Dissertations / Theses on the topic 'IT certification practice tests'

The purpose of this study was to explore the application of learning contracts in the process of preparing to take the AT BOC exam. The goal of this study was to investigate best practices to assist students in being successful when taking the BOC certification examination. Self-directed learning in medicine was an important skill in the ever-changing healthcare landscape. One self-directed learning tool, learning contracts, had been studied in other healthcare fields. However, little research had been conducted utilizing learning contracts in athletic training. In addition, providing students with a research based instrument that could be used to improve success on the BOC examination would positively impact the profession of athletic training. Therefore, a mixed methods research study was implemented to study the usefulness of learning contracts in the preparation for the BOC examination. The data produced in the study showed that athletic training students were self-directed learners and that learning contracts were a useful tool when preparing for the BOC examination. Along with the Self-Assessment Exams (SAEs) produced by BOC, Inc., learning contracts were shown to be useful in helping students diagnose learning needs as well as creating a plan to study. Based on the outcomes of this study the researcher recommends that athletic training students, and athletic training programs, implement the use of learning contracts when preparing for the BOC examination. The researcher also recommends that students strongly consider using SAEs to diagnose learning needs or gaps.

The purpose of this study was to explore the lived experiences of accomplished teaching practitioners by tracing the development of the teaching expertise of participants using a narrative inquiry frame. This allowed time and space for participants to engage in making meaning of the memories of lived teaching experiences. This perspective took into account the influence of the cultures and contexts in which the teacher was situated prior to, during, and after engaging in the National Board process. The implications of the study indicated engaging in continuous reflection enabled teachers to mitigate problems by framing and reframing practices. Educators at all levels may do well to pause, reflect, and reconsider the how the structures of public school might be altered so that teachers have the spaces they need to learn to teach in ways that ensure all students, particularly those with a support system that is significantly different from the backgrounds of their teachers, are provided with an equitable education. School leaders might choose to consider how the disparate cultural history of teachers and students influences the teaching practices in their school and community context, which may diminish the likelihood of equity, access, and fairness for learning by all students. Emphasis on creating pathways for culturally diverse future educators will continue to be of concern as our knowledge of the growing diversity of our students depends on constructing understandings of their actual, not perceived, educational needs.

Technological innovation in mobile devices has upgraded the potential uses of the devices for living and learning. Mobile learning provides opportunities for mobile users to learn at any time in any location. A certification that confirms computing and Internet technology skills and knowledge provides more opportunities to students in higher education for their future careers. Students can attend a training course to better prepare for a certification exam. However, most students spend their time preparing for and reviewing their regular courses and have less time for the training course. The problems of time limitation and space restriction cause students' insufficient learning toward the preparation for the certification exams. Mobile learning may augment the face-to-face training course to solve these problems.

The purpose of this study was to investigate undergraduate students' perceptions and the effectiveness of instruction using mobile devices to prepare for a standard certification exam in a blended certification-training course. Participants were randomly assigned to two groups: the experimental group received the treatment and the control group was treated as usual in a face-to-face class. Using a mixed-method research design, a pretest and a posttest collected data from all the participants and a survey and interviews gathered information from the students of the experimental group. The results showed a significant difference between the experimental and control groups in the posttest scores. In the pretest, the experimental and control groups did not differ significantly, which means that they were at the same level before the intervention. Then in the posttest, the experimental and control groups were significantly different, meaning that the treatment was instrumental in the difference. Further, the results revealed that learning via mobile devices provided the students more learning opportunities and improved interaction with other students; though using short message service for learning had positive effectiveness, multimedia messaging service may supplement it to demonstrate manipulation. Suggestions of experts familiar with the field and review of literature can assist development of using short message service messages for preparation of various certification examinations. Using mobile learning in an institute with integrated planning may decrease cost by sharing of resources.

Forest Stewardship council (FSC) is a good example of a civil regulated environmental labelling-initiative. It is also an arena for different organisations interesting in sustainable forestry to work and handle forestry issues. FSC has allowed many private initiatives to move ahead of poor national and international environmental legislation. Instead they have turned towards the market with consumer pressure and in co-operation with companies. The sustainable forestry initiative has become a part of organisations’ ‘Environmental Responsibility’ which is a part of their ‘Corporate Social Responsibility’ (CSR) work. The aim of my thesis is to describe the phenomenon of FSC, both practically and theoretically, from a stakeholder approach. I have picked out two companies which are heavily involved in the FSC practice, IKEA and Sveaskog. The two companies are important players in shaping and developing FSC. The different practices are handled as two separate case-studies. A third case-study explores FSC both on national and international basis. The following research question will be answered: From a stakeholder view, how does FSC works in practice? To describe these three forestry practices is a contribution in itself. I will also use an analysing tool inspired by stakeholder theory to make the studies’ stakeholder partnerships as clear as possible. With the knowledge exposed in answering the first question I will further ask: Can stakeholder partnerships in a civil regulated environmental practice, create sustainability? Kemp’s (2005) five dimensions for sustainability improve the understanding. Every dimension will be followed by an interpretation from my forestry practice in the previous chapter. Both IKEA and Sveaskog drives an ambitious work to create sustainable business, which will be analysed through an ethical-, social-, nature-philosophic-, economic- and legal perspective of the sustainability concept.

