Dissertations / Theses on the topic 'Quantitative Research Evaluation'
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Wang, Jing. "Advanced Quantitative Measurement Methodology in Physics Education Research." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249366709.
Full textThompson, Bruce, Colleen Cook, and Martha Kyrillidou. "Stability of library service quality benchmarking norms across time and cohorts: A LibQUAL+TM study." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106442.
Full textJames, Elizabeth Ann. "A QUALITATIVE AND QUANTITATIVE STUDY OF REQUIRED INTERNSHIPS: THE STUDENTS’ PERSPECTIVE." UKnowledge, 2018. https://uknowledge.uky.edu/epe_etds/60.
Full textGwizdka, Jacek, and Mark Chignell. "Individual Differences and Task-based User Interface Evaluation: A Case Study of Pending Tasks in Email." Elsevier, 2004. http://hdl.handle.net/10150/105556.
Full textThis paper addresses issues raised by the ever-expanding role of email as a multi-faceted application that combines communication, collaboration, and task management. Individual differences analysis was used to contrast two email user interfaces in terms of their demands on users. The results of this analysis were then interpreted in terms of their implications for designing more inclusive interfaces that meet the needs of users with widely ranging abilities. The specific target of this research is the development of a new type of email message representation that makes pending tasks more visible. We describe a study that compared a new way of representing tasks in an email inbox, with a more standard representation (the Microsoft Outlook inbox). The study consisted of an experiment that examined how people with different levels of three specific cognitive capabilities (flexibility of closure, visual memory, and working memory) perform when using these representations. We then identified combinations of representation and task that are disadvantageous for people with low levels of the measured capabilities.
Gupta, Shruti. "Performance Analysis of Quantitative Bone Measurement with Spiral, Multi-Detector CT Scanners." Wright State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=wright1229708472.
Full textGovender, Indren. "The integration of technology in mathematics at secondary schools in the Western Cape to enhance learner performance: an evaluation of the Khanya Project." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9131_1267666625.
Full textThere is a dire need to transform Mathematics education in the schooling system in South Africa as this is evident by the poor learner performance in the Mathematics examination results. There is a high failure rate in Mathematics at schools and the number of learners taking Mathematics up to the grade twelve level is on the decline. This study investigates the integration of computer technology in Mathematics education to improve learner performance.
Messer, Dale C. "Evaluation of conditions for quantitative recovery of a drug from animal feed using supercritical fluid CO₂ extraction." Thesis, Virginia Tech, 1991. http://hdl.handle.net/10919/44463.
Full textMaster of Science
Tandogan, Vedat Sinan. "Impact Analysis Of Industrial Research And Development Subsidy Programs In Turkey: An Appraisal Of Quantitative Approaches." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612924/index.pdf.
Full textD), selecting and implementing a suitable empirical methodology. Second, in the context of emerging economies, it aims to contribute to the existing impact analysis literature by providing an evaluation study for the period during which public incentives in business R&
D have gained momentum with increased resources for diversified policy measures in Turkey since 2004. In the dissertation, three quantitative studies examining the causal relations between direct public support and private R&
D are presented. The first study, which uses the Tobit model, indicates that receiving a subsidy is an important determinant of private R&
D intensity. In the second study, adopting the propensity score matching and difference-in-differences methods and using a panel dataset, effectiveness of receiving a grant from the TUBITAK industrial R&
D support program is examined. The results indicate program-induced input additionality in (i) R&
D personnel, (ii) R&
D intensity and (iii) R&
D expenditure per employee of the beneficiary firms during 2004-2006. The analysis with the propensity score matching using the data from Turkish Community Innovation Survey 2006 is repeated and similar results are obtained. The results validate that engagement in public R&
D programs in Turkey is beneficial for private R&
D. Sufficient evidence was obtained to conclude that TUBITAK&rsquo
s industrial R&
D project support program has encouraged most private firms to increase their R&
D spending and R&
D personnel in the period of 2003-2006.
Moleko, Motheo Precious. "Influence and originality in Michael Quinn Patton's "Utilization-Focused Evaluation"." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6711.
