Dissertations / Theses: 'Courbes IDF'

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Haruna, Abubakar. "Améliorer l'estimation des aléas de précipitations grâce aux relations Intensité-Durée-Aire-Fréquence (IDAF). Application à une zone à la topographie complexe." Electronic Thesis or Diss., Université Grenoble Alpes, 2024. http://www.theses.fr/2024GRALU002.

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À une époque impactée par des phénomènes météorologiques de plus en plus variables qui peuvent modifier profondément les communautés, l'importance de prédictions fiables des précipitations extrêmes à de multiples échelles n'a jamais été aussi prédominante. Malgré sa portée cruciale, une prédiction précise demeure un défi de taille, en particulier dans les régions montagneuses, qui sont particulièrement exposées aux risques associés aux précipitations extrêmes. Par conséquent, des outils plus robustes sont nécessaires pour une prédiction fiable.Les relations Intensité-Durée-Aire-Fréquence (IDAF) résument les principales caractéristiques statistiques des précipitations extrêmes. Elles sont utilisées pour la quantification des aléas de précipitations et le développement de systèmes d'alerte précoce. Alors que les relations Intensité-Durée-Fréquence (IDF) pour les précipitations ponctuelles ont été largement étudiées, les relations IDAF, prenant en compte la zone d'accumulation, ont reçu beaucoup moins d'attention et, à notre connaissance, seulement pour les extrêmes.Cette thèse vise à modéliser les relations IDAF des précipitations pour toute la gamme des précipitations non nulles dans des zones à la topographie complexe (avec application en Suisse), où des modèles robustes et flexibles sont nécessaires en raison de la forte variabilité spatio-temporelle des précipitations. La grande originalité de cette thèse est que les relations IDAF sont développées pour toute la gamme des intensités de précipitations non nulles, et pas seulement pour les extrêmes. Les distributions marginales robustes des relations modélisées peuvent être utilisées dans les générateurs stochastiques de précipitation.Premièrement, nous avons identifié un modèle parcimonieux au sein de la famille extended generalized Pareto (EGPD) pour modéliser la distribution des intensités non nulles. Deuxièmement, nous avons développé trois modèles de régionalisation pour améliorer la robustesse et la fiabilité des estimations quotidiennes des précipitations. Les résultats montrent que toutes les méthodes régionales offrent une robustesse et une fiabilité accrues en matière de prédiction par rapport au modèle local (sans régionalisation). La méthode spatiale basée sur des modèles additifs généralisés (GAM) a démontré de meilleurs résultats pour les extrêmes, alors que la méthode sur l'approche de la région d'influence a conduit à de meilleurs résultats dans le centre de la distribution.Troisièmement, nous avons développé des modèles de relations IDF en utilisant toutes les intensités de précipitations non nulles afin d'inclure efficacement les informations disponibles. Trois approches ont été envisagées. La première est basée sur la propriété d'invariance d'échelle des précipitations, la deuxième sur la formulation générale des IDF et la dernière est purement basée sur les données (data-driven), employant des équations déterminées empiriquement pour modéliser les relations IDF. Les meilleurs résultats ont été obtenus par la troisième. Des courbes IDF à l'échelle de bassins versants ont été générées à partir de ce modèle pour une utilisation opérationnelle, et les distributions marginales journalières dérivées des modèles sont destinées à être utilisées dans un générateur stochastique de précipitation.Enfin, nous avons construit des relations IDAF basées sur une approche data-driven en utilisant un produit de réanalyse radar. Le modèle nous a permis de caractériser l'aléa de précipitations surfaciques pour un continuum d'échelles spatio-temporelles. Dans l'ensemble, les résultats ont permis de mieux comprendre les variabilités saisonnières et régionales de l'aléa de précipitation en Suisse. Pour de courtes durées, les niveaux les plus élevés sont observés en été, tandis qu'à l'échelle journalière, les niveaux les plus élevés sont observés en automne, notamment au Tessin, région identifiée comme la plus exposée aux précipitations extrêmes à toutes les échelles
In an era marked by increasingly volatile weather patterns and their profound impact, reliable prediction of extreme precipitation across multiple scales has never been more challenging. Despite its pivotal significance, accurate prediction remains a formidable challenge, especially in mountainous regions that are particularly susceptible to extreme precipitation hazards. As a result, more robust and efficient tools are needed for reliable prediction.Intensity-Duration-Area-Frequency (IDAF) relationships summarize the main statistical characteristics of extreme precipitation. They are used for areal rainfall hazard quantification, storm characterization, and early warning system development. While Intensity-Duration--Frequency (IDF) relationships for point precipitation have been extensively studied, IDAF relationships, accounting for the area of accumulation, have received far less attention and to our knowledge only for extremes.This thesis aims to model the IDAF relationships for the whole range of non-zero precipitation in topographically complex areas (with application in Switzerland) where robust and flexible models are required due to the strong spatio-temporal variability of precipitation. The key novelty is that IDAF relationships are developed for the whole range of non-zero precipitation intensities, not just extremes. In addition to its usual application, the marginal distributions from the relationships can be utilized in stochastic weather generators.Four objectives were identified and carefully addressed. First, we identified a parsimonious three-parameter model within the extended generalized Pareto distribution (EGPD) family to model the distribution of non-zero precipitation intensities. Second, we build regionalization models based on three regionalization approaches to improve the robustness and reliability of daily precipitation estimates. The first relies on a fast algorithm that defines distinct homogeneous regions based on upper tail similarity, the second is based on the region-of-influence approach, and the third is a spatial approach based on Generalized Additive Model. All the regional models offered improved robustness and reliability in prediction compared to the local model (without regionalization). The GAM-based method was better in the upper tail, while the ROI method performed better in the bulk of the distribution.Third, we developed IDF relationships using all non-zero rainfall intensities for 30 min to 72 hr, making efficient use of available information. Three approaches were considered, the first is based on precipitation scale invariance, the second relies on the general IDF formulation, and the last is purely data-driven, employing empirically determined relationships to model the IDF relationships. The best results were shown by the model based on the data-driven approach. It reproduced the known space and time variability of extreme rainfall across Switzerland, catchment-level IDF curves were generated from it for operational use, and the daily marginal distributions derived from the models are intended to be used in a stochastic weather generator currently developed for operational use.Finally, we constructed IDAF relationships based on a data-driven approach for 1 to 72 hr and 1 to 1,089 km2 at each pixel, utilizing a radar-reanalysis product. The model allowed us to characterize areal precipitation hazards for a continuum of spatio-temporal scales. Overall, the results provided insights into the seasonal and regional patterns of precipitation hazards in Switzerland, highlighting the importance of considering multiple spatio-temporal scales when assessing extreme precipitation hazards. For short durations (e.g. 1 hr), the highest levels are almost exclusively observed in summer, while for the daily scale, the highest levels are observed during autumn, particularly in Ticino, a region identified as the most exposed to extreme precipitation across all scales

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Ghanmi, Hanen. "Estimation des courbes intensités-durées-surfaces-fréquences (IDAF) de la région de Tunis dans un contexte multifractal." Versailles-St Quentin en Yvelines, 2014. http://www.theses.fr/2014VERS0042.

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Notre objectif est d’étudier les propriétés d’invariance d’échelles des précipitations observées à Tunis et leurs conséquences sur les courbes IDF et IDAF, préalable indispensable au dimensionnement des ouvrages hydrauliques. Des séries chronologiques de taux précipitant observés à Tunis ont été analysées. Plusieurs observations ont pu être faites : plusieurs régimes d’invariance d'échelle ; une évolution significative de la dimension fractale du support de la pluie à microéchelle au cours du siècle dernière; le caractère non-conservatif du régime microéchelle. Le modèle « multifractales universelles » caractérise les propriétés statistiques au moyen de trois paramètres. La prise en compte du caractère intermittent et non conservatif du processus de pluie à fine échelle conduit, à l’obtention de paramètres en accord avec les résultats récemment publiés sur les propriétés des précipitations à très fine échelle. L’établissement de courbes IDF, qui caractérisent la probabilité d’apparition des évènements intenses, nécessite de disposer d’observation à fine résolution (5mn) et sur de longues périodes (50 ans). Une relation de régionalisation appliquée aux données journalières recueillies par la DGRE dans 40 stations pluviométriques de la région du Grand Tunis, associée à l’hypothèse d’invariance d’échelle simple nous a permis d’élaborer les courbes IDF des stations pluviométriques de la région du Grand Tunis. Les courbes IDAF ont ensuite été élaborées à partir des cartes de quantiles déduites des courbes IDF d’une part, à partir de l’approche proposée par De Michele en 2011 d’autre part
Our goal is to study the properties of scales invariance of rainfall observed in Tunis and their impact on the IDF and IDAF curves, a prerequisite to the design of hydraulic structures. Time series of rainfall observed in Tunis were analyzed. Several observations have been made: several regimes of scale invariance, a significant change in the fractal dimension of the support of microscale rain during the last century, non- conservative character of the regime microscale. The ‘universal multifractal’ model characterizes the statistical properties by three parameters. Taking into account the intermittent and non-conservative nature of the process of fine-scale rainfall leads to obtaining parameters in accordance with the results recently published on the properties of fine scale precipitation. The establishment of IDF curves that characterize the probability of intense events requires having observation in fine resolution (5 mn) and long periods (50 years). A regionalization relationship applied to daily data collected from DGRE on 40 raingauges in the Greater Tunis, combined with the assumption of simple scale invariance has enabled us to develop IDF curves of raingauges in the region Greater Tunis. The IDAF curves were then constructed from quantiles maps deducted from IDF curves on the one hand, from the approach proposed by De Michele in 2011 on the other

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Panthou, Gérémy. "Analyse des extrêmes pluviométriques en Afrique de l'Ouest et de leurs évolution au cours des 60 dernières années." Phd thesis, Université de Grenoble, 2013. http://tel.archives-ouvertes.fr/tel-01062462.

