Relevant bibliographies by topics / Improvement science in education

Academic literature on the topic 'Improvement science in education'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Improvement science in education"

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Bryk, Anthony S. "Support a Science of Performance Improvement." Phi Delta Kappan 90, no. 8 (April 2009): 597–600. http://dx.doi.org/10.1177/003172170909000815.

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Tsakeni, Maria, Paul Munje, and Loyiso Jita. "Issues and challenges influencing school improvement opportunities for science and mathematics." Cypriot Journal of Educational Sciences 16, no. 3 (June 30, 2021): 1300–1318. http://dx.doi.org/10.18844/cjes.v16i3.5853.

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This qualitative interpretive study explores issues and challenges influencing school improvement opportunities for Science and Mathematics in selected South African high schools through a systems leadership lens. Unstructured interviews were conducted with 13 participants comprising a principal, deputy principals, heads of department (HODs) for Science and Mathematics, and Mathematics and Physical Sciences teachers in four schools. The data from the interviews were analysed using the constant comparison techniques, allowing for inductive theme and concept building through abstraction. Findings show that participants, irrespective of school context, were generally eager to enhance the teaching and learning of Science and Mathematics. These challenges include the curriculum policy, the role of the district education office, professional development, learner‑related challenges, and resources. It is recommended that the Department of Basic Education work closely with the relevant stakeholders, including teachers, to ensure context-friendly educational policies, thus ameliorating implementation challenges. Keywords: Issues and challenges, Science and Mathematics, school improvement, systems leadership
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Nordstrum, Lee E., Paul G. LeMahieu, and Elaine Berrena. "Implementation Science." Quality Assurance in Education 25, no. 1 (February 6, 2017): 58–73. http://dx.doi.org/10.1108/qae-12-2016-0080.

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Purpose This paper is one of seven in this volume elaborating upon different approaches to quality improvement in education. This paper aims to delineate a methodology called Implementation Science, focusing on methods to enhance the reach, adoption, use and maintenance of innovations and discoveries in diverse education contexts. Design/methodology/approach The paper presents the origins, theoretical foundations, core principles and a case study showing an application of Implementation Science in education, namely, in promoting school–community–university partnerships to enhance resilience (PROSPER). Findings Implementation Science is concerned with understanding and finding solutions to the causes of variation in a program’s outcomes relating to its implementation. The core phases are: initial considerations about the host context; creating an implementation structure; sustaining the structure during implementation; and improving future applications. Originality/value Few theoretical treatments and demonstration cases are currently available on commonly used models of quality improvement in other fields that might have potential value in improving education systems internationally. This paper fills this gap by elucidating one promising approach. The paper also derives value, as it permits a comparison of the Implementation Science approach with other quality improvement approaches treated in this volume.
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Girzelska, Joanna, and Magdalena Głowacka. "Improvement Science Training for European Healthcare Workers (ISTEW) – European Cooperation in the Field of Education." Nursing and Public Health 6, no. 2 (2016): 165–70. http://dx.doi.org/10.17219/pzp/61573.

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Avis, James. "Improvement through research: policy science or policy scholarship." Research in Post-Compulsory Education 11, no. 1 (March 2006): 107–14. http://dx.doi.org/10.1080/13596740500508001.

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Saunders, Walter, Nick Eastmond, and Kay Camperell. "Elements of improvement in secondary science teacher preparation." Journal of Science Teacher Education 5, no. 4 (December 1994): 146–51. http://dx.doi.org/10.1007/bf02614615.

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Donovan, M. S. "Generating Improvement Through Research and Development in Education Systems." Science 340, no. 6130 (April 18, 2013): 317–19. http://dx.doi.org/10.1126/science.1236180.

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Lamanauskas, Vincentas. "NATURAL SCIENCE EDUCATION PROCESS IN PRIMARY SCHOOL: ORGANISATION AND IMPROVEMENT ASPECTS." Natural Science Education in a Comprehensive School (NSECS) 24, no. 1 (April 15, 2018): 24–32. http://dx.doi.org/10.48127/gu/18.24.24.