Full textENGLISH ABSTRACT: The concern of this study is primarily with insights, either acquired or original, which may be gleaned from the works of Michael Quinn Patton, especially his seminal book, “Utilization-Focused Evaluation” with regards to utilisation of evaluation. The importance of utilisation of evaluation processes and findings cannot be overemphasised. Use is critical to the success of multiple development programmes in South Africa which collectively will ultimately determine the country’s accomplishment of its developmental goals. The study is an analysis of the relevant literature on utilisation of evaluation; comparing and contrasting Patton’s writings with those of other scholars on this topic of utilisation. The process of understanding these insights involves a brief biography of Patton to get a glimpse into the factors which influenced the development of his ideas and to learn from them as well as from his innovative ideas. The major theme of utilization-focused approach to evaluation is utility and actual use of evaluations. The study therefore devotes special attention to these concepts in order to find out how he defines them, his motivation to focus on them and his perceptions of the purposes of evaluation. These determine his conception of the evaluation field; and his success in promoting evaluation utilisation is measured against them. The study also contains a detailed discussion of the so-called “paradigms debate” between the quantitative and qualitative paradigms in the educational and social sciences in the 1960s and 1970s. This debate was necessary to quell the division triggered by the domination of the quantitative paradigm over qualitative one in these fields and to promote understanding of the need to prioritise research questions by designing studies to answer to them instead of research problems being fitted into “onesize- fits-all” readymade designs, the study argues. The role played by Patton in turning evaluation into a profession is also discussed at length. His works on this subject include a contribution towards enhancing quality and credibility of evaluation, major input on the Standards of Excellence for Evaluation as well as assisting in the development of methods for evaluation. The inevitability of politics in evaluation is highlighted together with the importance of their ethical conduct. The debates in the American Evaluation Association are very illuminating and Patton’s involvement in them is detailed in the study. They cover a range of issues which are useful to deepening of understanding of evaluation conduct and particular factors which affect use. The study ends with a critical analysis of Patton’s contribution to utilisation of evaluations by programme decision makers and its significance to South Africa.
AFRIKAANSE OPSOMMING: Die doel van dié studie het hoofsaaklik te doen met insigte, hetsy oorspronklik of ontleen aan ander bronne, wat afgelei kan word van die werk van Michael Quinn Patton, veral van sy invloedryke boek, “Utilization-Focused Evaluation,” ten opsigte van die toepassing van program-evaluasie. Die belangrikheid van die toepassing van evalueringsprosesse en -bevindings, kan nie oorbeklemtoon word nie. Toepassing is krities tot die sukses van veelvuldige ontwikkelingsprogramme in Suid-Afrika wat gesamentlik uiteindelik sal bepaal of die land sy ontwikkelingsdoelwitte sal bereik. Die studie is ’n analise van die tersaaklike literatuur oor die toepassing van evaluering; wat Patton se werk met dié van ander skrywers oor die onderwerp van toepassing vergelyk. Die proses om dié insigte te verstaan, behels ’n kort biografie van Patton ten einde ’n vlugtige blik te kry oor die faktore wat tot die ontwikkeling van sy idees aanleiding gegee het en om van hulle, sowel as van sy innoverende idees, te leer. Die hooftema van die toespitsing op die toepassingsbenadering vir evaluering, is sy veelsydigheid en die werklike gebruik van evaluasies. Derhalwe le die studie hom dus veral op dié konsepte toe ten einde vas te stel hoe hy hulle gebruik het, wat sy motivering was om daarop te fokus en sy siening rondom die doelwitte van evaluasie. Dít bepaal sy begrip van die gebied van evaluasie, en sy sukses ten einde die toepassing van evaluasie te bevorder, word hierteenoor gemeet. ’n Uitvoerige bespreking oor die sogenaamde “ paradigma-debat’’ tussen die kwantatiewe en kwalitatiewe paradigmas in die opvoedkundige en sosiale wetenskappe van die 1960’s en 1970’s word ook hierin saamgevat. Verder voer die studie aan dat die debat noodsaaklik was ten einde die verdeeldheid te oorkom wat deur die oorheersing van die kwantitatiewe oor die kwalitatiewe paradigmas op dié terreine veroorsaak is, en om begrip te bevorder betreffende die behoefte om navorsingsvrae voorrang te gee deur studies te ontwerp wat dié vrae beantwoord, in plaas daarvan om navorsingsprobleme in ’n klaargemaakte een-grootte-pas-almal ontwerp te plaas. Patton se rol om program-evaluasie in’n professie te omskep, word breedvoerig bespreek. Sy werk oor die onderwerp sluit ’n bydrae in om die gehalte en geloofwaardigheid van evaluasie te verhef, belangrike insette ten opsigte van die Standaarde van Uitnemenheid vir Evaluasie, sowel as om met die ontwikkeling van evaluasiemetodes te help.