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En Afrique de l'Ouest, la diminution brutale de la pluviométrie depuis les années 1970 s'est produite en concomitance avec une augmentation des dommages liés aux inondations. Si une accentuation de la vulnérabilité des populations est indéniable, la question d'une évolution de l'aléa pluviométrique en particulier des pluies les plus intenses reste posée - notamment dans un contexte où le réchauffement climatique devrait s'accompagner d'une intensification du cycle hydrologique globale. Cette thèse s'attache améliorer nos connaissances sur le régime de pluies extrêmes en Afrique de l'Ouest sous-documenté à l'heure actuelle dans les sciences du climat et de l'hydrologie opérationnelle. Le travail s'articule autour des trois objectifs: (i) fournir une vision régionale intégrée de l'organisation spatiale des extrêmes, (ii) étudier l'évolution du régime de précipitations extrêmes en lien avec la variabilité décennale des cumuls pluviométriques annuels, (iii) caractériser les extrêmes pluviométriques en produisant des cartes d'aléa pluviométrique et en étudiant les liens d'échelles entre les extrêmes de pluie à différents résolutions spatio-temporelles. On se base ici sur les données journalières des réseaux nationaux disponibles depuis les années 1950 sur l'Afrique de l'Ouest et actualisées sur le Sahel Central jusqu'en 2010; les données de précipitation à haute résolution disponibles depuis 1990 sur l'observatoire AMMA-CATCH Niger. Les modèles statistiques classiques issus de la théorie des valeurs extrêmes, ont été adaptés pour incorporer des covariables représentant des non-stationnarités spatiales et temporelles dans les pluies extrêmes. On montre la grande robustesse de ces modèles pour estimer les quantiles rares et détecter les tendances régionales dans les séries d'extrêmes. Le cadre théorique des fractales a été utilisé pour modéliser les relations d'échelles spatio-temporelles. On montre ainsi qu'une représentation de type "simple scaling" permet de décrire de manière très satisfaisante ces relations sur la gamme des pas de temps allant de 1 à 24 heures. Les résultats climatologiques confirment que la sécheresse de la fin du XXeme siècle a été avant tout associée à une baisse de l'occurrence des précipitations, leur intensité demeurant relativement inchangée. On note en revanche un comportement singulier sur la dernière décennie durant laquelle un déficit persistant d'occurrence est compensé par une intensification des précipitations qui explique un retour vers une meilleure pluviométrie annuelle, associée cependant à des extrêmes plus marqués et donc porteurs de risque hydrologique.

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Pepe, Julie. "STUDENT PERCEPTION OF GENERAL EDUCATION PROGRAM COURSES." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3545.

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The purposes of this study were to: (a) determine, for General Education Program (GEP) courses, what individual items on the student form are predictive of the overall instructor rating value; (b) investigate the relationship of instructional mode, class size, GEP foundational area, and GEP theme with the overall instructor rating value; (c) examine what teacher/course qualities are related to a high (Excellent) overall evaluation or a low (Poor) overall evaluation value. The data set used for analysis contained sixteen student response scores (Q1-Q16), response number, class size, term, foundational area (communication, cultural/historical, mathematics, social, or science), GEP theme (yes/no), instructional mode (face-to-face or other), and percent responding (calculated value). All identifying information such as department, course, section, and instructor was removed from the analysis file. The final data set contained 23 variables, 8,065 course sections, and 294,692 student responses. All individual items on the student evaluation form were related to the overall evaluation item score, measured using SpearmanÂ s correlation coefficients. None of the examined course variables were selected as significant when the individual form items were included in the modeling process. This indicated students employed a consistent approach to the evaluation process regardless of large or small classes, face-to-face or other instructional modes, foundational area, or percent responding differences. Data mining modeling techniques were used to understand the relationship of individual item responses and additional course information variables to the overall score. Items one to fifteen (Q1 to Q15), class size, instructional mode, foundational area, and GEP theme were the independent variables used to find splits to create homogenous groups in relation to the overall evaluation score. The model results are presented in terms of if-then rules for Â ExcellentÂ or Â PoorÂ overall evaluation scores. The top three rules for Â ExcellentÂ or Â PoorÂ based their classifications on some combination of the following items: communication of ideas and information; facilitation of learning; respect and concern for students; instructorÂ s overall organization of the course; instructorÂ s interest in your learning; instructorÂ s assessment of your progress in the course; and stimulation of interest in the course. Proportion of student responses conforming to the top three rules for Â ExcellentÂ or Â PoorÂ overall evaluation ranged from 0.89 to .60. These findings suggest that students reward, with higher evaluation scores, instructors who they perceive as organized and strive to clearly communicate course content. These characteristics can be improved through mentoring or professional development workshops for instructors. Additionally, instructors of GEP courses need to be informed that students connect respect and concern and having an interest in student learning with the overall score they give the instructor.
Ph.D.
Department of Educational and Human Sciences
Education
Education PhD

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Maillard, S. "Recherche des caractéristiques des systèmes élémentaires de courbes planes du troisième ordre." Paris : Bibliothèque universitaire Pierre et Marie Curie (BUPMC), 2009. http://jubil.upmc.fr/sdx/pl/toc.xsp?id=TH_000282_001&fmt=upmc&idtoc=TH_000282_001-pleadetoc&base=fa.

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Nguyen, Thi Thu. "The ecological roles of golf courses in urban landscapes." Thesis, Nguyen, Thi Thu (2022) The ecological roles of golf courses in urban landscapes. PhD thesis, Murdoch University, 2022. https://researchrepository.murdoch.edu.au/id/eprint/63558/.

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The proliferation of urban golf courses accounts for a growing proportion of the urban land area in Australia and other countries. While many suggest that golf courses have an environmentally negative impact, others believe they are important nodes in the network of urban green space and can provide refugial habitat for wildlife. However, research on golf course ecology is in its infancy and this limits development of explicit guidelines for ecologically sound development. Therefore, this PhD research used remote sensing technology to investigate the ecological roles of golf courses in maintenance of vegetation at the urban landscape scale. The thesis explores temporal and spatial landscape data as well as the possible cooling effects golf course can provide in the Perth Metropolitan Region. The multifunctional aspects of green spaces in golf courses are highlighted in this study. Firstly, by using moderate resolution satellite imagery (Landsat) time series data for three decades from 1988 to 2018 to assess temporal changes in vegetation cover, the study found that vegetation clearance was significant and vegetation cover has become increasingly fragmented. It was concluded that golf courses contribute to urban conservation through the maintenance of vegetation cover and by increasing habitat connectivity during the long period of urbanisation. Secondly, high resolution satellite imagery (PlanetScope (PS) Level 3B) was then used to compare spatially the characteristics of vegetation within golf courses with other urban land-use. It found that golf courses have less conservation values than conservation land, but their role in preservation of native vegetation, vegetation health and habitat connectivity is more significant than other highly intensive urban land-uses. Thirdly, analysis of multispectral high resolution airborne imagery for assessing the capacity of golf courses in mitigating the urban temperature revealed that urban golf courses can provide cooling effects in the urban environment through the provision of tree coverage and other green areas. Despite limitations of the research being carried out at the landscape scale, the findings of the thesis can enhance the future integration of golf courses into urban biodiversity conservation and ecosystem service improvement.

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Milligan, James. "An exploration of accelerated pre-registration courses in physiotherapy : perceptions of practitioners." Thesis, University of Huddersfield, 2010. http://eprints.hud.ac.uk/id/eprint/9077/.

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The aim of this research study was to explore physiotherapy clinicians’ perceptions of both traditional and accelerated pre-registration physiotherapy training courses with regard to professional practice. The term ‘accelerated courses’ refers to shortened study routes that have no significant loss of content. Applicants to pre-registration accelerated courses in physiotherapy require an existing Honours’ degree to incorporate their prior learning and abilities. A mixed methodology approach was used in three phases. Clinical marks of pre registration physiotherapy students from both courses were compared. Results indicated that those from accelerated courses gained higher marks than their traditional counterparts. Interview data from a purposive sample of fourteen senior clinicians was analysed using Interpretative Phenomenological Analysis. Findings were compared with questionnaire results from a larger purposive sample of fifty-one clinicians having gained a 50% response rate Analysis indicated that these clinicians valued physiotherapists trained from both routes but for different reasons. Two major superordinate themes arose. Within ‘Perceptions of Success’ many clinicians noted the accelerated graduates’ greater confidence. This was associated with their extended academic background and/or additional life skills. Many accelerated graduates were said to ‘hit the ground running’ as they quickly acclimatised into the complex working environment. However in the second superordinate theme entitled ‘A Note of Caution’ over-confidence was noted amongst some accelerated graduates. This caused minor difficulties in team dynamics and/or certain aspects of clinical care. Some needed ‘reining in’ in the early stages of their career. In direct contrast some traditional graduates appeared less confident, passive and lacking initiative. Nonetheless these same clinicians preferred this as they saw opportunities to ‘mould’, influence and develop the traditionally trained graduates as they saw fit. Both perceptions are of interest in light of Quality Assurance Agency expectations of Honours and Masters level outcomes and have implications for training and clinical practice alike.

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Esclaibes. "Sur les applications des fonctions elliptiques à l'étude des courbes du premier genre." Paris : Bibliothèque universitaire Pierre et Marie Curie (BUPMC), 2009. http://jubil.upmc.fr/sdx/pl/toc.xsp?id=TH_000306_001&fmt=upmc&idtoc=TH_000306_001-pleadetoc&base=fa.

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Scheick, Amy. "VIRTUAL VISTAS: HIGH SCHOOL STUDENTS DESCRIBING THEIR EXPERIENCES IN ONLINE COURSES." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4012.