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Natural science education in primary school is not only important, but it is also problematic. The importance, first of all, lies in the fact, that natural science education is an inseparable part of general education. Natural science education involves various components - ecological, environmental, healthy lifestyle, harmonious development and other. Experimental- research activity is especially important. Effective all component integration into education process in primary classes remains problematic. This is actual not only in Lithuania. It is obvious, that in order to understand natural science education peculiarities working with the younger age children, exhaustive research are necessary and on their basis modelled, adjusted and developed natural science education in primary school. Only qualitative natural science education, acquired in primary school, can guarantee proper continuation of natural science education in basic and secondary school. Research aim is to analyse primary school teachers’ position on natural science education question, i.e., to ascertain how teachers value personal preparation according to major natural science education fields, what natural science education improvement ways they discern, and what activity ways in natural science education process they like best. The research is quantitative, pilot, of limited amount. The research was carried out between January and February 2018. Working primary school teachers from various Lithuanian primary schools participated in the research. Totally, there were 60 teachers (all women) from more than 25 schools. The carried-out research allows asserting, that primary school teachers’ professional preparation in natural science education sphere remains actual. Practical work organisation is considered the most appropriate activity. Individual students’ differences are tried to be satisfied and considered the least by the teachers. Though teachers tend to demonstrate various experiments (16.0%), research activity is not prevalent (2.3%). A similar situation is observed speaking about technology involvement in education process. Teacher preparation to organise and realise natural science education in primary school is basically valued positively, however, it is diverse. The best preparation is fixated in biology science spheres (e.g., “Green plants” /PI=0.83, SD=0.22/, “People and other animals” /PI=0.80, SD=0.21/, “Life (vital) processes” /PI=0.73, SD=0.21/ and other). The weakest preparation is fixated in physics science fields (e.g., “Electricity (electrical) phenomena” /PI=0.55, SD=0.26/, “Forces and movement” /PI=0.56, SD=0.25/, “Light and sound” /PI=0.57, SD=0.26/ and other). The preparation in chemistry science field is considered average e.g., “Substance changes” /PI=0.64, SD=0.24/, “Substance mixture separation” /PI=0.61, SD=0.23/ and other). Preparation in scientific research field is also valued as average (PI=0.63, SD=0.18) (PI – preparation index). Respondents consider resources/equipment the most important way of natural science education process improvement. Teacher professional improvement possibilities are considered the least important way of improvement. Lessons based on research (or other educational activities) are not considered a very important way of natural science education improvement. More exhaustive research are necessary in future for analysing primary school teacher natural science competence problems, also seeking to better understand experimental-research activity organisation peculiarities in education process. Keywords: pilot research, primary school, professional improvement, science education.
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LeMahieu, Paul G., Alicia Grunow, Laura Baker, Lee E. Nordstrum, and Louis M. Gomez. "Networked improvement communities." Quality Assurance in Education 25, no. 1 (February 6, 2017): 5–25. http://dx.doi.org/10.1108/qae-12-2016-0084.

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Purpose The purpose of this paper is to delineate an approach to quality assurance in education called networked improvement communities (NICs) that focused on integrating the methodologies of improvement science with few of the networks. Quality improvement, the science and practice of continuously improving programs, practices, processes, products and services within organized social systems, is a still-evolving area in education. This paper is the first of seven elaborating upon different approaches to quality improvement in education[1]. It delineates a new methodology called the NICs model. Developed by the Carnegie Foundation for the Advancement of Teaching, the approach is aimed at continuously improving the quality of practices, processes and outcomes in targeted problem areas in education systems. Design/methodology/approach The paper presents the historical development, theoretical foundations, core principles and adaptation of key elements of the NICs model for quality improvement in education. A case study specifically examines the problem of fostering new teacher effectiveness and retention in large public school systems in the USA. Findings The six principles underlying the NICs model are as follows: make the work problem-specific and user-centered, focus on variation in performance, see the system that produces outcomes, improve at scale what you can measure, use disciplined inquiry to drive improvement and accelerate learning through networked communities. Originality/value Few theoretical treatments and demonstration cases are currently available that examine the application of common models of quality improvement in education. This paper elaborates on one promising approach. In addition to examining the NICs model, the paper derives added value by allowing comparisons with seven widely used quality improvement approaches treated in this volume.
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Terzian, Yervant. "Science Education and Our Future." Frontiers: The Interdisciplinary Journal of Study Abroad 3, no. 1 (November 15, 1997): 240–52. http://dx.doi.org/10.36366/frontiers.v3i1.59.

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We need a workforce with basic understanding of science and mathematics; with problem-solving skills; with communication skills; with critical thinking skills; with skills to understand statistics and probabilities. In general, science education will improve when students realize that in order to get better jobs they need to understand science, mathematics, and technology. The following presents my ten pragmatic suggestions for the improvement of science education in general.
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Dissertations / Theses on the topic "Improvement science in education"

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Foster, Stephanie L. "Reflection as a Means to Teaching Improvement for Novice University Science Faculty." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-04282005-151254/.

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This study explored the use of reflection as a professional developmental strategy to facilitate improvement of tangible classroom behaviors among novice university science faculty. Specifically, the study addressed the following questions: How did the novice college instructors perceive the reflection experiences to impact their teaching practice? During the progression of reflection experiences, in which teaching practices did the instructors? performances change? How? A mixed method approach was employed in answering the aforementioned questions. The participants? responses in semi-structured interviews and informal discussions, their written responses to reflective prompts, and the researcher?s observations of their teaching were qualitatively analyzed for themes. Students? responses to a survey about the participants? instruction were analyzed quantitatively. Findings revealed that the participants developed self awareness and exhibited cognition-induced behavioral change consistent with their developmental goals. Findings also suggested that participation in the study facilitated development of cognitions supportive of sustained reform in instructional practice and bridging of gaps within participants? pedagogical content knowledge.
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Alseddiqi, Mohamed. "Performance improvement of technical and vocational education in the Kingdom of Bahrain." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/17802/.