The thesis is analysed by an explorative methodological approach with qualitative data, since it best can encapsulate the essence of the complexity which constitutes the answers to the research questions. Each case study will be described in separate texts which make up multiple realities mentally constructed by ourselves.

The analysis shows, both for Sveaskog and IKEA, that stakeholder partnerships generate a number of things. The partnerships generate constructive interaction where new and experienced ideas are born; obligations, processes and responsibilities for their stakeholder engagement; and environmental and social benefits in terms of FSC and other civil regulations and what environmental and social benefits the work leads to. But my description and analysis of the practice and the stakeholder analysis do not answer the general question of the thesis: Can stakeholder partnerships create sustainability?

When going through the critical voices from the five dimensions of sustainability, the task of creating sustainability seems to be impossible. I have confronted the five dimensions with environmental and social responsibility practice in Sveaskog and IKEA, and found substantial efforts in each and every dimension of sustainability. This practical work seems hopeful, whether there is sustainability or not, a serious ambition and extensive goals sometimes makes a difference.

This study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards’ Beliefs Instrument (SBI) (Zollman & Mason, 1992) to determine alignment of their beliefs with the National Council of Teachers of Mathematics (NCTM) standards. Interviews were conducted with five NBC mathematics teachers to understand how they incorporate best mathematics teaching practices in their daily instruction.

A t-test analysis revealed that students taught by NBC teachers scored significantly higher (M = 3.70) on the AP Calculus AB Exam than those taught by non-NBCTs (M = 2.74); Cohen’s d (.6429) indicated a moderately large effect size. No causation is to be implied; various confounding factors may also contribute to the variance in student scores.

Three factorial ANOVA tests were performed to test interaction effects. Two significant interaction effects were detected: (1) NBCT status and student grade level; and (2) NBCT status and student FRL (free and reduced price lunch) status. No significant interaction was found between NBCT status and student gender.

With a reliability estimate using Cronbach’s alpha, a second t-test was conducted. A statistically significant difference was found regarding the mean scores of NBCTs and non-NBCTs regarding their beliefs according to the vision of the NCTM. NBCTs generally have practices that align more with the NCTM mathematics teaching standards. Interviews with five NBC teachers of AP Calculus provided rich qualitative descriptions of their teaching philosophies, approaches, and best practices contributing to student success.

The results of this study reinforce evidence from previous research that the process of obtaining the NBC contributes to a teacher’s professional expertise and is related to student success; however, since there may be other confounding factors related to teachers, students, and their schools, the NBC cannot be considered the sole factor contributing to student success in AP coursework and exams.

The purpose of this quantitative study was to investigate teachers’ implementation levels of best practices in reading. This study examined the frequency of instructional reading strategies serving as predictors of student success in the End of Course Assessments (ECA) for Algebra I and English Grade 10. This study reviewed current literature to determine the depth of the problem and to study effective research strategies in order to provide a better understanding of the secondary reading issue. The study also reviewed the specific reading strategies in Indiana high schools in relationship to results of Algebra I and English Grade 10 of ECA in lowest poverty schools and highest poverty schools in Indiana.

A Qualtrics survey was constructed and emailed to teacher participants. The electronic survey was separated into two sections with the first asking information about the school and the teacher, and the second asking the teachers to respond to the frequency with which the strategies of vocabulary, summarization, prior knowledge, fluency, and visualization were emphasized in classes. Each strategy included four questions for a total of 20 questions. A total of 66 teachers responded to the survey; 29 teachers from low-poverty level shcools and 37 teachers from high-poverty levels schools. Data were analyzed using descriptive statistics and multiple regressions.

Multiple regressions were used to address the four research questions that were used to structure the research for this study. The predictor variables do explain a significant amount of variance within the Algebra 1 ECA scores. This was determined as the significance value was lower than the given alpha level (.05) with F (5, 23) = 2.66, p = .049. ANOVA results for all predictor variables in Algebra I ECA did not reveal that the use of reading strategies is related to the success of passing the Algebra I For low-poverty level schools. The multiple regressions conducted did not prove that frequency of research-based instructional reading strategies taught in high schools served as a predictor of standardized testing performance in English 10 ECA for low-poverty schools or high-poverty schools.