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Current research indicates that distance education courses can be as effective as traditional courses when the method and technologies used are appropriate to the instructional tasks. The number of states, counties, and school districts that provide online courses for high school students has rapidly expanded during the last ten years. The number of students, who enroll in these courses, has often grown by double digits each year. Understanding K-12 students' experiences in, and expectations of, online learning is important for many reasons. Online learning is certainly growing and may become a graduation requirement in more states. Currently Michigan requires every student must participate in some form of online learning as a high school graduation requirement. High school students enrolling in online courses may have a measurable influence on higher education courses in the future, as students become more experienced with online learning. A great deal has been written about the development of virtual high schools, some of the issues surrounding them and basic student demographics. There are only a few studies that have interviewed students in detail as to why they have chosen to participate in a virtual school and examined how this choice has impacted them. The purpose of this study was to describe from the student's perspective, why they had enrolled in online courses and allowed them to characterize their experiences. Further, this study sought to identify the personality types and traits of the students enrolled in online high school courses and reported on one measure of the student's cognitive style or cognitive tempo. Forty-three students who were enrolled in a state sponsored virtual high school participated in this study. The study used three online instruments to collect data. The Matching Familiar Figures Test-20 was used to measure the impulsive or reflective responses of the students. The Long-Dziuban Reactive Behavioral Survey was used to determine the students' personality types. The third instrument was an online questionnaire of open-ended questions asking the students about their online experiences. In addition, twelve students participated in follow-up interviews. The study found that the students enrolled in online courses for a variety of reasons; students were concerned about and wanted control over the timing and pacing of their learning. Students' comments suggested that there may be a relationship between cognitive tempo as classified by the MFFT-20, and the students' preference for pacing through the online course materials. In addition, the distribution of personality types and cognitive styles represented in this sample were different from the general school population suggesting that perhaps some students are more interested in online learning than others are. After reviewing the results of the students responses to the MFFT-20, it may be that students may are becoming faster at processing visual information with fewer errors. More research is needed in this area. There does seem to be a trend in this direction and this could have implications for students enrolled in virtual high school courses. Finally, the students in this study characterized their online learning experiences as positive but did not feel that online learning should be a high school graduation requirement for all students.
Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD

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Al-Hamad, Salah Madhi Ahmad. "Blended learning system for further and higher education mechanical engineering courses in Bahrain." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/19028/.

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Teaching and learning processes that are being followed globally by education providers consist of conventional face-to-face approach. Various socio-economic indicators have increased the pressure on Engineering Education in Bahrain in order to equip the students with both cognitive and psychomotor skills that are required by the labour market. The globalisation, along with the interdependence of various economies, has resulted in creating an extra dimension to the higher order of skills requirements. Hence, there is a need to develop new teaching and learning (T & L) methodologies that can comply with the ever increasing demands of the industry, regarding the skills of engineering students. In this study, the author has presented a comparison between various teaching and learning methodologies being implemented on the students of Higher National Diploma at Sheikh Khalifa Institute (SKI), Kingdom of Bahrain. The author reviewed the effectiveness of the conventional teaching and learning methodology by comparing the pre-results with post-results. The same has been carried out on two novel T & L methodologies developed in these study i.e. computer-assisted instructions (CAI) and Blended Learning method, on imparting higher order of cognitive and psychomotor skills to engineering students. The study has been conducted on various groups of Higher National Diploma (HND) students at SKI. The study makes use of various questionnaires design especially for both the students and the teachers about their views on different T & L methodologies being implemented. It has been observed that computer-assisted instructions, when used with the conventional T & L methodology, perform superiorly than blended e-learning method or the conventional method alone. Hence, it has been recommended that this novel T & L method be used in the future to Higher National Diploma students at SKI. Further to the development of a novel T & L methodology that performs better than the conventional T & L method, novel mathematical models have been developed for T & L methodology for both the cognitive and psychomotor domains. These mathematical models are based on the findings of the present study. These mathematical models explain the learning process of the students at microscopic level, in contrast to the conventional macroscopic evaluation method where only the marks obtained by the students indicate the quantitative learning. Furthermore, a novel Blended Learning package (containing tutorials for various Mechanical Engineering modules) has been developed based on the students-centred learning, considering institutional, pedagogical and technological contexts of service and product implementation. In this perspective, the novel Blended Learning package has been designed and developed in order to minimise/close the gaps between higher education at SKI and the requirements of the labour market.

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Nooriafshar, Mehryar. "Balancing the Use of Technology and Traditional Approaches in TeachingMathematics within Business Courses." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 450 - 453, 2012. https://slub.qucosa.de/id/qucosa%3A1795.

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Technologies associated with modern computing are being commonly used in education. Over the past few years, the usage has increased considerably. This increase is also attributed to the availability of more improved technology products and services at much lower costs. As a result, many successful educational multimedia products have been developed which have made significant contributions to learning and teaching mathematics at various levels. However, it is not always clear what exactly the position of technology in education is. In other words, to what extent does the technology-aided means of learning enhance learning and add value to the conventional materials? How are they supposed to supersede or excel the learning effectiveness of traditional methods of teaching? This paper explores the possibilities of utilizing the latest technologies such as Virtual Reality (VR) environments and Tablet PCs in conjunction with the traditional approaches and concepts in creating a balanced and more effective learning and teaching conditions. It also demonstrates how the creation of a situation where ‘one cannot see the wood for the trees’ can be avoided by striking the right balance.

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Putney, Nathan. "A STUDY OF DIGITAL COMMUNICATION TOOLS USED IN ONLINE HIGH SCHOOL COURSES." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2071.

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The purpose of this study was to determine the degree to which selected communication tools used by teachers who teach online are positively perceived by their students in improving feelings of self-efficacy and motivation, and which tools may be perceived to be significantly more effective than the others. Students from the Florida Virtual School, a leader in online course delivery for grades 6-12, were surveyed to find their perceptions about how their teachers' use of email, Instant Messaging, chat, the telephone, discussion area, whiteboard, and assignment feedback affected their motivation and success in an online high school course. Correlations were done to discover if there were any significant relationships between variables that relate to teacher interaction and motivation. In addition, distributions of student responses to survey questions about digital communication tools and demographics were examined. It was found that there is a high degree of correlation between frequency of teachers' use of digital communication tools and student's perception of their level of motivation. It was also found that the digital communication tools most frequently used by teachers in communicating with their students were email, the telephone, and assignment feedback, and that the students found these same tools the most helpful in their learning. In addition, no significant demographic differences were found in students' perception of teacher's use of tools to enhance learning and motivation in their courses except in the number of previous online courses taken. These findings can help direct online high school teachers in their selection of digital tools used to communicate with their students.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Curriculum and Instruction EdD

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Thompson, Kelvin. "CONSTRUCTING EDUCATIONAL CRITICISM OF ONLINE COURSES: A MODEL FOR IMPLEMENTATION BY PRACTITIONERS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2764.

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Online courses are complex, human-driven contexts for formal learning. Little has been said about the environment emerging from the interaction of instructor(s), learners, and other resources in such courses. Theories that focus on instructional settings and methods that are designed to accommodate inquiry into complex phenomena are essential to the systematic study of online courses. Such a line of research is necessary as the basis for a common language with which we can begin to speak holistically about online courses. In this dissertation, I attempt to generate better questions about the nature of online instructional environments. By combining prior works related to educational criticism and qualitative research case study with original innovations, I develop a model for studying the instructional experiences of online courses. I then apply this approach in the study of one specific online course at the University of Central Florida (UCF).
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Curriculum and Instruction

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Ware, Deborah M. "Social Competence of High School Students Enrolled in Online Physical Education Courses." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3490.

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The purpose of this study was to assess the social competence of high school students enrolled in online Physical Education courses. Additionally, the demographic information regarding students who enroll in online Physical Education courses was examined. The subjects for this study included sixty students taking one of two Physical Education courses at the Florida Virtual School during the spring 2005 term. The entire curriculum of the Florida Virtual School is presented online and students live throughout the entire state of Florida. Therefore, the entire study was administered online. The assessment instrument used was the Teenage Inventory of Social Skills created by Heidi Inderbitzen. The Teenage Inventory of Social Skills is a 40-item self-report questionnaire consisting of statements rated on a 6-point continuum. The instrument was divided into two sub-scales; a positive scale and a negative scale. A One-Sample T-Test was used to compare the mean sample scores with the standard means. Frequencies were run to review demographic information. Results indicated that there was no significant mean difference found between the students enrolled in online Physical Education courses and the mean of students established by the TISS. The majority of respondents were female, Caucasian, and were attending public or private schools for most of their classes.
Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction

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Dehainsala, Djagwa Vanhaecke Pol. "Sur l'intégrabilité algébrique des réseaux de Toda cas particuliers des réseaux d3(2) et c2(1) /." Poitiers : I-Médias, 2008. http://theses.edel.univ-poitiers.fr/index.php?id=716.

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Picard, Émile. "Application de la théorie des complexes linéaires à l'étude des surfaces et des courbes gauches." Paris : Bibliothèque universitaire Pierre et Marie Curie (BUPMC), 2009. http://jubil.upmc.fr/sdx/pl/toc.xsp?id=TH_000293_001&fmt=upmc&idtoc=TH_000293_001-pleadetoc&base=fa.

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17

Pawling, Kimberly. "INTEGRATING UNIVERSAL DESIGN FOR LEARNING CONCEPTS INTO SECONDARY GENERAL EDUCATION INSTRUCTIONAL METHODS COURSES." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3302.

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Because many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith et al., 2010). Teacher education programs need to integrate content regarding instructional methods for teaching and accommodating students with disabilities in secondary, general education classrooms (Burdette, 2007; Smith et al., 2010). The results of the research should provide insight (1) to determine if integrating instruction on UDL into preservice SGE students' instructional methods courses will increase students' knowledge of UDL and (2) to determine if integrating instruction on Universal Design for Learning (UDL) will affect how secondary social studies (SS) students design lesson plans, particularly, content delivery and student assessment, in regards to the three principles of UDL. The research design was a quantitative, quasi-experimental design. The participants in the research study were students enrolled in four content specific SGE instructional methods courses: Social Studies (SS), Language Arts (LA), Mathematics (M) and Science (S). Research question oneÂ s data were analyzed both within content area, Wilcxon test for matched pairs, and between content areas, Mann-Whitney U test for independent samples. The results from research question one indicated a significant difference (p < .05). between pre and post UDL Knowledge test scores within the SGE SS participants. Within the other three SGE content areas, M, LA, and S, subjectsÂ UDL Knowledge pre to posttest scores did not significantly change. When each content areaÂ s difference score for the UDL knowledge pre and posttest were calculated and compared between content areas, only the SS and S pairing demonstrated a statistically significant difference score (p < .05). Data from research question two indicated no statistically significant difference (p > .05) between pre and post intervention UDL lesson plan rubric scores. The study provides impetus for future research regarding effective delivery of UDL content in teacher preparation programs. The study also provides suggestions for future researchers who may be interested in designing a similar research study. Finally, the study provides teacher education leadership with questions regarding how the three principles of UDL planning, instruction, and assessment align with the current teacher and student educational evaluation practice of standardized assessments.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education EdD

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Smouse, Theresa. "STUDENTS WITH EITHER SPECIFIC LEARNING DISABILITIES OR WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER: PERCEPTIONS OF SELF AS LEA." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3542.

