and students in regular college algebra using traditional instruction (control group). The characteristics that these students held in common are low Scholastic Aptitude Test mathematics scores (below 350), low high school grade point average (2.0 or below), and over twenty years of age. The following independent variables were examined: (1) age and (2) gender. The dependent variables examined were: Scholastic Aptitude Test mathematics score (MSAT), (2) high school grade point average (HSGPA), (3) entry College Placement Examination (ECPE), (4) exit College Placement Examination (XCPE), (5) number of quarters required to exit The quasi-experimental design of this study consisted of a historical timeline approach. A version of the nonequivalent control group design was used to compare the variables of the control group with the variables of the experimental group. The data were analyzed using analysis of variance, t-test procedures, analysis of covariance, and multiple range test. It was found that SAT mathematics score, high school grade point average, entrance College Placement Examination score, exit College Placement Examination score, and maturity (age) were important variables when considering student success in mathematics. It was concluded that although computer-assisted instruction was not superior to traditional instruction, it did provide at-risk students with alternatives for study and practice. The implications from this study indicate that at-risk students have special needs to be addressed, and computer-assisted instruction fills some of those needs. It was recommended that computer-assisted instruction should be integrated into every phase of the curriculum, especially when working with at-risk students.

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Woodward, David Bruce Lorber Michael A. „Teaching instructional media utilization video tape package vs. classroom instruction /“. Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818722.

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Thesis (Ed. D.)--Illinois State University, 1988.
Title from title page screen, viewed September 14, 2005. Dissertation Committee: Michael A. Lorber (chair), John L. Brickell, Larry D. Kennedy, Mary Ann Lynn, C. Edward Streeter, Forrest G. Wisely. Includes bibliographical references (leaves 101-107) and abstract. Also available in print.

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Wasko, Christopher Warren. „Instructional Design Guidelines for Procedural Instruction Delivered via Augmented Reality“. Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23142.

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Augmented reality, defined as a real-time direct or indirect view of a physical real-world environment that has been enhanced by adding digital computer generated information to it, is rapidly developing in terms of associated hardware (wearable displays, wireless mobile devices) and software (development platforms). AR enhanced instruction has been shown to provide cognitive and psychomotor support during procedural learning and has been shown to use both words and pictures when delivering instructional content. A set of message design guidelines, created using a design and development research approach, can be used by novice designers to effectively manage the use of words and pictures while developing instructional applications for AR.
Ph. D.

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Greenwell, Stacey. „USING THE I-LEARN MODEL FOR INFORMATION LITERACY INSTRUCTION: AN EXPERIMENTAL STUDY“. UKnowledge, 2013. http://uknowledge.uky.edu/edc_etds/6.

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Given the proliferation of information and the lifelong importance of information literacy skills, there is a need to determine how to best design information literacy instruction in order to help students locate, evaluate, and use information more effectively. This experimental study examined whether information literacy skills instruction designed using the I-LEARN model increased student understanding and application of information literacy concepts as compared to how librarians currently provide information literacy skills instruction. The experimental group received an instruction session and an online library research guide designed using the I-LEARN model, and the control group received an instruction session and an online library guide designed using a systems model. The analysis of the results of pre- and post-test scores and scores on a citation analysis showed that there was no significant difference between the two groups.

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Francis, Lisa Marie. „Instructional Strategies That Homeschooling Parents Use to Teach Their Children Mathematics“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5464.

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Homeschooling has become a viable educational choice for families; however, limited research has been conducted on the instructional strategies homeschooling parents use to instruct their children and whether these reflect a learner-centered teaching approach. The purpose of this qualitative case study was to explore the learner-centered instructional strategies homeschooling parents use to teach their children mathematics. The conceptual framework for this single-case study was based on Weimer's learner-centered teaching model. Participants included 4 parents who homeschooled students in Grades 6-12 in a Western state and who received instructional support from a private school. Data were collected from interviews with homeschooling parents, online reflective journals maintained by homeschooling parents, and documents related to the homeschooling mathematics program. Data analysis included coding and examining emerging themes and patterns and discrepant data. The results indicated that the homeschooling parents aligned only a small amount of their instructional strategies with Weimer's learner-centered teaching model by trying to make mathematics fun, interesting, and relevant to their children's lives. They also differentiated instruction and chose curriculum that included some critical-thinking problems. The homeschooling parents taught using more traditional methods in which they were the primary instructors and made most of the decisions about the instructional content. The results of this study can contribute to positive social change by aiding curriculum designers and educators in their exploration of learner-centered and other instructional strategies they can use to design curriculum and instruct their students.

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Tumolo, Celso Henrique Soufen. „Vocabulary instruction :“. Florianópolis, SC, 1997. http://repositorio.ufsc.br/xmlui/handle/123456789/77011.