Ramsey, Whitney Jean. "A Quantitative Examination of School Configurations in Tennessee Using Sixth Grade Math, Reading, Science, and Social Studies Standardized Test Scores." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1830.
Full textThornton, Kortney Michelle. "A Quantitative Study Comparing Traditional High Schools and High Schools Implementing Freshman Academies in the State of Tennessee." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1838.
Full textWilliams, Jr Charles Jerry. "A Quantitative Assessment of Skills and Competencies in Graduates of At-Risk High Schools." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/988.
Full textShachaf, Pnina, and Sarah Horowitz. "Are virtual reference services color blind?" Elsevier, 2006. http://hdl.handle.net/10150/106524.
Full textLee, Paul Chong Chan. "A QUALITATIVE AND QUANTITATIVE ANALYSIS OF SOFT TISSUE CHANGE EVALUATION BY ORTHODONTISTS IN CLASS II NON EXTRACTION ORTHODONTIC TREATMENT USING THE 3dMD SYSTEM." Master's thesis, Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/217032.
Full textM.S.
With the advent of cephalometrics in the 1930s, numerous studies have focused on the profile of a face to achieve a more esthetic orthodontic treatment outcome. With such heavy emphasis on facial esthetics, a shift in focus from the profile view to the oblique view has become necessary as the smile in the oblique view is what the general public evaluates. The purpose of this pilot study was to determine whether the current tools for diagnosis and treatment evaluation are sufficient. Currently, 2-dimensional composite photographs are utilized in evaluating the soft tissue. At Temple University, 3-dimensional images, which show all sides of the patient's face, are used adjunctively to 2-dimensional composite photographs. In this study, faculty members at the Temple University Department of Orthodontics were asked to complete surveys after viewing two different image modalities, 2-dimensional images and a 3-dimensional video of the same patient. They were asked to fill out the soft tissue goals for specific facial landmarks. Patient photos were in the smiling view as current literature lacks studies on this view. Faculty members' responses from analyzing the 2-dimensional images and 3-dimensional video for each patient were compared to determine which areas had frequent discrepancies from using two different image modalities. During the survey, a voice recorder captured any comments regarding the images. The ultimate goal of this qualitative pilot study was to identify when 3-dimensional imaging is necessary in treatment planning and evaluation, with an added hope to further advance research in 3-dimensional imaging and its vast possibilities to advance the field of orthodontics. Based on the data collected, the following conclusions were made: 1. The qualitative data highlighted that 3-dimensional imaging would be necessary in cases with skeletal deformities. 2. In the oblique view, 3-dimensional imaging is superior than 2-dimensional imaging by showing more accurate shadow, contour, and depth of the soft tissue. 3. Further improvement is necessary to create a virtual patient with treatment simulation abilities. 4. The comfort level among orthodontists of 2-dimensional imaging was higher than 3-dimensional imaging. With more widespread use of 3-dimensional imaging, more orthodontists may gradually reach a higher comfort level in using this relatively new technology. 5. Faculty members expressed high willingness to use 3-dimensional imaging if improvement in new technology could allow for more manipulation and accurate soft tissue prediction. 6. 3-dimensional imaging is superior in its efficiency, quick capture time, and lack of need for multiple images. Implementation of 3-dimensional imaging could streamline the records process and help with practice efficiency without compromising the image quality. 7. Both patients and orthodontists may benefit from using 3-dimensional imaging. Patients can see an accurate representation of themselves and possibly view their own treatment simulation upon further improvement in current technology. Orthodontists would benefit with much more accurate images that may serve as the virtual patient. 8. Besides the exorbitantly high cost, faculty members thought that more advances were needed and the current benefit was not great enough to justify the investment. The results were consistent with other studies that used the oblique view in that the 2-dimensional oblique view lacks depth and does not provide adequate information. With further improvement in current 3-dimensional imaging, this technology can benefit orthodontists in visualizing their patients. In addition, patients can benefit by hopefully seeing a live and accurate simulation of themselves instantly as a virtual patient. With these benefits of 3-dimensional imaging, it may one day be the new standard in patient records in the field of orthodontics.