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The goal of this research study was to investigate the perception of self as learner for students with Specific Learning Disabilities (SLD) or with Attention Deficit Hyperactivity Disorder (ADHD). Students who had completed at least one mathematics or science course at Florida Virtual School, an online learning environment, were surveyed concerning their perception of self as learner in the online learning environment and in the traditional learning environment in 6 basic areas: feelings of success; level of comfort; relationship with teachers; and access to, communication with and feedback from teachers; and advantages and disadvantages of each learning environment. Results of parent interviews and anecdotal evidences were also included as data informing the results of this study. The results of this study showed that 1) a greater number of students reported feeling successful in the online environment. 2) the majority of students in all groups reported feeling comfortable in the online learning environment, 98% as compared to 65% in traditional environment. Student comfort in both environments was most frequently related to some element of the environment with a high percentage of mention of disruption caused by peers. 3) Students reported having positive relationships with their online teachers to a higher degree than with their traditional teachers. 4) Students generally felt that access to, communication with, and feedback from instructors, in the online environment had the greatest impact on them and the impact was positive. 5) The most frequently mentioned advantage of the online environment were, flexibility of time, pace and place of learning. Students liked being in control of the time, place, and pace of their learning in the online environment. Students perceived issues with socialization as the greatest disadvantage of the online environment. For the traditional environment, students indicated that the presence of their peers for social interaction and academic interaction was the greatest advantage. The disadvantages in the traditional environment disadvantage in the traditional environment were issues with time, place, and pace of learning, class size, and disruptions caused by other students. 6) Overall, the majority of students indicated that they felt the online learning environment provided them, as a learner, with the greatest number of advantages.
Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction

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Barrett, Lyndsay. "Australia's fiscal crisis: The high court's erosion of state autonomy." Thesis, Barrett, Lyndsay (2015) Australia's fiscal crisis: The high court's erosion of state autonomy. Honours thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/29026/.

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In drafting the Constitution, the Framers were conscious about the need to maintain the division of powers between the central government and the regions (which later became known as States) so that each level of government would be equal to one another. Australia has since seen a gradual erosion of State autonomy as a result of a series of unsatisfactory decisions of the High Court. The erosion of State legislative and financial powers began when Isaacs and Higgins JJ were appointed to the High Court in 1906. Following this, the High Court has demonstrated a willingness to interpret Commonwealth powers broadly, at the expense of the States. This expansive, literalist approach to interpreting the Constitution enunciated in Amalgamated Society of Engineers v Adelaide Steamship Co Ltd (‘Engineers’) (1920) was later used to expand the Commonwealth’s financial power in the cases of South Australia v Commonwealth (‘First Uniform Tax Case’) (1942), Victoria v Commonwealth (‘Second Uniform Tax Case’) (1971) and Ha v New South Wales (1997). The culmination of these decisions effectively precluded the States from levying income tax, and rendered all State franchise fees on petroleum, tobacco and alcohol constitutionally invalid. This thesis will illustrate the fundamental decisions in the centralisation of Commonwealth legislative and financial powers. In doing so, it will argue that the High Court has failed in its duty to protect the Constitution, and instead has allowed the Commonwealth to increase its powers, thus undermining Australian federalism. This thesis will conclude by examining Australia’s current financial situation, and will propose specific solutions to restore Australia’s fiscal federal balance to the framework that was envisioned by the Framers in 1890.

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Lattanzio, Maria Teresa. "Locus of control and temperament type as contributing factors to attrition in on-line courses /." View abstract, 2001. http://library.ccsu.edu/ccsu%5Ftheses/showit.php3?id=1631.

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Thesis (M.A.)--Central Connecticut State University, 2001.
Thesis advisor: Marc Goldstein. " ... in partial fulfillment of the requirements for the degree of Master of Arts [in Psychology]." Includes bibliographical references (leaves 31-34).

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Legoux, Alphonse. "Étude analytique et géométrique d'une famille de courbes représentées par une équation différentielle du premier ordre." Paris : Bibliothèque universitaire Pierre et Marie Curie (BUPMC), 2009. http://jubil.upmc.fr/sdx/pl/toc.xsp?id=TH_000297_001&fmt=upmc&idtoc=TH_000297_001-pleadetoc&base=fa.

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Davis, Lee Katherine. "The effects of introductory speech and communication courses on students' levels of communication appehension." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1391.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Interpersonal/Organizational Communication

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Laisant, Charles-Ange. "Applications mécaniques du calcul des quaternions suivi de Sur un nouveau mode de transformation des courbes et des surfaces /." Paris : Bibliothèque universitaire Pierre et Marie Curie (BUPMC), 2009. http://jubil.upmc.fr/sdx/pl/toc.xsp?id=TH_000294_001&fmt=upmc&idtoc=TH_000294_001-pleadetoc&base=fa.

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Campbell, Janis Moore. "Theme & Variations: a content analysis of syllabi in introduction to urban education courses." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/383503.

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Educational Psychology
Ph.D.
This qualitative study examines the teaching of urban education in introductory and foundational college courses. The research positions course syllabi as ubiquitous public documents that socialize students into discourse communities, and is framed within theories of social constructivism. An examination of course objectives, course assignments, and core required texts revealed varying levels of consistency in the stated learning outcomes on all (n = 31) syllabi. Overall, five conceptual approaches to introductory courses in urban education emerged: 1) schools and the social order; 2) historical perspective; 3) education policy analysis; 4) professional practice, pedagogy and research persona; and 5) teacher as change agent. Shared organizing features of all syllabi included references to education inequity, social stratification, structural racism, poverty, and social justice; however, the degree of topic emphasis varied substantially. Closer alignment between course objectives and course assignments was identified in two conceptual frameworks: a) schools and the social order and b) education policy analysis. However, minimal alignment between course objectives and assignments was identified on syllabi in c) professional practice, pedagogy; d) teacher as change agent; and e) historical perspective approaches. A review of core texts on the syllabi revealed notable consensus about required titles. Urban education is a field of study inhabited by many different academic disciplines. These findings suggest that for the field’s introductory courses, greater coherence of conceptual approaches and closer alignment of assignments with objectives deserve to be carefully considered.
Temple University--Theses

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Middlebrook, Rebecca. "PEDAGOGICAL RE-MEDIATION IN HYBRID COURSES: A CASE STUDY OF FIVE FIRST-YEAR COMPOSITION INSTRUCTORS." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4177.

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As the move to increase availability of composition courses in the online environment continues, it is important to understand the ways in which composition instructors have taken on the challenges associated with moving their teaching online and how they modify, or re-mediate, their pedagogy for the this new teaching and learning environment. This study takes on the task of examining re-mediation as it occurs in the pedagogical practices used by instructors to facilitate peer review activities in hybrid, first-year composition courses. At the same time, it is important to understand the varying factors that may influence the degree to which instructors re-mediate their pedagogy for this hybrid environment. This study also uncovers four factors that appeared to influence the degree to which the instructors re-mediated their pedagogical practices over the course of the semester in which this study was conducted. Results from this study will contribute to the field by serving as a guide to instructors and administrators who will teach and design hybrid composition courses or curricula in the future.
Ph.D.
Department of English
Arts and Humanities
Texts and Technology PhD

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Honig, Ofira. "Post-graduate art therapy training in Israel : personal and professional transformation through dynamic artwork-based experiential transformative courses." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48310/.

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Art therapy training programmes around the world feature a unique type of course based on dynamic art-work experience and conducted in the context of a core student group. The course is usually called an 'experiential group course'. There is world-wide practical recognition in the professional art therapy literature of the need for dynamic experiential artwork-based courses in art therapy training. What is new is that Israeli lecturers have extended this 'experiential group course' into what I term 'a topic-led dynamic experiential artwork-based course'. The nature of this course in Israel and how it is deployed, planned and conducted is the subject of this thesis. The data for this dissertation were collected from in-depth and wide-ranging interviews with three groups of persons: (a) 11 of Israel's 40 lecturers lecturing on Master's degree and Masters-level plastic art therapy training programmes. All have taught in the teaching mode under investigation here for many years and I looked on them as partners with me on a journey of discovery into the essential nature of this teaching mode in Israel; (b) 15 working art therapists who graduated from Israeli training programmes 3-15 years before participating in this research and who had been working as art therapists since then. They provided a reflexive analysis of what it was like to take a topic-led dynamic experiential artwork-based course. (c) three directors of art therapy training programmes (one current, two former). provided me the background to the theoretical development of art therapy training in Israel. In addition, as an insider researcher, a senior art therapist who has herself designed and taught topic-led dynamic art-based experiential mode courses for many years, I have used my own experience and example from my practice to illustrate and corroborate the points made by my interviewees. The interviews indicated that over the forty years the dynamic experiential teaching mode has been deployed in Israeli art therapy training its use has been extended to the design and teaching of a wide range of theoretical topics and that this extension occurred at approximately the same time on all Israel's recognised art therapy training programmes. From the point of view of the theory of art therapy training this thesis argues that the professional literature displays a significant gap. Many scholars have stressed the vital contribution made by dynamic experiential artwork-based courses to future practitioners' training but no researcher has yet clarified when and for what purpose certain theoretical courses are taught in this mode, how such courses are designed and conducted, and how they produce on students the effects the students say they do—what so many students term their 'magic'. And yet the lecturers who make use of this teaching mode declare it to be indispensable to the transmission of art therapy's concepts, language and methods to the next generation of art therapists. The object of this doctoral research, then, is to explore and expose the nature of topic-led dynamic experiential artwork-based courses in Israel and their particular contribution to Israeli art therapy training. (The research does not aim to investigate what theory of art therapy these lecturers represent nor what body of psychological and other theory they transmit to their students). Given a constructivist epistemology, a phenomenological research paradigm is deployed to investigate how dynamic experiential artwork-based courses achieve their aims. Interview data are analysed by the inductive Socratic analysis method and by theoretical reading, taking a heuristic approach. The key contribution of this thesis to knowledge about art therapy training methods in Israel, is that it unlocks and conceptualizes the transformation of these topic-led dynamic experiential artwork-based courses which the thesis also demonstrates to be transformative for their students. A central argument is that, to achieve these transformative insights lecturers integrate three content elements — theoretical material, artwork-based experiential workshops, and the emotional materials evoked from the students by and during the workshops. They adapt and adjust their workshops and the art materials offered the students to the needs of the theoretical topic they wish to teach. And they make dynamic use of the responses of individual students and the student group to the art materials and the artworks produced from them for the purpose of conveying/ instilling this theoretical topic. The five elements of lecturer, individual students, core group, art materials/ artworks and the learning space created by the lecturer interact uniquely within a dynamic relationship in response to the course topic in what I term in this thesis a 'pentagonal potential space'. It is the integration of the five constituent elements of this relationship and the interrelationships between them that make the courses 'transformative'. In a nutshell, these courses (a) take students on an inner emotional journey which allows the self to adjust to a dynamic therapeutic perception of the course topic; (b) enable students to investigate the given topic to great depths of experiential and intellectual insight and be changed by this insight; and (c) generate in both individual students and the student group emotional processes relating to the topic, which shape their therapeutic development with respect to that topic. These three effects together generate in the student a meaningful and critical development of their therapeutic self as art therapist, a development which so many of them call 'magical'.