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Dissertação (Mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.
Made available in DSpace on 2012-10-16T23:58:03Z (GMT). No. of bitstreams: 1 50696.pdf: 339076 bytes, checksum: 8c7bd88f367c061f04b0c9fd11bc33c5 (MD5)

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Gordon, Amy M. Fitzgerald. „Preparing teachers to use an instructional management system to differentiate instruction“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 112 p, 2008. http://proquest.umi.com/pqdweb?did=1456290501&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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9

Lim, Hedy. „Discovering expert instructional designers' heuristics for creating scenario-based workplace instruction“. Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10103202.

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Scenario-based instructional design is ideal for workplace training, as it promotes practical and performance-based learning through the use of realistic situations. The research problem is a need for well-defined heuristics, what Gibbons (2014) called operational principles and what York and Ertmer (2011) called rules of thumb, being basic guidelines that promote and characterize expertise, in the area of scenario-based online instruction. The purpose of this Delphi study was to gather expert feedback on ideas in the form of a set of best practices for scenario-based online instructional design for the workplace. The research questions break down the topic into four basic areas: identifying a learning problem, discovering scaffolds or learning resources, maintaining project momentum, and essential concerns for instructional development. Experts in workplace scenario-based instructional design, with particular emphasis on professionals with an online or academic presence, were recruited as subjects. A detailed review of the literature gathered forty-two original statements that were organized into five categories. Per Delphi methodology, the study was conducted as a three round iterative online instrument. Subjects were asked to rate each statement and to provide additional statements to clarify and expand on their best practices based on their experience. Twenty-nine subjects completed all three rounds of the research study. While the statements express a wide variety of best practices for the field, recommendations for further research generally focused on thoughtful consideration of the learner, the instructional development team, and a focus on the integrity or realistic authenticity of the learning scenario, throughout the instructional experience.

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Wilson, Michael W. „Librarians’ Use of Instructional Design Methods in Creating Information Literacy Instruction“. Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/75.

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The purpose of this sequential explanatory mixed methods study was to determine whether instruction librarians in the United States and Canada were using instructional design (ID) methods, and to identify potential explanations for their adoption or rejection of those methods. The theory of planned behavior (Ajzen, 1985) served as the theoretical framework for the study. Research questions examined the relationship between respondents’ reported use of ID methods and the following factors: (a) behavioral, normative, and control beliefs, (b) demographic factors, and (c) professional identity as teachers. A survey adapted from Ajjan and Hartshorne (2008) and from Julien and Genuis (2011) was distributed to members of the American Library Association’s Information Literacy Instruction Discussion List. Quantitative data from 101 subjects were analyzed using χ2 and t tests for independent sample means. Qualitative data from seven volunteers were compared to the quantitative data to identify areas of validation or disconnect. Pearson correlations between use scores and behavioral, normative, and control beliefs revealed that control construct scores (r = .59) had the strongest correlation with ID use, followed by behavioral (r = .56) and normative (r = .53) scores. Qualitative data supported the conclusion that there was a strong relationship between ID use and both behavioral and normative scores, but not between ID use and control scores. Chi-square analysis found no relationship between subjects’ use of ID methods and the length of time they had worked in libraries (χ2 = 5.14). A significant relationship was found between ID use and the length of time subjects had taught information literacy (χ2 = 7.91) and reported type of training in ID (χ2 = 24.59). Subjects who identified primarily as teachers used ID more than those who did not (t = 2.61).

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McNair-Crews, Gena. „"Investigating Instructor Perceptions of On-line Teaching versus Traditional Classroom Instruction"“. ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1703.

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Web-based education is an important method of instruction across multiple higher education contexts due to its convenience, accessibility, and flexibility. A local college faces demand for online teaching that exceeds the availability of willing faculty. This study investigated instructors' perceptions of online teaching versus traditional classroom instruction to ascertain whether there were systematic differences between online teaching and face-to-face classroom instruction. Transformational learning theory was the conceptual foundation of this study. The study's guiding questions were designed to determine how faculty regarded their experiences teaching online classes and the reasons for their opinions, as well as what limitations faculty thought online education possessed. The qualitative, descriptive study investigated faculty attitudes and beliefs about distance education. The program director sent out 10 emails recruiting voluntary participants; six responded, met criteria, and participated. Criteria included at least 3 years of online teaching experience, where at least 1 class took place using an online format, over the course of 2 semesters. Data collected were coded and analyzed for emerging themes. Findings indicated that participants think distance education is beneficial; however, classroom instruction has strengths online teaching does not. To address the findings, a workshop series aimed at educating stakeholders about distance education was designed and developed. The implementation of the workshop series has the potential to change educators' attitudes and teaching practices at the local college to the benefit of all stakeholders. Further, this study has the potential to inform change at other colleges facing similar challenges. In addition, future studies should explore differences in student satisfaction levels between online education and traditional courses, if any.

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Karl, Laura C. „Elementary Teachers' Perceptions of Technology Proficiencies and Motivation to Integrate Technology in School Curriculi“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/970.