This study provided information as to the selection of reading strategies as they contribute to students’ ability to pass the ECA. This was significant because it did not suggest the importance of instructional reading programs and strategies in high school. The study, through quantitative data, did not prove whether the use of reading programs and strategies will improve the students passing scores in the ECA. The study provide a better understanding why some students get through their early years of school only, to get to high school and have a difficult time with reading and become one of the numbers of students who drop out.

The purpose of this study was to examine and describe the nature of the research to practice gap in learning analytics applications in K12 educational settings. It was also the purpose of this study to characterize how learning analytics are currently implemented and understood. A secondary objective of this research was to advance a preliminary learning analytics implementation framework for practitioners. To achieve these purposes, this study applied quantitative content analysis using automated text analysis techniques to assess the quality of information provided on analytics-based product websites against learning analytics research. Because learning analytics implementations require adoption of analytical tools, characterizing content on analytics-based product websites provides insight into data practices in K12 schools and how learning analytics are practiced and understood. A major finding of this study was that learning analytics do not appear to be applied in ways that will improve learning outcomes for students as described by the research. A second finding was that policy influence expressed in the study corpus suggest competing interests within the current policy structure for K12 education settings. Keywords: quantitative content analysis, automated text analysis, learning analytics, big data, frameworks, educational technology, website content analysis

This thesis deals with problem solving of general practitioners (GPs), which is explored with different methods and from different perspectives. The general aim was to explore and describe rules of thumb and to analyse the management of respiratory and urinary tract infections (RTI and UTI) in general practice in Sweden. The results are based upon focus group interviews concerning rules of thumb and a prospective diagnosis-prescription study concerning the management of patients allocated a diagnosis of RTI or UTI. In addition unpublished data are given from structured telephone interviews concerning specific rules of thumb in acute sinusitis and prevailing cough.

GPs were able to verbalize their rules of thumb, which could be called tacit knowledge. A specific set of rules of thumb was used for rapid assessment when emergency and psychosocial problems were identified. Somatic problems seemed to be the expected, normal state. In the further consultation the rules of thumb seemed to be used in an act of balance between the individual and the general perspective. There was considerable variation between the rules of thumb of different GPs for patients with acute sinusitis and prevailing cough. In their rules of thumb the GPs seemed to integrate their medical knowledge and practical experience of the consultation. A high number of near-patient antigen tests to probe Streptococcus pyogenes (Strep A tests) and C-reactive protein (CRP) tests were performed in patients, where testing was not recommended. There was only a slight decrease in antibiotic prescribing in patients allocated a diagnosis of RTI examined with CRP in comparison with patients not tested. In general, the GPs in Sweden adhered to current guidelines for antibiotic prescribing. Phenoxymethylpenicillin (PcV) was the preferred antibiotic for most patients allocated a diagnosis of respiratory tract infection.

In conclusion, the use of rules of thumb might explain why current practices prevail in spite of educational efforts. One way to change practice could be to identify and evaluate rules of thumb used by GPs and disseminate well adapted rules. The use of diagnostic tests in patients with infectious illnesses in general practice needs critical appraisal before introduction as well as continuing surveillance. The use of rules of thumb by GPs might be one explanation for variation in practice and irrational prescribing of antibiotics in patients with infectious conditions.

Since the landmark Coleman Report was issued in 1966 and questioned whether School Practice, or inputs, may have any effects on student performance, there has been considerable debate in the educational community regarding the role that School Practice may play in learning. More contemporary research has suggested that such factors as teacher training and retention, class and school size, and spending per student, may all have impacts on student academic achievement. Many of the studies that have found School Practice to be influential on higher levels of achievement proficiency have been criticized by others in the professional community for not considering School Context. School Context includes those features of schools over which teachers and administrators have little decision-making authority, such as the socioeconomic, ethnic, and linguistic background of the students at that school, or the school's attendance rate.

Others have found that for disadvantaged minorities, School Practice may have greater effects than for the general population. This study provides evidence that for Hispanic students, School Practice contributes a small amount to explaining differences in English language arts and mathematics achievement, considering the much larger effects of School Context.

Additionally, this research suggests that School Practice may have different effects based on geography and subject area content. Specifically, the results of this study suggest that School Practice may be more meaningful for mathematics than for English language arts. School Practice may also have greater effects in schools that are not located in wealthy suburban counties, such as those that surround New York City. In spite of the aggregate small effects of School Practice, there were two variables that were particularly important for their effects on both ELA and mathematics achievement. These variables were the percentage of teachers at a school with advanced levels of training, which had a small positive effect; and the teacher turnover rate, which to a degree had a negative impact on student achievement.