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This study is directed at improving quality of graduates coming out from the Technical and Vocational Education (TVE) system in Bahrain.The aim of TVE system is to equip the students with the skills, knowledge and work ethic required for various industries, such as electrical, electronic, telecommunications, building services, mechanical engineering and computer technology. The TVE system is a two-tier system of education comprising SBL (containing specialised technical modules delivered in the school environment) and WBL (including work placement periods) intended to equip the students/graduates with cognitive, affective and psychomotor skills essential for their future careers. Recent TVE studies have indicated that a gap exists between the students’ skills acquired during SBL and WBL study and the skills required by industrial companies in Bahrain. A novel employability skills model was developed based on extensive literature survey and exploratory studies conducted by the researcher. The skills gap was determined through quantitative and qualitative analysis of the responses of the stakeholders to Questionnaire 1. Furthermore, to interlink employability skills requirements with teaching and learning provisions within TVE, the researcher has integrated two-dimensional (2D)models for cognitive, affective and psychomotor domains within the existing provisions. For the above purpose a new 2D model for affective domain skills has been developed. With an aim to improve teaching and learning provisions, the correlation between the existing approaches of teaching and learning practised in TVE educational environment with students’ learning styles was examined using Questionnaire 2. All the above was used for structuring learning activities in engineering courses so that a better match between the employability skills model and skills taught during SBL and WBL could be achieved. To maximise the output from TVE system, a novel SWT (SBL-to-WBL Transition) module was designed and developed. This was to ensure that TVE students receive the necessary training required by industry before they go in work placement(included in WBL programme) which would enable them to perform at a very high level; within the industrial environment. The module design was based on the user-centered approach and included necessary elements to satisfy the requirements of the novel employability skills model and 2D models for cognitive, affective and psychomotor domains. The developed SWT module contained five case studies which were related to real work examples. The learning activities included, challenged the students to recognise, make informed responses, and work comfortably with the diverse requirements of WBL environment. The user evaluation of the proposed e-learning package was done by the students and teachers who completed Questionnaire 3. Based on the above a new quality framework for online courses was developed. The modified framework extends the existing information quality frameworks by incorporating features associate with pedagogical and technological contexts. The framework would be useful in determining adequacy of the new SWT module in providing workplace proficiencies, preparing TVE students for work placement, providing effective teaching and learning methodologies, integrating innovative technology in the process of learning, meeting modern industrial needs, and offering a cooperative learning environment for TVE students. The proposed SWT module represents a major contribution to the improvement of TVE system in Bahrain because it challenges students and teachers to be capable of recognising, making informed response towards, and working comfortably with the diversity they encounter in WBL environment.
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Khan, Sumbul. "Improvement of Pedagogical Laboratory Based Learning: Multimedia Enhanced Instructional Methods." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1297.

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In engineering technology and other scientific-based education, lab-based courses play a crucial role (Ma & Nickerson, 2006). Even though laboratory experience in student learning is crucial, it faces some problems. Due to insufficient laboratory conditions that lead to overcrowding and inability to view demonstrations, the effectiveness of hands on experience declines (Tiwari & Singh, 2011; Tuysuz, 2010). Considering the limitations that constrain lab experience, investigating and implementing alternatives to enhance pedagogical laboratory based learning becomes inevitable. This study investigates multimedia enhanced pedagogical teaching methods for delivering laboratory instruction to students. The purpose of this study was to improve pedagogical laboratory based learning. First, this study implemented a multimedia enhanced pedagogical laboratory based instructional method. Second, this study evaluated the impact of multimedia enhanced instructional method on student learning outcomes to assess improvement in pedagogical laboratory based learning. To evaluate the impact of multimedia enhanced instructional method on student learning outcomes, a student population was subjected to 1) traditional laboratory lecture and 2) video lecture. This study used two different assessment techniques to evaluate the instructional methods 1) surveys and 2) quizzes. The use of these different assessment techniques achieved two purposes. First, the surveys allowed the study to receive students’ evaluation on the lecture in order to compare the two types of instructional methods. Second, the quizzes allowed measuring the students’ understanding of the demonstrations in order to evaluate the impact of multimedia enhanced instructional method on pedagogical laboratory based learning. Survey results revealed that based on overall evaluations, students prefer traditional lectures in comparison to video lectures in terms of level of interest and engagement. Furthermore, quiz results revealed that multimedia enhanced instructional methods do not have an impact on pedagogical laboratory based learning.
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Saunders, Lesley. "A science in the service of an art? : the use of 'value added' analyses of school performance to aid school improvement." Thesis, University of Oxford, 2001. http://ora.ox.ac.uk/objects/uuid:ff55c39e-d9f2-4483-bbef-cf827f250781.