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Despite the availability of technological resources, the number of teachers integrating and using technology innovatively in the classroom is unknown. This qualitative investigation explored teachers' perceptions of proficiency in the use of computer technology in the classroom. Self-determination theory assisted the examination of motivation as decisions are made to integrate technology into the classroom curriculum. The research questions addressed the self-determination of teachers, decision making processes to integrate technology, and perceived technology competence. A qualitative, multiple case study design was used to explore the views of 10 technology-using elementary teachers in the use of technology in the classroom. These participants were interviewed, participated in a focus group, and submitted an integrated technology lesson plan. Data were analyzed using the constant comparative method. The results showed that teachers were found to be efficacious when incorporating technology into the curriculum and believed their actions could produce the desired results despite their technological skill level. Teachers were found to be self-determined and motivated to integrate technology; however, innovative practice was not evident while existing practice conformed to the instructional norms of the school. Implications for positive social change include allowing teachers to study current beliefs and practice, reflecting on best practices when integrating technology, and identifying technological innovation to enhance the learning of their own students. Recommendations include providing opportunities through professional development initiatives in which teachers and administrators alike study practice in collaborative ways, take ownership of instructional decisions, and take risks while integrating technology.

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Gernert, Rodney L. „Impact of the Study Island Program on Students' Reading Comprehension“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1162.

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School administrators at the research site, which is a public school district, had been under pressure to improve low reading state scores of Grade 11 students as measured by Pennsylvania System of School Assessment (PSSA) tests. A web-based reading software called Study Island was integrated into the literacy curriculum for students to increase their reading proficiency and pass PSSA state tests. The research problem was that the integration of Study Island had not been evaluated and students were not meeting adequate yearly progress (AYP). The purpose of this study was to provide research-based evidence on whether Study Island helped students to improve their reading proficiency. This nonequivalent, quasi-experimental study was based on Tomlinson's differentiated instruction theory and Marzano's intelligence theory. Archived PSSA scores were collected for 2 cohorts of Grade 11 students (N = 800), before and after the curricular integration of Study Island between the academic years 2009--2011 and 2011--2013. An independent samples t test showed that students' reading proficiency scores were significantly higher after receiving the Stony Island software than they were before the software. These findings can be used by school and district administrators regarding the integration of Study Island into other academic subjects. Implications for positive social change may include professional development (PD) for high school teachers to use Study Island in the academic subjects they teach. PD on Study Island for high school teachers may help students pass PSSA testing, meet AYP, and graduate from high school.

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De, Kock Elizabeth Catharina. „Game-based learning and library instruction“. Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/37275.

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The purpose of this study was to investigate to what extent a game can be used as an instructional tool for library instruction. In order to determine the effectiveness of the game for library instruction, it was necessary to do literature research that included both subject fields. The research design therefore includes a literature study on information literacy and a literature study on game-based learning. The game was based on the Big6 information literacy model (Eisenberg, 2008). An in-depth literature review on game-based learning was needed to determine which criteria would be necessary to create a game for instructional purposes. An instructional design process (DODDEL model) was used for the design of the game. The design and layout of the game illustrated the application of the game-based learning criteria. A single-case study method was used for the purpose of the study. A mixed-methods approach with qualitative and quantitative questions and formative and summative evaluation was used to collect data and evaluate the game. The data analysis was done in Chapter 6. The data analysis indicates that games can be used in an effective way for library instruction purposes. The comments seem to confirm the findings of the literature review on game-based learning. The rating scale proved that the players were engaged during game play. The findings of the study were discussed in the concluding chapter. Game-based learning criteria and their application were described. The success and restrictions of the study were indicated and discussed. Recommendations for further research in the subject fields were made.
Dissertation (MSc)--University of Pretoria, 2013.
gm2014
Information Science
unrestricted

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Ward, Natalia, Betty Thomason, John Mooneyham und Clara Lee Brown. „Meaningful Instructional Practices for ELS“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5950.

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Scott, Jonathan M. Rhodes Dent. „Technology-assisted homebound physics instruction“. Normal, Ill. : Illinois State University, 2005. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196655.

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Thesis (Ed. D.)--Illinois State University, 2005.
Title from title page screen, viewed September 26, 2006. Dissertation Committee: Dent M. Rhodes (chair), Robert L. Dean, Barbara B. Meyer, Cheri A. Toledo. Includes bibliographical references (leaves 187-196) and abstract. Also available in print.

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Ward, Natalia, B. Thomason und John C. Mooneyham. „Meaningful Instructional Practices for ELs“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5920.

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18

Pillai, Abhishek. „Improving performance for dual instruction execution by selective instruction duplication /“. Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1203571431&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Wang, Liang. „Instruction scheduling for a family of multiple instruction issue architectures“. Thesis, University of Hertfordshire, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358493.

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Alley, Maria M. „Investigating Processing in Processing Instruction“. The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1308319509.

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Wenke, Dorit. „The influence of task instructions on action coding response instruction and response coding /“. [S.l. : s.n.], 2003. http://deposit.ddb.de/cgi-bin/dokserv?idn=97019336X.