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Amua-Sekyi, Ekua Tekyiwa. "Developing criticality in the context of mass higher education : investigating literacy practices on undergraduate courses in Ghanaian universities." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7447/.

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The study observed five introductory classes at the University of Cape Coast, Ghana, to find out what academic literacy practices are being engendered and how criticality is being fostered through those practices. The results are intended to help both myself, as a teacher researcher, and the university to identify how students make the difficult transition from expectations of literacy at secondary school to those at university. I observed lecturers and students in their classroom environment for a semester (16 weeks); interviewed lecturers who taught the courses observed and conducted five focus groups, made up of eight students each, with volunteers from each of the classes observed. These interviews were replicated in two other public universities: the Universities of Ghana and Kwame Nkrumah University of Science and Technology where two and five lecturers respectively participated in individual interviews, and eight students each participated in focus groups. Finally, I triangulated the data in order to identify emergent patterns of lecturers' and students' experiences with teaching and learning. The data indicates that students need more explicit teaching of the basic literacy skills they are assumed to have. Most students in the study had difficulty comprehending academic texts. Additionally, students rarely attempted to read their assigned texts beforehand since they had little experience in anticipating what to look for or connect with in the text. Student writing is poor, as they have no opportunity to practice continuous writing. In order to address the literacy difficulties of these students, there is the need to pay attention to institutional and faculty engagement practices which promote student learning. A major area for improvement is in encouraging lecturers to teach using more explicit methods so that students can move from where they are in their literacy competence to where lecturers expect them to be. The place to explain to students what is expected in a discipline is within that discipline (Skillen et al., 2001), rather than assume that students will automatically see the shift in expectations for each field of study. Although there was substantial consensus about the importance of criticality in lecturers' aims for student learning, this was not adequately translated into literacy practices. Massification has led to a preference for multiple-choice testing which has removed the need to read and write for assessment, inviting students out of the intellectual dialogue that characterizes the various disciplines as they engage critically and thoughtfully with course readings (Svinicki, 2005; Carroll, 2002). The findings of this study indicate that lecturers have only adapted to the changed circumstances of massification in ways that mean that the critical acquisition of academic literacies is diminished. The impact of massification on teaching and learning has resulted in lecturers feeling under pressure to teach in ways that conflict with their personal ideologies. To foster criticality in students lecturers will have to learn new skills as what may happen with a group of 20 cannot be translated into a group of hundred or more. There are policies in place to enhance teaching and learning but few mechanisms to implement them. In the most important sense that the university in its policy statements and course outlines values critical thinking and deep engagement with ideas and concepts, the practices described by students and lecturers are completely in tension. In order to address the literacy difficulties of students, universities will need to actively support lecturers in teaching reform efforts so as to respond to pressures on them to increase their output while maintaining quality. Significant progress is likely to come about only if universities are willing to invest in resources that are needed to experiment with institution-wide changes.

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Rapeepisarn, K. "A Framework for Adopting Educational Computer Games in the Undergraduate Courses in Thai Universities for Learning and Teaching." Thesis, Rapeepisarn, K. (2012) A Framework for Adopting Educational Computer Games in the Undergraduate Courses in Thai Universities for Learning and Teaching. PhD thesis, Murdoch University, 2012. https://researchrepository.murdoch.edu.au/id/eprint/10146/.

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Computer and video games have been developed into effective tools for educational programmes. However, the question which follows is “Can computer games really become an effective educational tool in the classroom?” Debates and discussions regarding the best methodology for classroom education have gone on for decades. Researchers in many countries are slowly gaining acceptance to the use of educational games for educational purposes in schools and colleges. However the use of Educational Computer Games (ECG) is still not popular in schools and universities in Thailand. Thus, the research on the use of ECG for educational purposes in Thailand is scarce. This may be due to the negative impression of computer games from the community. Nevertheless, according to the Thailand Reform Education Act 1999, Thai universities should adopt student-centred learning as the main focus in teaching. It is therefore important to examine the possibilities of using ECG to support this type of learning environment. It is the purpose of this thesis to investigate the feasibility of adopting ECG in undergraduate courses in Thailand. The objectives of this thesis are: 1) to investigate the factors affecting the use of ECG in the classrooms by Thai lecturers and students, 2) to examine the learning and teaching styles that benefit the use of ECG, and 3) to determine the genre of computer games which are appropriate and effective as educational computer games. In order to study the adoption of ECG for teaching and learning in Thai undergraduate courses, three main theoretical frameworks have been investigated. There are technology acceptance theories, ECG concepts and pedagogical theories. The research strategy for this study is survey research. Questionnaires and interviews are instruments used for data collections. The thesis combined both qualitative and quantitative research. A sample size of 400 students and 40 lecturers were selected from four Thai universities. As for the interview survey, there were 18 interviewees participated voluntarily. The results from the literature review on the theoretical frameworks have the effect in formulating the five research propositions of the study and the 20 hypotheses. The major findings from this study are as follows: 1) every ECG acceptance factor namely Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude towards Use (AU), Subjective Norms (SN), Perceived Entertainment (PE) and University Environment Support Factors (UESF) have positive influence on the behavioural intent to use ECG in teaching and learning; 2) nearly half of the Thai students have a Pragmatist Style of learning (43.5%) and a reasonable share of Thai lecturers have a Facilitators Style of teaching (41.4%); 3) when the learning style is used as a predictor of ECG adoption, every style of learning has a positive influence on the behavioural intent to use. After Analysis of Variance (ANOVA) testing, it was found that there is no statistical significant difference between each learning style. However, when using regression analysis with “enter” method to each learning style; it can be found that the Activist Style has the most positive influence on the behavioural intent to use ECG. In contrast, with ANOVA testing, different teaching styles have different intent to use ECG. By a comparison of teaching styles using Fisher’s Least Significant Difference (LSD) method, it shows that there were two pairs of teaching styles that have a statistical significant difference at .011 and .013. The first pair is Facilitator and Personal, and the second pair is Facilitator and Delegator; 4) when the respondents were asked “What is Your Opinion If the University Has a Policy of Employing ECG into the Curriculum as a Learning Tool in the classrooms?”, most respondents have positive comments on accepting this type of education technology. 82.4% of students and 65.4% of lecturers agreed with this policy; 5) there are a variety of comments from the interviewees on the game genres they think could be appropriate for an education environment. Most of them think that all game genres can be applied to ECG (52.6%). 26.3% think that it depends on the content and subject areas. The rest recommended some other game genres such as adventure, puzzle, role-playing, simulation, and sport games. However, in order to support the research finding, further studies have been carried out based on previous research papers relating with game genre and learning theories. The papers have been reviewed, analyzed, matched, used to bridge the gap, synthesised and, subsequently the three new conceptual frameworks are proposed: 1) conceptual model of relationships between learning styles, learning activities and possible game genres; 2) conceptual model of relationships between game genre and three learning theories; and 3) three stages of adopting digital game platforms for learning in the classroom. This study provides some useful insights into the ECG adoption in the Thai undergraduate classroom

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Hedayati, Mohammad Hadi. "Visualization of microprocessor execution in computer architecture courses: a case study at Kabul University." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4960_1362394106.

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Computer architecture and assembly language programming microprocessor execution are basic courses taught in every computer science department. Generally, however, students have
difficulties in mastering many of the concepts in the courses, particularly students whose first language is not English. In addition to their difficulties in understanding the purpose of given
instructions, students struggle to mentally visualize the data movement, control and processing operations. To address this problem, this research proposed a graphical visualization approach
and investigated the visual illustrations of such concepts and instruction execution by implementing a graphical visualization simulator as a teaching aid. The graphical simulator developed during the course of this research was applied in a computer architecture course at Kabul University, Afghanistan. Results obtained from student evaluation of the simulator show significant
levels of success using the visual simulation teaching aid. The results showed that improved learning was achieved, suggesting that this approach could be useful in other computer science departments in Afghanistan, and elsewhere where similar challenges are experienced.

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Cassani, Mary Kay. "IMPACT OF SCALE-UP ON SCIENCE TEACHING SELF-EFFICACY OF STUDENTS IN GENERAL EDUCATION SCIENCE COURSES." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3258.

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The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument – B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the courses. The large enrollment SCALE-UP model as implemented at the host university did not increase science teaching self-efficacy of non-science majors, as hypothesized. This was likely due to limited modification of standard cooperative activities according to the inquiry-guided SCALE-UP model. It was also found that larger SCALE-UP enrollments did not decrease science teaching self-efficacy when standard cooperative activities were used in the larger class.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD

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31

Puleo, Peter. "ACHIEVEMENT GOALS AND ENGAGEMENT OUTCOMES IN THE SECOND SEMESTER OF FOURTH-YEAR HIGH SCHOOL MATHEMATICS COURSES." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/506534.