Temple University--Theses
Lamarche, Anick. "Putting the Singing Voice on the Map : Towards Improving the Quantitative Evaluation of Voice Status in Professional Female Singers." Doctoral thesis, KTH, Musikakustik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-9976.
Full textQC 20100726
Meyers, Margaret B. "Telling the Stars: A Quantitative Approach to Assessing the Use of Folk Tales in Science Education." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1090.
Full textHicks, Tyler Aaron. "What You Know Counts: Why We Should Elicit Prior Probabilities from Experts to Improve Quantitative Analysis with Qualitative Knowledge in Special Education Science." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5493.
Full textLeslie, Kevin A. "Evaluation and Adaptation of Live-Cell Interferometry for Applications in Basic, Translational, and Clinical Research." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5562.
Full textNivens, Ryan, and Daniel Romano. "A View on Research in Mathematics Education in Republic Of Srpska during 2010–2015 through Quantitative Analysis of Published Texts." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2636.
Full textAKBARITABAR, ALIAKBAR. "QUANTITATIVE SOCIOLOGY OF ACADEMIC WORK IN AN ERA OF HYPERCOMPETITION AND RANKINGS." Doctoral thesis, Università degli Studi di Milano, 2019. http://hdl.handle.net/2434/635951.
Full textScott, Sara Ann. "An analysis of the validity of the Enneagram." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1550154163.
Full textScott, Amy M. "A Quantitative Examination of Title I and Non-Title I Elementary Schools in East Tennessee Using Fourth-Grade Math and Reading Standardized Test Scores." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1060.
Full textSwanson, Phillip L. "A Quantitative Study of School Characteristics that Impact Student Achievement on State Assessments and those Assessments' Associations to ACT Scores in Tennessee." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1837.
Full textPerry, Brittney Dawhn. "Ineffective Psychometric Testing: GRE Test Administration." TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1202.
Full textCervantes, Melissa. "Bringing Hope to Those Forgotten: Is the Provision of Transitional and Supportive Housing Effective in Reducing Homelessness? A Quantitative Analysis of WillBridge of Santa Barbara, Inc." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1371502328.
Full textCoughlin, Kevin Barry. "An Analysis of Factor Extraction Strategies: A Comparison of the Relative Strengths of Principal Axis, Ordinary Least Squares, and Maximum Likelihood in Research Contexts that Include both Categorical and Continuous Variables." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4459.
Full textCarvalho, Wirla Risany Lima. "Tessituras da formaÃÃo em avaliaÃÃo educacional: os desafios à cultura de avaliaÃÃo e a busca por uma educaÃÃo crÃtico-reflexiva." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17572.
Full textCoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
nÃo hÃ
Diante do contexto de complexidade, apresentado no sÃculo XXI, e da era denominada de Sociedade do Conhecimento, a EducaÃÃo, sobremaneira, à impactada nas concepÃÃes mais estruturais de sua formaÃÃo. A avaliaÃÃo educacional sofre os efeitos de um cenÃrio que exige forte conhecimento e aplicabilidade para desenvolvimento de prÃticas educativas eficientes. Esta pesquisa teve como objetivo geral diagnosticar de que forma a relaÃÃo entre conhecimento cientÃfico e espontÃneo apresenta-se como fator importante para a internalizaÃÃo do conceito de avaliaÃÃo educacional pelo professor e para uma proposta de reconstruÃÃo na formaÃÃo docente em cultura de avaliaÃÃo. Especificamente, intencionou: i) investigar se a reproduÃÃo da avaliaÃÃo como cultura de exame à uma prÃtica recorrente na prÃtica avaliativa docente, quando nÃo hà conhecimento cientÃfico que promova no professor um processo de internalizaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem baseado em uma cultura de avaliaÃÃo; ii) constatar se o conhecimento cientÃfico tem importÃncia fundamental para o docente no processo de formaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem em busca de uma prÃtica de cultura de avaliaÃÃo e educaÃÃo crÃtico-reflexiva; iii) buscar subsÃdios teÃricos que embasem a implementaÃÃo de uma formaÃÃo obrigatÃria em avaliaÃÃo educacional, durante a formaÃÃo em pedagogia e outras licenciaturas nas IES, como fato fundamental para o exercÃcio de uma prÃtica docente em cultura de avaliaÃÃo. A espinha dorsal do estudo foi a teoria de formaÃÃo de conceitos de Vygotsky, complementada por conhecimentos na Ãrea de formaÃÃo docente e da avaliaÃÃo educacional. A abordagem da pesquisa foi qualiquantitativa, de natureza aplicada, utilizando-se nos aspectos qualitativos da hermenÃutica-fenomenolÃgica de Heidegger e Gadamer; e nos quantitativos a anÃlise fatorial e o teste do quiquadrado. Os dados da amostra quantitativa foram coletados com 500 professores em exercÃcio na rede pÃblica de ensino do municÃpio de Fortaleza, CearÃ, atravÃs de escalas de Likert, para depois com nÃmero intencionalmente reduzido de participantes da amostra ampliada, haver a aplicaÃÃo de entrevistas semiestruturadas por adesÃo espontÃnea. Foram utilizados os softwares SPSS 20.0 e Atlas t.i7 para anÃlise dos dados qualiquantitativos. A pesquisa aplicada respondeu Ãs questÃes norteadoras do estudo e diagnosticou que a relaÃÃo entre conhecimento cientÃfico e espontÃneo apresenta-se como fator importantÃssimo para a internalizaÃÃo do conceito de avaliaÃÃo pelo professor e para uma proposta de reconstruÃÃo na formaÃÃo docente em cultura de avaliaÃÃo, porquanto, foi diante da constataÃÃo dessa relaÃÃo intrÃnseca que os professores se revelaram em suas deficiÃncias formativas e conceituais no campo avaliativo. Foi constatado que a reproduÃÃo da avaliaÃÃo como cultura de exame à uma prÃtica recorrente na prÃtica avaliativa docente, quando nÃo hà conhecimento cientÃfico que promova no professor um processo de internalizaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem baseado em uma cultura de avaliaÃÃo. Constatou-se tambÃm, que o conhecimento cientÃfico tem importÃncia fundamental para o professor no processo de formaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem em busca de uma prÃtica de cultura de avaliaÃÃo e educaÃÃo crÃtico-reflexiva. Por fim, apresentaram-se muitos subsÃdios teÃricos â em forma de resultados da pesquisa â que embasam a implementaÃÃo de uma formaÃÃo obrigatÃria em avaliaÃÃo educacional, durante a formaÃÃo em pedagogia e outras licenciaturas nas IES, como fato fundamental para o exercÃcio de uma prÃtica docente em cultura de avaliaÃÃo. Pode-se supor que atà em outros cursos das IES, principalmente, os que necessitem da avaliaÃÃo do ensino-aprendizagem, como fato fundamental para o exercÃcio de uma prÃtica docente em cultura de avaliaÃÃo. Defendeu-se nesse estudo a tese de que, se hà uma deficiÃncia notÃria na formaÃÃo docente em avaliaÃÃo educacional â para que uma prÃtica docente em avaliaÃÃo do ensino-aprendizagem seja executada sob a Ãgide da cultura de avaliaÃÃo e de uma educaÃÃo crÃtico-reflexiva â hà uma necessidade premente de formaÃÃo cientÃfica obrigatÃria em avaliaÃÃo educacional, durante a formaÃÃo inicial nos cursos de pedagogia e licenciaturas das InstituiÃÃes de Ensino Superior (IES). Espera-se que o impacto no ensino superior seja fomento à geraÃÃo de uma classe do magistÃrio de professores-cientistas que produzem o saber, nÃo apenas de professores-docentes, que reproduzem e transmitem um saber produzido em outro lugar em relaÃÃo à avaliaÃÃo educacional. Que estes professores-pesquisadores possam fazer da sala de aula um espaÃo de pesquisa onde promovam transformaÃÃes sociais, a partir de seus alunos, despertando nestes a sua prÃpria identidade e busca de autonomia como cidadÃo, como sujeito que foi educado crÃtica e reflexivamente para um pensar e um agir dentro de uma visÃo libertÃria.