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22

Olsson, Johan. „Classroom instruction and outdoor education-A comparison between classroom instructions and outdoor education“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33663.

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Syftet med uppsatsen är att jämföra klassrumsundervisning och utomhuspedagogik och se vilket av dessa två arbetssätt som lärare föredrar och arbetar med. I den empiriska studien intervjuades lärare som arbetar inom förskola och grundskolans tidigare år om hur de ser på klassrumsundervisning och utomhuspedagogik. Uppsatsen handlar om utomhuspedagogik och klassrumsundervisning. Den utgår från följande frågeställningar:Vilka är för – och nackdelarna med utomhuspedagogik?Varför använder lärarna en viss undervisningsmetod mer?Har omgivningen någon påverkan för att bedriva utomhuspedagogik?I resultatet och analysen framkommer det att lärarna har ungefär samma syn på klassrumsundervisning. Lärarna känner också att de skulle kunna använda sig mer av utomhuspedagogik. Fastän att det finns mycket forskning kring utomhuspedagogik och dess påverkan på elevers prestationer i skolan används det förvånansvärt lite i skolan. Lärarna upplever att det är svårt att planera och förbereda sig för undervisning ute, det är material som ska med, det finns elever som har särskilda behov, elever med rörelsehinder, diabetes eller andra sjukdomar. Även tidsbrist kan vara en av anledningar till att man väljer klassrumsundervisning. I klassrumsundervisning har du som lärare lättare tillgång till läromaterial, översikt på elevgruppen och läraren känner att han eller hon har mer ordning i klassrummet, det är tidssparande och når fram till hela klassen.Nyckelord är inlärning, klassrumsundervisning och utomhuspedagogik.

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Mogen, Kelly Sue. „Mastery Learning Instruction versus Traditional Instructional Methods in Eighth Grade Language Arts“. Thesis, North Dakota State University, 2013. https://hdl.handle.net/10365/27043.

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The purpose of this study was to investigate the impact of mastery learning on eighth grade language arts students primarily in terms of academic gains, but subsidiary research questions also focused on the impact of mastery learning on student sense of self-efficacy in language arts, student attitudes towards learning language arts, and on student learning styles. This study focused on the grammar portions of language arts; it did not address the reading, writing, and speaking aspects. Results from this quasi-experimental study involved 43 eighth grade language arts students from a rural, relatively homogenous school in the Midwest. Over a four month time period, it was found that mastery learning does seem to have a statistically significant positive impact on student academic success, student sense of self-efficacy, and to some extent, student attitudes towards learning. However, no statistically significant impact was found for mastery learning on learning styles.

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Kelly, Stephanie Piper. „Clinical instruction in physical therapy: novice and expert approaches to instructional reasoning“. Diss., NSUWorks, 2008. https://nsuworks.nova.edu/hpd_pt_stuetd/6.

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Purpose. Clinical education is a critical component of the education of physical therapists (PT). Clinical instructors (CIs) are primarily responsible for coordinating and supervising this clinical learning. However, little has been published about how CIs make decisions and solve problems related to clinical teaching and how this instructional reasoning changes with experience with clinical teaching. Therefore, the purpose of this study was to explore the instructional reasoning of novice and experienced CIs. Methods. A qualitative multiple case-study design was used. Data were collected through in-depth interviews and review of clinical teaching artifacts. A coding framework was developed for coding each individual case. Cross-case analysis to examine the impact of experience on clinical teaching was performed. Trustworthiness was established through peer review of data. Credibility was established through triangulation of the data and member checks. Participants. A sample of convenience of PTs who were credentialed as CIs in Indiana was used. Six participants with a range of experience as CIs and clinicians were selected and consented to participate. Results. Four major themes emerged to describe the instructional reasoning of CIs. These themes were communicating expectations for the student's role in the learning process, creating an environment conducive to learning, facilitating student achievement of learning goals, and balancing dual roles and responsibilities. The more experienced CIs clarified expectations for students to be active participants in a challenging learning environment and used well-defined teaching strategies to facilitate student achievement of learning goals that were integrated into the patient care responsibilities. The novice CIs were less likely to clarify expectations and to connect learning goals with teaching strategies. They focused on creating a comfortable environment for learning and were challenged by balancing the dual roles of clinical teacher with responsibilities for patient care. Conclusions. This study provided an in-depth description of the instructional reasoning of CIs and how this instructional reasoning changes with experience. The results indicated that instructional reasoning matures with clinical teaching experience. Clinical education faculty should consider developing strategies to support the development of novice CIs. Strategies to supplement development of student clinical reasoning should also be considered.

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Masiewicz, Andrew Casimer. „Instructional designer's toolkit: A practical approach to the effective design of instruction“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2345.