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The thesis is concerned to explore whether and how ‘value added’ data analyses can contribute to school improvement, and to identify some of the conditions under which this might be so. In the course of conducting the study, the author experienced a tension between the ‘research’ and the ‘development’ dimensions of her work, and this is used to inform the outcomes of the thesis. The thesis is underpinned by three related aims: first, to provide a historical and evaluative overview of how the idea of ‘value added’ came to enter and influence the debate on educational quality in England. The study of the literature demonstrates that the main principles of ‘value added’ were already well developed before the term was in common use; it also reveals that the ambiguities in the term are not merely reflective of disagreements about how best to calculate value added but actually central to how the idea has been made to function within a particular political agenda for education having to do with ‘raising standards’. Because of the relentlessness of that agenda, ‘value added’ measures of attainment have undergone considerable methodological development over the past ten years, to the point where sophisticated statistical data on pupils’ and schools’ performance is being generated and used by government agencies, LEAs and schools themselves to an extent virtually unknown elsewhere. However, this thesis indicates that the technical and conceptual issues involved in putting such data to practical use in schools are likely to test the interpretative and organisational skills of users. The literature search confirms that not much investigation has been done into how data is actually used, but that what there is suggests some important lines of inquiry. The second aim of the thesis is accordingly to explore, through a small-scale empirical study, the use by secondary school staff of value-added data as exemplified by the NFER’s value added service QUASE. The study was conducted in nine schools, with staff at senior and middle management levels, and focused on mathematics, English and science departments. The third aim of the thesis is to assess how far the case-study findings might shed further light on the issues entailed in using such data for school improvement. The evidence suggested that value added data are seen as complex and often ‘high stakes’ and that – at the time of this study – the uses of value added data were rather more limited than expected; furthermore, the meanings of value added would seem to be socially constructed by the political and institutional environment, and to be closely related to individual teachers’ values and attitudes. This in turn suggests that better insights into, and management of, ‘the psychology and sociology’ of how value added data are perceived and used are necessary. Nonetheless, the study concludes that there is potential for value added analyses to contribute to school improvement under certain conditions; crucially, the study indicated that these included a culture which emphasised self-evaluation – rather than external accountability – within the school or subject department, combined with input from a ‘champion’ or facilitator who understood the technicalities and significance of the data. Value added analyses seemed to be used most actively by,staff who were able to use them ‘heuristically’, that is, to pose informed questions about teaching and learning (rather than as literal truths or statistical fictions). The study argues that ‘value added’ measures of performance are accordingly better understood as a technology than a science – that is, a practical application of knowledge which interacts dynamically with its social and cultural environment.
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Williams, Jodi M. "An Ethnographic Inquiry and Evaluation into the Student's Perspective and Experience with Improvement Science at Algoma School District." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157542/.

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Using ethnographic research in the form of an outcomes assessment, this project aims to unpack and evaluate the experiences of students and significance of the key concepts shared during the Live Algoma-Improvement Science course/and associated projects during the 2015-2016 and 2016-2017 school years. Through the use of evaluative techniques such as interviews, focus groups, and a survey, I endeavor to both strengthen and inform the work Live Algoma is doing and highlight to the community and other stakeholders the valuable impact of this initiative on the students. As part of the Improvement Science course, students from the Algoma School District were trained on key concepts such as failing forward, PDSA, and ways of being to empower them to better handle individual project management, life challenges, and goal setting. While this project was expansive in overall scope, this outcome evaluation sought to understand the retention and internalization by program participants of key concepts imparted from the Improvement Science course and related projects. The findings provide strategic and targeted insights into the success of the course and opportunities for refinements in future Improvement Science courses and school and community projects with Live Algoma and the Algoma School District.
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Lascano, Jorge Edison. "A Pattern Language for Designing Application-Level Communication Protocols and the Improvement of Computer Science Education through Cloud Computing." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6547.

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Networking protocols have been developed throughout time following layered architectures such as the Open Systems Interconnection model and the Internet model. These protocols are grouped in the Internet protocol suite. Most developers do not deal with low-level protocols, instead they design application-level protocols on top of the low-level protocol. Although each application-level protocol is different, there is commonality among them and developers can apply lessons learned from one protocol to the design of new ones. Design patterns can help by gathering and sharing proven and reusable solution to common, reoccurring design problems. The Application-level Communication Protocols Design Patterns language captures this knowledge about application-level protocol design, so developers can create better, more fitting protocols base on these common and well proven solutions. Another aspect of contemporary development technics is the need of distribution of software artifacts. Most of the development companies have started using Cloud Computing services to overcome this need; either public or private clouds are widely used. Future developers need to manage this technology infrastructure, software, and platform as services. These two aspects, communication protocols design and cloud computing represent an opportunity to contribute to the software development community and to the software engineering education curriculum. The Application-level Communication Protocols Design Patterns language aims to help solve communication software design. The use of cloud computing in programming assignments targets on a positive influence on improving the Analysis to Reuse skills of students of computer science careers.
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Ecelbarger, Richard Paul 1944. "Leadership, process improvement, and information technology: The implementation of network-based applications in a financial services organization." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282724.