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Math & Science Education
Ph.D.
The second semester of the high school senior year has been associated with a lack of motivation among students and increased frustrations among parents and teachers. This qualitative study examines the achievement goals and engagement outcomes of second semester high school seniors in their mathematics classes. Data were collected from eight high school seniors, three of their parents, and two teachers enrolled at an all male college preparatory school in Pennsylvania. In-depth interviews were used to gather participants’ definitions of success prior to their senior year and during the second semester of their senior year. Student participants’ behavioral, emotional and cognitive engagements were assessed through directed interview questions and observations. Data were analyzed using a three goal framework of task-involvement, ego-involvement, and work-avoidance (Nicholls, Patashnick, & Nolen, 1985). The participants’ definitions of success suggested four themes. First, student participants defined success in mathematics consistently as they recalled their four years of high school and transition into the second semester of their senior year. Second, the phenomenon of senioritis was found to be more perceived than real for most of the participants. The work-avoidant participants described feeling the effects of senioritis for most of the second semester whereas the task-involved and ego-involved students reported brief effects before regaining focus. Third, students’ achievement goals in mathematics were found to be more closely aligned to their parents’ goals and less aligned to their teachers’ goals. Lastly, students described different achievement goals from one class to another during the same semester, at times even within the same discipline. Implications for practice and suggestions for future research were also discussed.
Temple University--Theses

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KU, CHENG-HSIN. "Extending the Technology Acceptance Model Using Perceived User Resources in Higher Education Web-Based Online Learning Courses." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3084.

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The purpose of this research was to examine students' acceptance of the World Wide Web Course Tools (WebCT) online learning system. The Perceived Resources and Technology Acceptance Model (PRATAM) was created based on previous research to address the factors of perceived resources, perceived usefulness, perceived ease of use, attitude toward using, behavioral intention to use and actual system use. The aim for this research was to investigate the critical determinants and provide the causal relationships regarding students' acceptance behaviors when using WebCT. While institutions are expecting to adopt online learning to reach more students, there are still many challenges for institutions to retain students in their online courses. The literature review conducted in this research indicated that the Technology Acceptance Model (TAM) has successfully explained students' behaviors when they use educational information systems. In addition, the additional perceived resources variable in the PRATAM also showed a significant influence on the other belief and intention variables. The study analyzed a total of 115 students responses in two surveys administered during two WebCT based courses taught at a large southeastern public university. The beliefs, attitudes, intentions, and behavioral constructs of PRATAM showed significant goodness-of-fit indices and coefficient of determination after analyzing the data in both surveys. However, the results indicated several exceptions on PRATAM's constructs and causal relationships. First, the path coefficient between perceived resources to behavioral intention to use in both pre-test and post-test were insignificant. Second, the path coefficient between behavioral intention to use and actual system use in pre-test was insignificant. Third, the path coefficient between perceived resources and perceived usefulness in post-test were insignificant. In addition, the research also suggested an additional link between perceived ease of use and behavioral intention to use at the pre-test data. Overall, this research validated the influences of PRATAM's constructs factors to students' acceptance behaviors toward WebCT. The findings of this research could provide a guideline for future implementations of online learning systems in higher education.
Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD

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33

Glerum, David Richard Jr. "The relationship between course syllabi and participant evaluation reactions across web-based and face-to-face courses." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4766.

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A common form of training or education evaluation involves the examination of course participant reactions towards various aspects of the course for summative evaluation purposes. Participant reactions have been examined within the framework of a comparison between online and face to face courses often with a slight positive weight towards online courses (Sitzmann et al., 2006). Past research on this topic has denoted a need for studies examining the relationship between objective course characteristics and participant reactions. This paper seeks to examine the relationship between participant reactions of a sample of geographically disbursed teachers enrolled in a large, national professional development company and objective course characteristics as communicated by course syllabi within a framework of comparison between online and face to face courses. The delivery format, knowledge base, specificity of course objectives, and student interaction levels were all related to some degree to various participant reactions, although the effect sizes were notably small. In many cases, an interaction between the delivery format and objective course characteristic in question influenced the participant reaction. Objective course characteristics as communicated by the syllabi appeared to be major predictors of participant reactions within the face to face courses that were examined, but not for the online courses. Course development stakeholders are recommended to pay attention to the course syllabus design process and craft quality syllabi that communicate relevant information while concurrently anticipating potential participant reactions.; Organizations may be able to align the outline for instruction or "contract" as presented by the syllabus with recommendations as offered by participant evaluations so as to instill consistent expectations within the participants and maximize positive reactions towards the courses within which they are enrolled.
ID: 030646245; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.S.)--University of Central Florida, 2011.; Includes bibliographical references (p. 124-132).
M.S.
Masters
Psychology
Sciences
Industrial Organizational Psychology

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34

Bradshaw, Leigh. "Practices of high school principals regarding open enrollment in advanced placement courses and student performance results in 2009." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4632.

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Open enrollment was significant for the overall populations as well as white and Asian subpopulations. Access/Equity was only significant for white students. Thus, importance was the main cause of the model significance regarding open enrollment in AP courses and the percentage of students enrolled in AP courses. This investigation revealed that as schools increased the access and equity in AP programs that successful student performance percentages increased as did AP course enrollment percentages. Also when the variable of importance by principals was placed on AP programs, it typically had a positive impact on student performance percentages yet sometimes caused a decrease in AP course enrollment. The investigation also revealed and was supported by research that the open enrollment practices of a school may cause a decrease in successful student performance percentages. However, open enrollment practices increase student enrollment in AP courses and student success over time. Educational leaders have the natural responsibility to increase student achievement in schools. There must be appropriate practices and procedures put in place and monitored by principals to meet accountability standards and to increase equity in and access to a rigorous curriculum for all students. Based of educational reform and school accountability demands, balancing the benefits of open enrollment for AP programs, cost effectiveness of AP programs, the allocation of scarce resources, and maintaining course validity and rigor are important issues for educational leaders to consider (College Board, 2004).; The goal of this research was to determine whether or not there was a relationship between principals?' reports of practices regarding open enrollment in Advanced Placement (AP) courses and student achievement results on the AP examinations. Because the percentage of the school population enrolled in AP courses and the percentage of students scoring a 3, 4, or 5 on AP examinations were anticipated to impact high school grades in Florida beginning in 2010, research from this study may provide important information to Florida school leaders. Because of school accountability and educational reform initiatives, the study is also important to educational leaders on a national level. Relationships between open enrollment practices shaped by high school principals?' decisions and beliefs and the increased enrollment and student performance on AP exams were examined to allow school districts to make curricular decisions regarding rigorous curricular opportunities based on the importance of designing high school AP programs that provide equity and access for all students. The population for this study included all public high schools and their principals (N=56) in five central Florida school districts that administered AP exams in May 2009 and received a Florida Department of Education assigned school grade during the 2008-2009 school year. A multiple linear regression analysis was conducted to examine the relationships between the percentage of students from a school who took or passed the AP examination (dependent variable) and three independent variables describing principal?'s attitudes toward the school?'s AP program: (a) access and equity practices, (b) open enrollment practices, and (c) a rating of importance of the AP program.; The goal was to determine if the AP examination passing percentage or enrollment percentage could be predicted by these three principal attitudinal variables. The schools?' percentages of students scoring a 3, 4, 5, on AP examinations or taking AP examinations were gathered from the Florida Department of Education website. Principals?' reports of practices were obtained from self-report on the AP Course Enrollment Survey. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and overall student achievement results on AP examinations in five central Florida counties, there were significant predictors based upon the regression model. In predicting the school?'s percentage of white, Hispanic, and Asian populations passing the AP examinations, only the principal?'s perception of access and equity was a statistically significant factor. There were no statistically significant predictors of a school?'s percentage of African American students passing the AP examinations. Neither principal?'s perception of open enrollment nor importance contributed to the model results regarding open enrollment in AP courses and overall student achievement results on AP examinations. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and the percentage of students enrolled in AP courses in five central Florida counties, there were significant predictors based upon the regression model. In predicting the school?'s percentage of students taking AP examinations, only the principal?'s perception of importance was significant for overall and for all student populations.
ID: 028732427; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references.
Ed.D.
Doctorate
Department of Educational Research, Technology and Leadership
Education

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35

Bailly-Chouriberry, Ludovic. "Détection de l'administration de l'hormone de croissance équine recombinante : application au contrôle antidopage dans les courses hippiques." Nantes, 2007. https://archive.bu.univ-nantes.fr/pollux/show/show?id=2fe63984-119d-4e86-a3bc-b18b7c78b87e.

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L’hormone de croissance est une molécule protéique à activité anabolisante dont les propriétés peuvent être mises à profit pour améliorer les performances sportives des chevaux de courses et accroître la rentabilité de production des animaux d’élevage. Cependant, la législation est très stricte car l’utilisation de cette molécule ou de sa forme recombinante est interdite par le code des courses et les directives européennes en vigueur. Le problème est qu’il n’existe aucune méthode directe fiable de détection de cette molécule présente à l’état de trace dans le plasma (µg. L-1) pour appliquer la réglementation. Dans ce contexte, les travaux de thèse ont permis d’aboutir à la mise au point de deux méthodes, l’une directe et l’autre indirecte, de détection de l’administration frauduleuse d’hormone de croissance équine recombinante (reGH) à des chevaux. La méthode de détection directe de la reGH a été obtenue avec la mise au point d’une nouvelle stratégie analytique basée sur la LC-ESI-(+)-MS/MS en identifiant par spectrométrie de masse le peptide N-terminal caractéristique de la forme recombinante. La méthode de détection indirecte a quant à elle été développée par ELISA afin de mettre en évidence la production d’anticorps anti-reGH consécutive à un traitement avec cette molécule. Les résultats obtenus, à savoir la validation de la méthode directe de détection dans le plasma à 5 µg. L-1 et la détection d’anticorps anti-reGH pendant plus de 5 mois après traitement, permettent d’envisager des applications immédiates à la lutte antidopage des animaux
The growth hormone is a peptidic molecule with anabolic activity potentially used to improve horse athletic efficiency and to increase the production profitability of farm animals. However, the legislation is very strict and the use of this molecule or its recombinant form is strictly forbidden by the races code and the European directives in force. The problem is that no reliable direct method exists to detect this molecule present at trace levels in plasma (µg. L-1) in order to comply the regulation. In this context, this PhD thesis work enabled the development of two methods, one direct and one indirect, for the detection of recombinant equine growth hormone (reGH) misuse in horses. The direct detection method of reGH was obtained with the development of a new analytical strategy based on LC-ESI-(+)-MS/MS through the identification by mass spectrometry of the N-terminal peptide, characteristic of the recombinant form. The indirect method was developed by ELISA to detect the production of anti-reGH antibodies consecutive to a treatment with reGH. The results obtained, namely the direct detection of reGH in plasma at 1 µg. L-1 and the anti-reGH antibodies detection up to five months after treatment, allow to consider an immediate application in illegal administration of this molecule to race horses and food producing animals

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36

Bass, Leonard C. "The Impact of Mentoring on African-American Males Who Test Into Remedial Courses at a Predominantly White Community College." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/149566.