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The purpose of the project was to develop a web-based instructional design tool. The tool provides guidelines, templates, and checklists to simplify the overall process, and give the designer a path to follow to help manage the instructional design project. It is based on the generalized model of Instructional Systems Design (ISD), but is applicable to the design of instructional materials for delivery by an instructor, by Computer-based Training (CBT), or a combination of instructor-led and technology-based delivery.

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Cannon, Christopher Garrett. „Teacher and Student Perceptions of Computer-Assisted Instructional Software to Differentiate Instruction“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3664.

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Many educators struggle to meet the academic needs of students, especially in the subject area of mathematics. Computer-assisted instruction is an instructional strategy used to enhance instruction. However, there is limited research on the effectiveness of these software programs for all students. The purpose of this qualitative, embedded, multiple case study was to explore the perceptions of teachers and students using computer-assisted instructional software to differentiate instruction within a general education and special education 4th-grade mathematics classroom. The constructivism theory provided a framework for the topic of differentiated instruction. This study included a single elementary school within a district in the Southeastern United States. The participants of this study included 1 general education and 1 special education 4th-grade mathematics teacher. In addition, participants included 6 general education and 4 special education 4th-grade mathematics students. Introductory and follow-up teacher interviews, introductory and follow-up student focus group interviews, 6 classroom observations, and teacher lesson plans were used as data collection methods. Gerund coding, categorizing, and content analysis was employed to interrogate the data. The constant comparative method was used to determine within-case and across-case themes and discrepancies. The findings revealed that teachers used computer-assisted instructional software, MobyMax, to meet individual student needs, monitor student progress, implement small group instruction, increase student engagement, and supplement primary teacher-led instruction. Educators can use the findings of this study to understand how teachers can use computer-assisted instruction to meet the needs of students.

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Miller, Jason Eric 1976. „Software instruction caching“. Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/40317.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2007.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (p. 185-193).
As microprocessor complexities and costs skyrocket, designers are looking for ways to simplify their designs to reduce costs, improve energy efficiency, or squeeze more computational elements on each chip. This is particularly true for the embedded domain where cost and energy consumption are paramount. Software instruction caches have the potential to provide the required performance while using simpler, more efficient hardware. A software cache consists of a simple array memory (such as a scratchpad) and a software system that is capable of automatically managing that memory as a cache. Software caches have several advantages over traditional hardware caches. Without complex cache-management logic, the processor hardware is cheaper and easier to design, verify and manufacture. The reduced access energy of simple memories can result in a net energy savings if management overhead is kept low. Software caches can also be customized to each individual program's needs, improving performance or eliminating unpredictable timing for real-time embedded applications. The greatest challenge for a software cache is providing good performance using general-purpose instructions for cache management rather than specially-designed hardware. This thesis designs and implements a working system (Flexicache) on an actual embedded processor and uses it to investigate the strengths and weaknesses of software instruction caches. Although both data and instruction caches can be implemented in software, very different techniques are used to optimize performance; this work focuses exclusively on software instruction caches. The Flexicache system consists of two software components: a static off-line preprocessor to add caching to an application and a dynamic runtime system to manage memory during execution. Key interfaces and optimizations are identified and characterized. The system is evaluated in detail from the standpoints of both performance and energy consumption. The results indicate that software instruction caches can perform comparably to hardware caches in embedded processors. On most benchmarks, the overhead relative to a hardware cache is less than 12% and can be as low as 2.4%. At the same time, the software cache uses up to 6% less energy. This is achieved using a simple, directly-addressed memory and without requiring any complex, specialized hardware structures.
by Jason Eric Miller.
Ph.D.

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Chambers, Cynthia R. „Social Skill Instruction“. Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3905.

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Evanshen, Pamela. „Integrated Thematic Instruction“. Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4407.

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Evanshen, Pamela. „Integrated Thematic Instruction“. Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4409.

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Evanshen, Pamela. „Integrated Thematic Instruction“. Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/4413.

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Sharp, L. Kathryn, und L. Hamilton. „Improving Writing Instruction“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4291.

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James, Casie Dawn. „Strategic spelling instruction“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2993.

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The study proposes an alternative way for elementary school educators to instruct students in spelling. It suggests that spelling instruction should allow ample time for students to manipulate letters and patterns in their spelling words and provide time for writing. It also offers a two-week lesson plan of spelling instruction backed by research. The study was conducted using a mixed design with a predominantly Hispanic 6th grade class at a Title I school, with 60% of the students classified as English Language Learners. The study design consisted of observations of the students manipulating the spelling words, anecdotal notes taken while observing the students, and the collection of writing samples across time. Data was collected by four formal language arts tests and bimonthly spelling assessments.

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Wulle, Kathy Ann Rhodes Dent. „Selected instructor characteristics related to instruction in community college interdisciplinary humanities courses“. Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9115233.

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Thesis (Ed. D.)--Illinois State University, 1990.
Title from title page screen, viewed December 2, 2005. Dissertation Committee: Dent M. Rhodes (chair), Barbara Sherman Heyl, Phyllis J. Kozlowski, William C. Woodson. Includes bibliographical references (leaves 217-235) and abstract. Also available in print.