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The basis of this study is that traditional models of leadership do not adequately address the complexity of challenges presented to leaders engaged in IT-facilitated process improvements. The result is that most IT (information technology) implementations either fail outright or do not meet expectations. This study was conducted therefore, to close the knowledge gap that exists between the leadership decision to seek IT-facilitated improvement and the leadership approach needed to successfully accomplish it. Case study and qualitative research methodologies were employed to reveal assumptions and beliefs of leadership that influenced the development of network-based applications in a financial service organization--how improvement projects were initiated, implemented, and accepted by the staff for whom they were intended. The analysis of data led to the description of seven leadership themes--Institutional Climate, Involvement, Communication, Learning, Development Strategy, Resources, and Impact. Of particular interest are the assumptions and beliefs of the Impact theme, which provides evidence that IT-facilitated process improvements were successfully implemented in the financial service organization studied. The assumptions and beliefs of leadership are then used to determine how the described framework of leadership is aligned with the Postindustrial Model of Leadership suggested by Lee Bolman and Terrence Deal (1991)--a model that they contend extends beyond the limitations of traditional models. The framework revealed by the seven leadership themes was compared to evaluation criteria developed for Bolman and Deal's leadership model. Using the organizational frame definitions developed by Bolman and Deal in their book Reframing Organizations: Artistry, Choice, and Leadership (1991), the following ranking was observed: Structural, Political, Human Resource, and Symbolic. This analysis provides evidence that the framework of leadership in the financial services organization is aligned with the Postindustrial Model of Leadership suggested by Bolman and Deal. In summary, the study reveals that successful IT-implementations were achieved in the financial service organization with Bolman and Deal's Postindustrial Model of Leadership in place. Additional research is recommended, however, to refine the assumptions and beliefs of leadership such that the conclusions reached in this study can be confirmed and generalized to expanded populations and circumstances.
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Halawany, Abdullah. "A curricula assessment and improvement quantitative model for higher education: a design for six sigma methodology." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6285.

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Curricula assessment is an integrated process to assist higher education institutions in addressing the challenges in a designated field of study and in exploring the opportunities to better educate and prepare their students for an increasingly complex world. Although assessment as a topic has been researched extensively, there has been a lack of quantitative tools that address the requirements of many of the stakeholders that may be critical to the curriculum design and assessment processes. This research proposes the utilization of Design for Six Sigma (DFSS) to develop a quantitative model for curriculum assessment and improvement for higher education institutions. A review of the literature indicates that there is a lack of quantitative tools that enhance the reliability and efficiency of gathering customer requirements for curriculum in higher education environment. In addition, there is a lack of tools to translate these requirements into actual characteristics that can be used for curriculum design and assessment purposes. The literature also indicates that curriculum assessment is one of several educational processes that affect the quality of education. This research proposes a quantitative model for curriculum assessment and improvement in higher education institutions, utilizing design for six sigma methodology. The proposed model explores the use of the Kano model concept to translate needed requirements into desirable curriculum attributes and the general concept of establishing transfer function to determine the level at which those requirements have been satisfied. The use of the developed model can help improve student learning and provide curriculum stakeholders with timely feedback about the curriculum and identify areas in need of improvement. To validate the capability of the proposed model, an ABET accredited department of Industrial Engineering in a US university was used a case study.
Ph.D.
Doctorate
Industrial Engineering and Management Systems
Engineering and Computer Science
Industrial Engineering
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Fang, Li-Chuan. "Improvement and deployment of the web-based database management system for computer science graduate program." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2988.

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In 2005 Mr. Dung Tien Vu completed a master's project for the California State University, San Bernardino Computer Science Department in which he designed a web-based database of department graduate student information. This project was designed to alter the system so that it conforms with current campus regulations, to make some improvements to the system, and to deploy it.
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Daley, Ben. "Improvement Science for College, Career, and Civic Readiness| Achieving Better Outcomes for Traditionally Underserved Students through Systematic, Disciplined Inquiry." Thesis, University of California, San Diego, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284863.

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Preparing more students for success in college, career, and civic life is of critical importance, particularly for traditionally underserved students. Improvement science represents promising ideas and practices for how to achieve greater outcomes for students, particularly at scale. In this dissertation, two projects were undertaken related to college, career, and civic readiness, one to reduce chronic absenteeism and the other to increase Cal Grant award rates. Using improvement science methodology, chronic absenteeism was reduced by up to 85% across three schools and Cal Grant award rates increased from 35% to 46% across five high schools. These projects were written up according to guidelines for reporting on improvement projects taken from healthcare.

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Books on the topic "Improvement science in education"

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Corporate support for mathematics and science education improvement. New York, NY: Conference Board, 1993.