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Educational Administration
Ed.D.
In the fall of 2008, after careful review of academic performance data collected from a predominantly White community college in southeastern Pennsylvania, African-American males testing into remedial courses were found to be the most at-risk population enrolled. To address the achievement gap its African-American males were facing, the College involved in this study turned to mentoring to increase these students' academic success rates. The purpose of this study was to explore the impact of mentoring on African-American males who tested into remedial courses at the aforementioned predominantly White community college. This study utilized quantitative analyses of academic and demographic data, and an on-line survey to gain an in-depth understanding of the impact mentoring had on academic performance, persistence, and the student experience. In addition, an on-line survey for mentors was administered to examine the impact of mentoring on mentors' perceptions of African-American males. The study included 1,046 mentored, and non-mentored, African-American male community college students needing remediation in Math, English or Reading, and 40 mentors. The on-line surveys were completed by 194 of the 1,046 African-American male students involved in the study, and 40 out of 48 mentors who served in the college's Minority Male Mentoring Program (MMMP). Findings from the study revealed that students participating in (MMMP) attempted and completed more credits, and had higher cumulative grade point averages. The MMMP students also realized significantly higher persistence rates than non-mentored students. The perception of campus climate was positive, but there was no significant difference in attitude or experience between MMMP and Non-MMMP students. Lastly, the study found that participating in mentoring positively influenced mentors' perceptions of African-American male mentees.
Temple University--Theses

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37

Terris, Damian Joulain Karl Lemonnier Denis. "Transfert de chaleur à échelles de temps et d'espace ultra-courtes simulation numérique pour des nanofils et nanofilms de semiconducteur /." Poitiers : I-Médias, 2008. http://08.edel.univ-poitiers.fr/theses/index.php?id=1924.

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38

Hinchman, Brandon. "THE EFFECTIVENESS OF POST-SECONDARY WEB BASED COMMUNICATION IN THE UNIVERSITY OF CENTRAL FLORIDA'S ONLINE EDUCATIONAL SETTIN." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3679.

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While technology continues to advance, so do methods of learning. In post-secondary education during the twentieth century, the traditional classroom setting was geared toward auditory instruction and face-to-face peer interaction. Not only was this the most efficient means of instruction for the time period but the only means. Along with the advent of communication technology came the concept of Web courses. Web courses have expanded the means by which students can experience course lectures and have beckoned the use of updated media by which such lectures can take place. Such media include threaded discussions, chat rooms and e-mail. At the University of Central Florida, the gradual change from WebCT to Webcourses offered students more direct contact with updated threaded discussions and more centralized communication on the whole. The quality of such communication measures has been in question, though, and the effectiveness of such online communication methods is the focus of my research.
M.A.
Department of Liberal and Interdisciplinary Studies
Graduate Studies;
Interdisciplinary Studies MA

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39

Bremer, Claudia. "Der MOOC „Ready for Study“: Kompetenzorientiertes Lernen in heterogenen Gruppen." TUDpress, 2017. https://tud.qucosa.de/id/qucosa%3A29538.

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In den letzten Jahren hat die Flüchtlingssituation erhebliche Beratungsbedarfe zu Studienangeboten und Bewerbungsverfahren für die Beratungsstellen und vor allem International Offices an Hochschulen generiert. Diese sprengten phasenweise die Kapazitäten der entsprechenden Beratungsstellen. Zudem stellt die Vielfalt der verschiedenen Studienangebote Hochschultypen, Bewerbungsverfahren und Zulassungsbedingungen Personen mit Fluchthintergrund, die Interesse an der Aufnahme oder Fortsetzung eines Studiums in Deutschland, vor massive Herausforderungen. Auch können bei Aufnahme oder Fortsetzung eines Studiums die stark heterogenen Vorkenntnisse, Lernvoraussetzungen und lernkulturellen Vorerfahrungen dieser Zielgruppe mit den vorhandenen Angeboten oft nicht ausreichend aufgefangen werden. Vor diesem Hintergrund hat die Bundesagentur für Arbeit (BA) 2015 die Entwicklung und Umsetzung eines online Kurses in Auftrag gegeben, der genau diesen Anforderungen begegnen soll. [... aus der Einleitung]

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Hess, Taryn. "COMPARISON OF LEARNING EXPERIENCES AND OUTCOMES BETWEEN A SERIOUS GAME-BASED AND NON-GAME-BASED ONLINE AMERICAN HISTORY COURSE." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2108.

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The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p < .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p < .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.
Ph.D.
Other
Education
Education PhD

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41

Myszkowski, Erin. "Medical School Prerequisite Courses Completed at Two-Year Colleges by Medical School Matriculants: An Analysis at the University of Central Florida." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5349.

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Many medical school admissions personnel and pre-health advisors advise premedical students not to take the medical school prerequisite courses at two-year colleges because they believe the courses are less academically rigorous than the same courses at four-year institutions (Losada, 2009; Marie, 2009; Thurlow, 2008, 2009a, 2009b). According to this belief, premedical students who complete the medical school prerequisite courses at a two-year college could be at a disadvantage in regard to medical school admission compared to those students who complete the medical school prerequisite courses at a four-year institution. In an effort to analyze these perceptions, this study examined factors pertaining to the enrollment of premedical students in the medical school prerequisite courses at two-year colleges. This research study examined the enrollment statuses and grades of matriculants to medical school from the University of Central Florida between 2007 and 2011. Specifically, the type of student enrollment of the matriculants who completed any of the medical school prerequisite courses at a two-year college was examined, and both their type of institutional enrollment and grades in the organic chemistry courses were also examined. The results indicated that there were significant differences in types of student enrollment in most medical school prerequisite courses at two-year colleges, and based on these differences, the researcher identified whether completing certain prerequisite courses as certain types of enrollment were either “more acceptable” or “less acceptable” for premedical students. In addition, the results indicated that there were not significant differences in organic chemistry grades based on the type of institution where the courses were taken. Based on these results, the researcher could not categorize the courses at either type of institution as “more rigorous” or “less rigorous” than the other, but the researcher also recommends that these results should be perceived cautiously until additional, more in-depth research can be conducted on this topic. Finally, recommendations and implications for premedical students, pre-health advisors, medical school admissions personnel, two-year colleges, and four-year institutions were discussed.
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership

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42

Garzia, Janet. "A Study of Elementary Student Course Completion and Achievement in Virtual and Traditional Format Courses within the Volusia County School District." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5744.

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The focus of this research study was to determine how elementary students enrolled in virtual education classes performed on state assessments and final report card grades in Reading and Mathematics as compared with students enrolled in traditional classes, and to examine whether there was a difference in the successful course completion rates between the two groups. Five research questions guided this study concerning the relationship of successful course completion, final grades, and FCAT 2.0 achievement level scores and the variables of virtual and traditional education in the School District of Volusia County. This study is significant, as the movement of virtual learning is driven by economic factors and learning outcomes need to be considered in making instructional delivery decisions. Chi-square analysis suggested no statistical significant difference existed in either Reading or Mathematics successful course completion of students in virtual and traditional settings. Chi-square analyses and a one-sample t-test suggested there was no statistical significant difference in performance of virtual and traditional students on FCAT 2.0 Reading and Mathematics achievement levels. Although the Chi-square analyses showed no statistical significance in performance of virtual and traditional students on final report card grades in Reading and Mathematics, the one-sample t-tests suggested there was a statistically significant difference. When interpreting these results, caution should be taken as the virtual student population was extremely disproportionate to the traditional student population. Implications for practice and recommendations for future study are suggested in this study.
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Executive

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43

Clarke, Eleanor. "Students with special educational needs enrolled on supported learning courses within a further education (FE) college : professionals' views of the potential contribution from educational psychologists." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5258/.

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Special Educational Needs and Disability reforms are due to come into force in Local Authorities from September 2014. Accordingly, services need to consider how they can meet the aims of supporting Learners with Learning Difficulties and Disabilities up to age 25. Educational Psychologists currently offer support to young people whilst they attend school and many Educational Psychology Services will need to consider how to extend their support in view of the SEND reforms. This case study explores the views of professionals, within one LA, of how the EPS and local Further Education College can work collaboratively. Participants include EPs, College Tutors, the SEN Team and the Connexions service. Data was gathered using interviews with Managers and focus groups with main-grade professionals and analysed using Thematic Analysis. Implications for the EPS within this LA are proposed, considering supportive factors, potential constraints and considerations that need to be given to the relationship before it is initiated. Proposed next steps include: explaining the role of an EP to the College staff, their partners, LLDDs and families to ensure the service is used effectively and efficiently; offering consultation and training to College staff and ensuring there is sufficient EP resource to meet the needs of the College prior to establishing a relationship.

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44

Nehrig, Paul. "A study of student achievement and educational intervention strategies in traditional and virtual format Algebra 1 courses within Volusia County School District." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5994.

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The purpose of this study was to compare achievement results of students enrolled in traditional and virtual Algebra 1 courses in the School District of Volusia County, Florida and to identify which educational interventions are utilized by traditional and online teachers to promote student success, especially for at-risk populations. Two research questions guided this study. This study is significant, as school districts expand virtual options for K-12 students to meet legislative mandates and student demand, while also exploring and developing methods to ensure student success. Student scores on the Florida Algebra 1 End of Course Exam (EOC) were compared to determine what difference, if any, existed in the performance of students in traditional face-to-face classrooms and virtual settings. Surveys were also distributed to traditional brick-and-mortar and virtual teachers to identify which educational interventions were provided to at-risk students and to measure teacher perception of the relative effectiveness of those interventions in each setting. One-sample t-test results indicated a statistically significant difference in the mean scale scores of traditional and virtual students on the Florida Algebra 1 EOC. Survey responses indicated little variation in the interventions provided by teachers to at-risk students in each setting. Low effectiveness ratings for interventions in the Resources category, such as Mentors from the Community, warrant further investigation, as these responses run counter to previous research. Due to this study's small sample and wide disparity between the number of traditional and virtual students, caution is advised in the interpretation of results.
Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive

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45

Ferrandino, Joseph A. "Integrating theory, practice and policy the technical efficiency and productivity of Florida's circuit courts." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4599.