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Mooneyham, John C. „Instructional Strategies for Young English Learners“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5922.

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Yellen, Richard Emerson. „Increasing the propensity to use computer application software“. Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184286.

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The use of computer application software could be increased. The goal of this research was to uncover a design for a module which instructs the potential user how to use software. This type of module, called an instructional module, would, when incorporated on software such as decision support tools, increase the willingness of novices to use the software more frequently. Four instructional modules designs, which were the result of combining two states of two variables of instructional module design, were examined. The four designs are (1) an automated programmed learning module; (2) an automated help facility; (3) a manual programmed learning module and; (4) a manual help facility. A financial decision support tool was developed, and each of the four instructional modules designs was placed separately on the decision support tool. This created, in effect, four different tools. Subjects in the experiment were business school students with no formal experience using a decision support tool. Each subject was exposed to two of the four instructional module designs during a training session which lasted one hour. One month after the training session, the subjects were reassembled for a second session. During this session, the subjects selected one of the two tools, with its instructional module, which they had been exposed to previously. The subjects were to use the selected tool to solve problems which would likely require them to access the instructional module. In addition to these behavioral selection data, attitudinal data concerning the instructional module designs were also collected throughout both sessions of the experiment. Based on their selection and their attitudinal responses, the subjects indicated that the tool with the automated programmed learning module was the module of choice. The research methodology successfully provided input for instructional module design for computer application software such as decision support tools.

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Lim, Nien Yi. „Separating instruction fetches from memory accesses ILAR (Instruction Line Associative Registers) /“. Lexington, Ky. : [University of Kentucky Libraries], 2009. http://hdl.handle.net/10225/1121.

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Thesis (M.S.)--University of Kentucky, 2009.
Title from document title page (viewed on May 6, 2010). Document formatted into pages; contains: viii, 59 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 56-58).

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Ogonowski, Carol Ann. „Solving Word Problems in the Classroom: Traditional Instruction vs. Computer Instruction“. UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/334.

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The intent of this study was to determine if there was a difference in student performance when word problems or mathematical problem-solving skills are taught the traditional way or when students are taught through Computer Assisted Instruction, CAI. Ninety students in grades 9 through 12 participated in this study. The Stanford Test of Academic Skills, TASK, was administered for pre- and posttesting. No significant differences in achievement were found.

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Short, Donna. „Data-Driven Instruction Use for Residency II Candidates After Clinical Instruction“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7193.

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Residency II teacher candidates seeking education licensure at the southeastern public state university had low evaluation scores on their ability to provide feedback and modify instruction based on assessment. The purpose of this qualitative case study was to explore how 27 Residency II teacher candidates modified instruction based on assessment data during their field experience as indicated by the Tennessee Educator Acceleration Model (TEAM), Educational Teacher Performance Assessment (edTPA) Rubric 15 score, and self-reported qualitative surveys. The focus of the research questions included a conceptual framework for examining the level of assessment proficiency on the local and national assessments. The congruency of these three measures of data analysis addressed the courses and field experiences of Residency II clinical teacher candidates. The major findings were that teacher candidates were meeting expectations of the edTPA and TEAM; however, the preexisting teacher candidates' surveys indicated that there was a lack of satisfaction with their data training. Evidence indicated that the EDTPA and TEAM provided the quantitative measurements but did not provide the qualitative feedback to address any modifications in the instruction. The possible social change implications of this study involves the Residency II teacher candidates participating in an organized, 3-day workshop to have a purposeful experience where they learned collectively and enriched their field experiences while exceeding the required expectations of the edTPA and TEAM assessments.

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Romig, Connie J. „ACTIVE-CONSTRUCTIVE-INTERACTIVE: INVESTIGATING THEEFFECTIVENESS OF DIFFERING INSTRUCTIONAL STRATEGIES IN ACLASSROOM SETTING“. Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1479132642364102.

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Comeaux, Brian. „A Comparison of Instructional Strategies: Does How You Teach Mathematics Matter?“ ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/honors_theses/123.

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For most of the twentieth and all the twenty-first century, there has been a great debate over educational reform for teaching mathematics. From these debates have come a critical look at how to properly instruct students so they can actively learn in the classroom, yet still retain the information for use in their later life. These questions are rooted in the larger debate between philosophical and psychological dimensions of human growth and development. Some educators, therefore, believe structuring their instruction around some philosophies such as idealism, realism, pragmatism, or existentialism was the key to success for their students. Others took the psychological approach and featured behaviorist or cognitive ideas in their teaching. Most feel that the approaches to psychology reflect these philosophical and psychological theories. These positions have resulted in the emergence of specific suggested teaching strategies that each proponent believes provide the solutions to the dilemma of how to best educate today’s students. This study examines what effect two different instructional strategies have on student acquisition of mathematical concepts and procedures.