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Sulistiorini. Science Education Quality Improvement Project, SEQIP: Monitoring report, 2002. Jakarta: Departemen Pendidikan Nasional, Direktorat Pendidikan TK dan SD, 2003.

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Dream! create! sustain!: Mastering the art and science of transforming school systems. Lanham, Md: Rowman & Littlefield Education, 2010.

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McNaughton, S. Designing better schools for culturally and linguistically diverse children: A science of performance model for research. New York, NY: Routledge, 2011.

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R, McClure Charles, and Hernon Peter, eds. Library and information science research: Perspectives and strategies for improvement. Norwood, N.J: Ablex Pub. Corp., 1991.

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United States. Congress. House. Committee on Science. Subcommittee on Research. Implementation of the Math and Science Partnership Program: Views from the field : hearing before the Subcommittee on Research of the Committee on Science, House of Representatives, One Hundred Eighth Congress, first session, October 30, 2003. Washington: U.S. G.P.O., 2004.

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United States. Office of Educational Research and Improvement., ed. Improving the math and science curriculum: Choices for state policymakers : report on the Secretary's Conference on Improving Mathematics and Science Education, December 1991. [Washington, D.C.?]: Office of Educational Research and Improvement, U.S. Dept. of Education, 1992.

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Undergraduate Science, Mathematics, Engineering, and Technology Education Improvement Act: Report (to accompany H.R. 3130) (including cost estimate of the Congressional Budget Office). [Washington, D.C: U.S. G.P.O., 2002.

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United States. Congress. House. Committee on Science. Undergraduate Science, Mathematics, Engineering, and Technology Education Improvement Act: Report (to accompany H.R. 3130) (including cost estimate of the Congressional Budget Office). [Washington, D.C: U.S. G.P.O., 2002.

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Science, United States Congress House Committee on. Undergraduate Science, Mathematics, Engineering, and Technology Education Improvement Act: Report (to accompany H.R. 3130) (including cost estimate of the Congressional Budget Office). [Washington, D.C: U.S. G.P.O., 2002.

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Book chapters on the topic "Improvement science in education"

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Eddy-Spicer, David H. "Improvement Science Through Networked Improvement Communities: Leadership of Continuous Improvement with, of, and Through Information Technology." In Springer International Handbooks of Education, 567–74. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71054-9_111.

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Black, Paul. "Assessment by Teachers and the Improvement of Students’ Learning." In International Handbook of Science Education, 811–22. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4940-2_47.

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Hong, Hai, Jennifer Wang, and Sepehr Hejazi Moghadam. "K-12 Computer Science Education Across the U.S." In Informatics in Schools: Improvement of Informatics Knowledge and Perception, 142–54. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46747-4_12.

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Chen, Gang. "Improvement Model of Business Continuity Management on E-Learning." In Advances in Computer Science and Education, 1–5. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27945-4_1.

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Chen, Yongxian, Dichong Wu, Canlin Mo, Dongfang Zhao, and Renwang Li. "The Improvement of Enterprise-Oriented Scale-Free Network Model." In Advances in Computer Science and Education, 421–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27945-4_67.

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Andersson, Björn, Frank Bach, Mats Hagman, Clas Olander, and Anita Wallin. "Discussing a Research Programme for the Improvement of Science Teaching." In Research and the Quality of Science Education, 221–30. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3673-6_18.

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Lillo-Crespo, Manuel, and M. Cristina Sierras-Davó. "Quality Improvement with Compassion: Developing Healthcare Improvement Science in the European Health Professions’ Education." In Values of the University in a Time of Uncertainty, 231–40. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15970-2_16.

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Ibrahim, Linda, and Antanas Mitasiunas. "Towards a Strategy for Process Improvement Education and Training." In Communications in Computer and Information Science, 522–28. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67383-7_38.

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Zhang, Xin, and Libo Huang. "Strengthen Study Motivations of College Students via Learning Environment Improvement." In Advances in Computer Science and Education, 353–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27945-4_56.

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Kravtsov, Hennadiy, and Vitaliy Kobets. "Evolutionary Revision Model for Improvement of Computer Science Curriculum." In Information and Communication Technologies in Education, Research, and Industrial Applications, 127–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13929-2_7.

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Conference papers on the topic "Improvement science in education"

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Crisan-Dabija, Radu, and Traian MIhaescu. "Improvement science: Education in Europe." In ERS International Congress 2016 abstracts. European Respiratory Society, 2016. http://dx.doi.org/10.1183/13993003.congress-2016.pa1540.

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Brianzoni, Virginia, and Liberato Cardellini. "A STUDY ON SCIENCE EDUCATION IN ITALY." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.23.