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In 1998, Florida voters approved Article V, Revision 7, which changed the funding mechanism of the state circuit court system from a county/state mix to state responsibility. The change was implemented as planned in the 2004/05 fiscal year. Although increased efficiency was a key goal of Revision 7, to date no published studies exist on the impacts of Revision 7 on circuit or system efficiency and/or productivity. This work analyzes Revision 7, integrating the larger debate of increasing judgeships or improving efficiency. The study is a full performance analysis of the Florida circuit courts from 1993 through 2008 that can benchmark the system's future efficiency and productivity. In that respect, top performers are identified. The study follows the evolution of court studies from their rational origins to the more recent orientation of open-natural systems. Resource dependency and institutional theory, two open-natural system frameworks, are utilized to predict that Florida's circuit courts have become more efficient over the period since the implementation of Revision 7. The efficiency outcomes are expected to be unequal across circuit sizes. Integrating a Florida debate to a larger one that transcends time and culture, productivity changes are expected to be a function of the number of judges that a circuit adds within a given year, controlling for other factors. The results of the study methodologies--data envelopment analysis, Malmquist Productivity Index, hierarchal regression analysis and analysis of covariance--reveal that only 3 of 300 DMU's in Florida are technically efficient; the mean IOTA score is .76. The Florida circuits did not improve efficiency and productivity as expected, in fact becoming significantly less efficient over time as a function of Revision 7. Small and medium-sized circuits lost efficiency, large circuits showed no change and there was a significant interaction between circuit size and Revision 7 period.; Within the system overall, productivity fell by 2.7%, most noticeably in the small and medium-sized circuits. The number of judges a circuit added explained 32.2% of the variance in total factor productivity change. The largest system productivity losses followed both Revision 7 intervention years and the addition of the most judges in a single year. Analysis of covariance revealed that productivity increased only when no judges were added to a circuit, regardless of circuit size or time period (+2.6%). The addition of a single judge reduced average productivity by 8.6%; adding two judges reduced productivity by 10.5% and adding 3 or more judges reduced productivity by 16.2%. As judges were added, productivity declined in circuits of all sizes, but the drop was more pronounced in the small and medium-sized circuits. None of the circuits showed an increase in productivity from 1993 to 2008. Revision 7 has not increased circuit court efficiency or productivity in Florida. It is recommended that efficiency and productivity analyses be included in resource allocation decisions such as adding judgeships. More data on court structures and process are needed. Efficiency and productivity measures show that the current level of circuit court judgeships is sufficient.
ID: 030423165; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 151-160).
Ph.D.
Doctorate
Health and Public Affairs
Public Affairs

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46

Childs, Davinah Sharnese. "EFFECTS OF MATH IDENTITY AND LEARNING OPPORTUNITIES ON RACIAL DIFFERENCES IN MATH ENGAGEMENT, ADVANCED COURSE-TAKING, AND STEM ASPIRATION." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/426029.

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Urban Education
Ph.D.
Increasing the number of students of color in Science, Technology, Engineering and Math (STEM) fields is critical for America’s economic, technological and scientific advancement, yet many are less likely to enter or persist. National efforts to decrease racial differences in STEM have been ongoing but their outcomes have not markedly broadened participation. Under-examined is the role of students’ STEM-specific identities, such as their math identity, on their STEM outcomes. Qualitative findings suggest learning mathematics is a racialized form of experience where students’ math identities and educational opportunities are shaped by race-based narratives of math ability. However, this hypothesis has not been tested with rigorous empirical evidence. Moreover, the role of students’ learning opportunities on actual outcomes is unclear. Using data from the High School Longitudinal Study of 2009 (HSLS: 09), this study examines the role of math identity and other math attitudes in racial differences in four STEM-related outcomes: advanced math course enrollment, math behavioral and emotional engagement, and STEM career aspiration. Guided by a sociological perspective, I also examine the degree to which students’ school-contexts effect their outcomes and experiences. Lastly, drawing from intersectionality theory, I offer insight into how the inclusion of race and gender interactions change model results. The findings suggest that there are racial differences in mathematics identity, behavioral and emotional engagement, and school characteristics. However, math identity was not a significant predictor of math course enrollment and had little impact on the other outcome variables when student background and school characteristics are considered. The findings also illustrate how learning opportunities are allocated in ways that mirror the race-based hierarchy of math ability. I conclude by describing the study’s implications for policy and future research.
Temple University--Theses

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47

Esposito, Devin. "The lasting effects and analysis of the supreme court's decision in the national federation of independent business v. sebelius." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/843.

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The purpose of this thesis is to examine the Affordable Care Act through an analysis of the United States Supreme Court's holding in The National Federation of Independent Business v. Sebelius. In order to better understand the Supreme Court's reasoning in that case, this paper will first examine the history and the function of the Supreme Court, which will demonstrate the Court's power to either augment or diminish the power of the states in relation to the federal government. This paper will then discuss the background of the Affordable Care Act, the procedural history of the case, and the majority's analysis supporting its decision. The concurring and dissenting opinions of the other justices will be discussed to present the various viewpoints regarding the proper role of the federal government and the implications this case may have on federal/state conflict. The Supreme Court ruled in favor of the Department of Health and Human Services. The 5-4 decision was extremely close and the opinions given by each Justice highlighted the various flaws and benefits of the Act it was looking to uphold. Further research of Supreme Court cases in our country's history reveal the trend of augmenting and diminishing state's rights. This thesis will examine the constitutionality of the aforementioned decision, the effects it will have on each of the states within the United States, and the impact the citizens will experience.
B.S.
Bachelors
Health and Public Affairs
Legal Studies

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48

Corey, Legge Kristina. "DOES MANDATORY SUPPLEMENTAL INSTRUCTION WORK IN DEVELOPMENTAL MATH EDUCATION? A STUDY OF STUDENTS ENROLLED IN DEVELOPMENTAL MATH COURSES AT A SUBURBAN COMMUNITY COLLEGE IN THE NORTHEAST." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/85619.

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Educational Administration
Ed.D.
The number of students entering the community college in need of developmental math has not changed, remaining at a steady 60% over the past seven years. This study compared the success rate of Mandatory Supplemental Instruction (MSI) sessions within four sections of a developmental math course compared with the success rates of students enrolled in both the Traditional Classroom setting and the Individualized format at Suburban Community College (SCC) during the Fall 2009 semester. These MSI format courses were compared with both the Individualized format of MAT 060 and the Traditional Classroom format of the same course. The students included in these sections were a combination of students who were: 1) suggested by advisors to enroll in this developmental math course after receiving a low score on the college's Accuplacer placement test for algebra or continuing the progression of developmental math from the lower level arithmetic class; 2) mandated to attend MSI after successful completion of the Jump Start Math Program, or 3) self-selected into the MSI group anticipating the need for additional help in the course. The two primary data sets available for this study are student math final grades and student participation/attendance records. Secondary sets of data include informal focus group notes, final exam scores, student attendance records for both class lectures and MSI sessions, and Supplemental Instruction Leader anecdotal records. The findings of this study conclude that success rates of students enrolled in the MSI sections of developmental math do not differ significantly from those enrolled in the Traditional Classroom format of developmental math; however, both groups did differ significantly from the Individualized format of developmental math, in that the students enrolled in the Individualized format succeeded at a lesser rate and withdrew at a greater rate than their MSI or Traditional Classroom counterparts. This study also concluded that female, full-time students succeeded at a greater rate across the board, which is consistent with the literature. These findings were significant for a number of reasons. Although the difference between the treatment group and the Traditional Classroom group was not significant, there are a variety of reasons at the program level as to why this may have been so and there are many future constructs that SCC can put in place to strengthen and reassess the MSI program. Although this study was focused on the MSI treatment, the data revealed a greater issue existing in the Individualized format of developmental math at SCC. Future considerations can be made in this particular delivery method to improve success rates of students involved in this program. Future research on MSI in the form of persistence and retention rates, graduation rates, transfer rates, subsequent math course grades and success in other college-level classes can be explored to provide the MSI program with more data to determine if particular groups of students are benefiting from this format.
Temple University--Theses

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49

Sanchez, Jose. "The Relationship of Participation in a Summer Transition Program for At-risk Ninth Grade Students and their Performance in Algebra I." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5854.

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This study examined the Summer Transition Program in a large suburban school district. One of the common concerns of education leaders is the number of students who choose to dropout of high school. The eighth to ninth grade Summer Transition Program has been implemented to address the high school dropout issue and was the focus of this study. The researcher examined if participation in the Summer Transition Program could be predicted by student subgroup, to what extent, if any, participation in the Summer Transition Program had on the academic success in Algebra I, and if there is a relationship with academic success in Algebra I and at-risk factors.
Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive

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50

Fennoy, Donald E. II. "The Relationship Among African American Students' SAT Reasoning Test Scores and Participation in Advanced Placement Courses in One Large Urban School District in A Southern State in 2010-2011." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5204.

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The purpose of this study was to provide insight into the relationship of Advanced Placement (AP) participation on closing the achievement gap between African American students and other ethnic/racial groups (White, Hispanic, and Asian) in a large urban school district in a southern state. Two major issues were considered: (a) the impact of high school student Advanced Placement participation on SAT Reasoning Test scores and (b) the correlation between increased high school student Advanced Placement participation and closing the academic achievement gap between African American and other ethnic/racial groups. A significant difference was found to exist in the mean SAT Reasoning Test scores among different ethnic/racial groups during the 2010-2011 school year. African American student mean scores were significantly lower on the SAT Reasoning Test when compared to all ethnic/racial groups identified in this study, regardless of the independent variable (no AP participation, one AP course, two or more AP courses). However, the results did indicate that African American participation in AP courses was significantly lower than all other ethnic/racial groups in this school district. Additionally, information was provided for school leaders regarding the development of a systematic approach to creating equity and access for African American students to fully engage in a college going culture through participation in Advanced Placement courses.
ID: 031001452; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Rosemarye Taylor.; Title from PDF title page (viewed July 3, 2013).; Thesis (Ed.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 90-98).
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership

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Dissertations / Theses on the topic 'Courbes IDF'

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