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Njenga, James Kariuki. „Instructional design process in a web-based learning management system: design, implementation and evaluation issues“. Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Web technologies have necessitated a transformation culture in higher education
institutions. Many of these institutions are employing web technologies whose
development, for varying reasons, is not supported by research in their field and
domain of use. One such field is instructional design for the web learning.
Although there is a lot of research on the most effective instructional design
strategies, the use of research for web-based learning applications has been
limited.

This thesis reports on a study aimed at transforming the research on instructional
design into practice by designing an instructional design system and providing an
argument for its implementation. The argument is intended to facilitate the design
and development of an instructional design subsystem of the web, that would in
turn offer effective and efficient ways for creating web-based learning materials
to instructors.

The study started by examining the various paradigms, theories and practices of
instructional design with the intent of using them to enrich and improve the
practice of instructional design in web learning. It undertook a thorough and
systematic review of the literature on instructional design in order to come up
with an instructional design system. The design approach used successful design
patterns that have been used elsewhere, e.g. in software design, to create common
responses or solutions to recurrent problems and circumstances. Instructional
design patterns were identified in this study as the recurrent problems or processes
instructional designers go through while creating instructional materials, whose
solutions can be reused over and over again.

This study used an iterative developmental research process of finding and
modelling an instructional design process as the research methodology. This
process follows and builds on existing research on instructional models, theories
and strategies, and ensures that the same methodology can be used to test the
theories in the design, thus improving both the research and the design.

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Schugar, Jordan T. „Metaphor instruction in one english teacher's classroom his understandings, instructional practices, and attitudes /“. College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8517.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Collins, David D. „Keyboarding : computer-assisted method of instruction versus the traditional method of instruction /“. View online, 1985. http://repository.eiu.edu/theses/docs/32211130497807.pdf.

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de, Korte Adriaan Jan. „Processing Instruction (PI) versus Traditional Instruction (TI) in Dutch vocational L2 classrooms“. Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/79983/.

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There is broad consensus in the field of SLA that besides exposure to input, which is seen as a necessary but not a sufficient condition for L2 acquisition, a certain amount of grammar teaching is essential to achieve grammatical accuracy (Carroll, 2013). However, which approach is more likely to generate positive and lasting effects is controversial. In the current study two approaches to English grammar teaching were tested in Dutch secondary classrooms. While most research into PI investigated university level learners, the current experiment was carried out among vocational learners. The experimental group received structured input informed by Van Patten and Cadierno's (1993) Input Processing theory. In this approach, called Processing Instruction (PI), learners receive structured input activities which contain the target form (in this case past tense -ed). The experimental group was compared with a control group of learners who received traditional, output-oriented instruction (TI group). Findings of this research in which 230 young learners of English at six vocational schools in the Netherlands took part, suggest that PI was more effective in the past tense receptive tasks two weeks after the intervention. Both groups made similar substantial learning gains on the past tense productive tasks. An important secondary effect was found for the PI group in that learners outperformed the TI group in their knowledge of the present tense form, without additional training of this form. The study also offers evidence for the existence of an interface between explicit and implicit learning: at the delayed post-test stage learners were able to form past tense inflections with verbs they had not seen during the training phase.

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Pericàs, Gleim Miquel. „Affordable kilo-instruction processors“. Doctoral thesis, Universitat Politècnica de Catalunya, 2008. http://hdl.handle.net/10803/6025.

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Diversos motius expliquen l'estancament en el que es troba el desenvolupament del processador tradicional dissenyat per maximitzar el rendiment d'un únic fil d'execució. Per una banda, técniques agressives com la supersegmentacó del camí de dades o l'execució fora d'ordre tenen un impacte molt negatiu sobre el consum de potència i la complexitat del disseny. Altrament, l'increment en la freqüència del processador augmenta la discrepància entre la velocitat del processador i el temps d'accés a memòria principal. Tot i que les memòries cau redueixen considerablement el nombre d'accessos a memòria principal, aquests accessos introdueixen latencies prou grans per reduir considerablement el rendiment. Tècniques convencionals com l'execució fora d'ordre, útils per ocultar accessos a les memòries cau de 2on nivell, no estan pensades per ocultar latències tan grans. Caldrien cues amb mides de centenars d'instruccions i milers de registres per tal de no interrompre l'execució en el moment de produir-se un accés a memòria principal. Desafortunadament, la tecnologia disponible no és eficient per implementar aquestes estructures monolíticament, doncs resultaria un temps d'accés molt elevat, un consum de potència igualment elevat i un àrea no menyspreable.