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Within the European Project “PROFILES”, a study on science education has been carried out. The opinion of different stakeholders has been taken into account and in Italy almost 200 participants have answered questionnaire concerning several aspects of teaching. The results have shown that scientific literacy should be based mainly on the development of communication skills/personality and on the improvement of intellectual skills. The study has highlighted that approaches judged more effective are not really common in the current educational panorama. Key words: inquiry-based science, science education, PROFILES.
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Gomes, João, Kennedy Nunes, Luis Rivero, Davi Viana, Geraldo Braz Junior, João Almeida, Vandecia Fernandes, Simara Rocha, and Aristófanes Silva. "Enabling Pragmatic Software Testing Education in Brazil through an Education Repository: An Initial Proposal." In Life Improvement in Quality by Ubiquitous Experiences Workshop. Brazilian Computing Society, 2022. http://dx.doi.org/10.5753/lique.2022.19998.

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When teaching software testing, it is essential that the students have access to the practical application of the theoretical concepts regarding software testing techniques. Thus, it is important that support materials and real artifacts are available for the practical application of the testing approaches. Despite this importance, undergraduate students from computer science courses still face difficulties in the practical application of the contents covered in the classroom. In this work in progress, our goal is to support the learning process by offering artifacts that allows students to improve their practical skills in software testing. For this, an analysis of the set of test techniques taught in classes and required by the job market was carried out. We also performed an analysis of the features of the repositories that provide support artifacts for teaching these techniques. Considering that the identified repositories are not in Portuguese, we present a high-fidelity prototype of a new Brazilian repository, aggregating the identified artifacts and proposing new ones for supporting testing teaching.
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Kaplarević-Mališić, Ana, Slađana Dimitrijević, Ivana Radojević, and Milan Kovačević. "Developing Teaching Competencies for Implementing Blended Learning in Higher Education: Experiences of Faculty of Science, University of Kragujevac." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.352k.

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One of the invariants for the education through the time is the effort for improvement and changes caused by different cultural, economic, and overall civilization circumstances. Nowadays, the huge impact of digital technology on educational systems and everyday practice is evident. The didactic theory still seeks guidelines for adequate use of new information communication technology. Higher education in Serbia also is a part of this process, as activities of ERASMUS+ project TeComp (Strengthening Teaching Competencies in Higher Education in Natural and Mathematical Sciences, 598434-EPP-1-2018-1-RS-EPPKA2-CBHE-JP) testified. In this paper, we present some outcomes and experiences collected during the project with an aim to disseminate results and to contribute broad discussion in the HE community. We give a quick overview of teachers’ attitudes about ICT in their teaching practice as well as some important information and conclusions conducted from evaluations of trainings the most visited by teachers from the Faculty of Science, Kragujevac, concerning aspects of incorporating blended learning in HE in fields of natural sciences, mathematics, computer science, and informatics as a way for strengthening teacher competences
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Rasheva-Yordanova, Katia, Lyubomir Gotsev, Svetlana Siarova, Ivelina Shopova, Boyan Jekov, Eugenia Kovatcheva, Roumen Nikolov, and Elena Shoikova. "EXPERIMENTAL RESEARCH AND DATA SCIENCE FOR LEARNING IMPROVEMENT." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2026.

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Biritz, Rachel. "An Improvement Science Study on an Improvement Science Doctoral Program in Educational Leadership." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893063.

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Miswari. "Integrated Curriculum Implementation in Education Quality Improvement." In 6th International Conference on Science, Education and Technology (ISET 2020). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211125.108.

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Tomsons, Dzintars, and Inta Znotiņa. "DEVELEPMENT OF COMPUTER-BASED EDUCATIONAL GAME ACROSS COMPUTER SCIENCE CURRICULUM." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.92.

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The current paper describes the use of game development for improvement of first year Computer Science students’ professional and social competencies. The computer-based education games play grateful platform for integration of knowledge and skills gained by students in several learning courses, i.e., programming, web-design, computer graphics and animation, introduction to software engineering, etc. The multidisciplinary character of the games provides possibilities to constitute teams with students from different study programs. Thereby the students get their first experience in cross-disciplinary communication. Key words: computer-based education, educational games, learning environment.
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Milićević, Ivan, Snežana Dragićević, Nedeljko Dučić, Milan Marjanović, and Vojislav Vujičić. "Improvement of study programs for bachelor’s and master’s studies in Mechatronics in response to the requirements of Industry 4.0." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.213m.

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Development in information technology has resulted in revolutionizing all aspects of life and this revolution has been realized as Industry 4.0. A main approach that universities’ educational systems may take towards Industry 4.0 is educating students who have the right skill set for reacting to the changes in their working environment, adapting their performance, and learning to cope with technological development. This paper presents the results of the project „Improvement of study programs for bachelor’s and master’s studies in Mechatronics in response to the requirements of Industry 4.0“, which was funded by the Ministry of Education, Science and Technological Development of the Republic of Serbia as a part of program activity „Development of higher education“ and performed in the 2020/21 academic year
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Alferov, A., A. Rukhlyada, and A. Dzhanibekov. "IMPROVEMENT OF TECHNOLOGIES FOR EFFICIENT ENRICHMENT OF KAROTHIN FARMERS." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DGTU-PRINT, 2018. http://dx.doi.org/10.23947/itno.2018.2.338-341.

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Reports on the topic "Improvement science in education"

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Kaminski, Linda, Magaly Lavadenz, Elvira Armas, and Grecya López. No. 11, November 2022: Insights from Co-Designed English Learner Improvement Networks. Center for Equity for English Learners, November 2022. http://dx.doi.org/10.15365/ceel.policy.12.

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This research brief presents a case study of an English Learner Improvement Network (ELIN), a group of educators focused on a shared problem of practice in English Learner education and supported through extensive collaboration between researchers and practitioners in English Learner education and Improvement Science. The case study involves an urban school district and a charter organization each serving between 50-80% of students who have ever been English Learners. The research brief identifies five key themes that contribute to knowledge of the English Learner Improvement Networks’ ability to support English Learner improvement: (1) Expert Partnerships Support Improvement; (2) Context Impacts Improvement; (3) Smaller Steps Lead to Larger Changes; (4) Collaborative Coaching Counts; and (5) Teacher Leaders Support Implementation. This ELIN is highlighted as a model of a systemic and coherent approach to educational improvement for ELs through the extensive collaboration provided in English Learner content and Improvement Science process.
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Shipman, T. Guidebook to excellence: A directory of federal facilities and other resources for mathematics and science education improvement. [Contains acronym list]. Office of Scientific and Technical Information (OSTI), January 1993. http://dx.doi.org/10.2172/6771032.

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Alpaydın, Yusuf. EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, December 2020. http://dx.doi.org/10.26414/gt008.

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The first report prepared under the Turkey of the Future project is on education, where our country has long been in a search for stability and methodology. The report aims to realistically study in 2018 what needs to be accomplished when looking forward to 2030 using quantitative and qualitative data. In this context, the study begins by explaining the state of education in the new millennium and the problems experienced from this perspective. The context necessary in resolving the issues and bettering current circumstances has been also emphasized in the purview of the report. Along with these improvements, students’ national and international examination performances are also analyzed. Finally, the developed policies, solution recommendations, and improvements have been presented in 12 points on the vision of the future. In preparing the report, the primary framework has been shaped by the relevant scientific literature, the framework and principal values established by the İLKE Foundation for Science, Culture and Education within the scope of the Turkey of the Future Project, and the educational perspectives of the research team. Besides multidisciplinarity and systems approach, locality and originality have been the two principal values when preparing this report.
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Hlushak, Oksana M., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Using the e-learning course “Analytic Geometry” in the process of training students majoring in Computer Science and Information Technology. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3268.

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As a result of literature analysis the expediency of free access of bachelors majoring in Computer Sciences and Information Technologies to modern information educational resources, in particular, e-learning courses in the process of studying mathematical disciplines is substantiated. It was established that the e-learning course is a complex of teaching materials and educational services created for the organization of individual and group training using information and communication technologies. Based on the outlined possibilities of applying the e-learning course, as well as its didactic functions, the structure of the certified e-learning course “Analytic Geometry” based on the Moodle platform was developed and described. Features of application of cloud-oriented resources are considered: Desmos, Geogebra, Wolfram|Alpha, Sage in the study of the discipline “Analytic Geometry”. The results of the pedagogical experiment on the basis of Borys Grinchenko Kyiv University and A. S. Makarenko Sumy State Pedagogical University are presented. The experiment was conducted to verify the effectiveness of the implementation of the e-learning course “Analytic Geometry”. Using the Pearson criterion it is proved that there are significant differences in the level of mathematical preparation of experimental and control group of students. The prospect of further scientific research is outlined through the effectiveness of the use of e-learning courses for the improvement of additional professional competences of students majoring in Computer Sciences and Information Technologies (specialization “Programming”, “Internet of Things”).
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Semerikov, Serhiy, Viacheslav Osadchyi, and Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.

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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.
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Metzger, Cheryn E., Samuel Rashkin, and Pat Huelman. Guidelines for Building Science Education. Office of Scientific and Technical Information (OSTI), November 2015. http://dx.doi.org/10.2172/1173025.

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Metzger, Cheryn E., Pat Huelman, Samuel Rashkin, and Anne W. Wagner. Guidelines for Building Science Education. Office of Scientific and Technical Information (OSTI), August 2017. http://dx.doi.org/10.2172/1398230.

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Nicole Rourke and Jason Marcks. Nevada Underserved Science Education Program. Office of Scientific and Technical Information (OSTI), July 2004. http://dx.doi.org/10.2172/825601.

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Hubler, Graham K. Geological Science Techniques for Thin Film Improvement. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada629259.

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Rosen, S. P., and V. L. Teplitz. Research facility access & science education. Office of Scientific and Technical Information (OSTI), October 1994. http://dx.doi.org/10.2172/448055.

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