En aquesta tesi s'han estudiat tècniques que permeten l'implementació d'un processador amb capacitat per continuar processant instruccions en el cas de que es produeixin accessos a memòria principal. Les condicions per a que aquest processador sigui implementable són que estigui basat en estructures de mida convencional i que tingui una unitat de control senzilla. El repte es troba en conciliar un model de processador distribuït amb un control senzill. El problema del disseny del processador s'ha enfocat observant el comportament d'un processador de recursos infinits. S'ha observat que l'execució segueix uns patrons molt interessants, basats en la localitat d'execució. En aplicacions numèriques s'observa que més del 70% de les instruccions no depenen de accessos a memòria principal. Aixó és molt important doncs mostra que sempre hi ha una porció important d'instruccions executables poc després de la decodificació. Aixó permet proposar un nou tipus de processador amb dues unitats d'execució. La primera unitat (el "Cache Processor") processa a alta velocitat instruccions independents de memòria principal. La segona unitat ("Memory Processor") processa les instruccions dependents de accessos a memòria principal, pero de forma molt més relaxada, cosa que li permet mantenir milers de instruccions en vol. Aquesta proposta rep el nom de Decoupled KILO-Instruction Processor (D-KIP) i té forces avantatges: per un costat permet la construcció d'un kilo-instruction processor basat en estructures convencionals i per l'altre simplifica el disseny ja que minimitza les interaccions entre ambdos unitats d'execució.

En aquesta tesi es proposen dos implementacions de processadors desacoblats: el D-KIP original, i el Flexible Heterogeneous MultiCore (FMC). Sobre aquestes propostes s'analitza el rendiment i es compara amb altres tècniques que incrementan el parallelisme de memoria, com el prefetching o l'execució "runahead". D'aquesta avaluació es desprén que el processador FMC té un rendiment similar al de un processador convencional amb una finestra de 1500 instruccions en vol. Posteriorment s'analitza l'integració del FMC en entorns multicore/multiprogrammats. La tesi es completa amb la proposta d'una cua de loads i stores (LSQ) per a aquest tipus de processador.
Several motives explain the slowdown of high-performance single-thread processor development. On the one hand, aggressive techniques such as superpipelining or out-of-order execution have a considerable impact on power consumption and design complexity. On the other hand, the increment in processor frequencies has led to a large disparity between processor speed and memory access time. Although cache memories considerably reduce the number of accesses to main memory, the remaining accesses introduce latencies large enough to considerably decrease performance. Conventional techniques such as out-of-order execution, while effective in hiding L2 cache accesses, cannot hide latencies this large. Queues of hundreds of entries and thousands of registers would be necessary in order to prevent execution from stalling in the event of a L2 cache miss. Unfortunately, current technology cannot efficiently implement such structures monolithically, as access latencies would considerably increase, as would power consumption and area consumption.

In this thesis we studied techniques that allow the processor to continue processing instructions in the event of main memory accesses. The conditions for such a processor to be implementable are that it should be based on structures of conventional size and that it should feature simple control logic. The challenge lies in being able to design a distributed processor with simple control. The design of this processor has been approached by analyzing the behavior of a processor with infinite resources. We have observed that execution follows a very interesting pattern based on execution locality. In numerical codes we observed that over 70% of all instructions do not depend on memory accesses. This is interesting since it shows that there is always a large portion of instructions that can be executed shortly after decode. This allows us to propose a new kind of processor with two execution units. The first unit, the Cache Processor, processes memory-independent instructions at high speed. The second unit, the Memory Processor, processes instructions that depend on main memory accesses, but using relaxed scheduling logic, which allows it to scale to thousands of in-flight instructions. This proposal, which receives the name of Decoupled KILO-Instruction Processor (D-KIP), has several advantages. On the one hand it allows the construction of a kilo-instruction processor based on conventional structures and, on the other hand, it simplifies the design as the interaction between both execution units is minimal.

In this thesis two implementations for this kind of processor are presented: the original D-KIP and the Flexible Heterogeneous MultiCore (FMC). The performance of these proposals is analyzed and compared to other proposals that increase memory-level parallelism, such as prefetching or runahead execution. It is observed that the FMC processor performs at the same level of a conventional processor with a window of around 1500 instructions. Further, the integration of the FMC processor into a multicore/multiprogrammed environment is studied. This thesis concludes with the proposal of a two-level Load/Store Queue for this kind of processor.

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Crowe-Joong, Elizabeth. „Stress and clinical instruction“. Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61950.

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Seng, Shay Ping. „Adaptive flexible instruction processors“. Thesis, Imperial College London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406853.

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Yang, yi fan, und ye Tang. „Instrument for respiration instruction“. Thesis, Högskolan i Halmstad, Sektionen för Informationsvetenskap, Data– och Elektroteknik (IDE), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-20164.

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In this project, we use a computer to sense, extract features from the signal,synthesize and control a graphical ball. Our aim is to control children respirationby software, displaying a small ball in a screen. When the child breathes on themicrophone, the ball moves in the display so the doctor will have time/possibilityto listen to the lung with a stethoscope.We used Action Script3.0 to write our project codes. The resulting software isexecuted in (Adobe Inc.trademark software environment) Flash.

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McBride, Phil Blake. „REVITALIZING CHEMISTRY LABORATORY INSTRUCTION“. Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1070500644.

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Dissertationen zum Thema „Instruction“

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