Before the context of complexity, presented at the XXI century, and was called the Knowledge Society, Education, greatly, is impacted the most structural concepts of their training. The educational evaluation suffers the effects of a scenario that requires strong knowledge and applicability for the development of effective educational practices. This research aimed to diagnose how the relationship between scientific and spontaneous knowledge is presented as an important factor for internalizing the concept of educational evaluation by the teacher and for a reconstruction proposal in teacher training in evaluation culture. Specifically, purposed: i) investigate whether the reproduction of evaluation as test culture is a recurring practice in teacher evaluation practice, when there is no scientific knowledge to promote the teacher a process of internalization of the concept of evaluation of teaching and learning based on a culture evaluation; ii) establish whether scientific knowledge is of fundamental importance for the teacher in the process of formation of the concept of assessment of teaching and learning in search of a practical evaluation culture and critical-reflexive education; iii) seek theoretical support that could support the implementation of a mandatory training in educational evaluation during training in pedagogy and other degrees in HEIs, as a fundamental fact for the exercise of a teaching practice in evaluation culture. The backbone of the study was the formation of theory concepts of Vygotsky, complemented by expertise in the area of teacher training and educational evaluation. The research approach was qualitative-quantitative, applied nature, using the qualitative aspects of hermeneutic phenomenology of Heidegger and Gadamer; and the quantitative factor analysis and the chi-square test. Data from the quantitative sample was collected with 500 teachers working in public schools in the city of Fortaleza, CearÃ, through Likert scales, then with intentionally small number of participants of the expanded sample, be the application of semi-structured interviews for membership spontaneous. the SPSS 20.0 and Atlas t.i7 for analysis of qualiquantitativos data were used. The applied research answered the study questions and diagnosed that the relationship between scientific and spontaneous knowledge is presented as an important factor in the internalization of the concept of assessment by the teacher and for a reconstruction proposal in teacher training in evaluation culture because, it was on the realization of this intrinsic relationship that teachers have proved in their formative and conceptual weaknesses in the evaluation field. It has been found that the reproduction of evaluation as test culture is a recurring practice in teacher evaluation practice, when there is no scientific knowledge to promote the teacher a process of internalization of the concept of evaluation of teaching and learning based on an evaluation culture. It was also found that scientific knowledge is of fundamental importance for the teacher in the process of formation of the concept of assessment of teaching and learning in search of a practical evaluation culture and critical-reflexive education. Finally, presented are many theoretical support - in the form of search results - that support the implementation of a mandatory training in educational evaluation during training in pedagogy and other degrees in HEIs, as a fundamental fact for the exercise of teaching practice in evaluation culture. It can be assumed that even in other courses of IES, particularly those who require the evaluation of teaching and learning as a fundamental fact for the exercise of a teaching practice in evaluation culture. It has been argued in this study the thesis that if there are serious deficiencies in teacher training in educational evaluation - for a teaching practice in evaluation of teaching and learning to run under the aegis of the evaluation culture and a critical-reflexive education - there is a pressing need for mandatory scientific training in educational evaluation during initial training in pedagogy courses and degrees of higher education institutions (HEIs). It is expected that the impact on higher education is promoting the generation of a class of teaching teachers-scientists produce knowledge, not only teachers-teachers who reproduce and pass a knowledge produced elsewhere in relation to educational evaluation. These professors-researchers can make the classroom a research space where promote social change, from her students, awakening these to their own identity and quest for autonomy as a citizen, as a person who was educated critical and reflexively for thinking and act within a libertarian view.
Rios, Yesmi. "A Quantitative Investigation of the Relationship Between English Language Assessments and Academic Performance of Long-Term ELLs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5034.
Full textAnandappa, Marienne A. "EVALUATING FOOD SAFETY SYSTEMS DEVELOPMENT AND IMPLEMENTATION BY QUANTIFYING HACCP TRAINING DURABILITY." UKnowledge, 2013. http://uknowledge.uky.edu/animalsci_etds/19.
Full textHouston, Natasha. "Evaluation of a Family-Centered Parenting Program for Culturally Diverse High-Risk Families." Thesis, NSUWorks, 2008. https://nsuworks.nova.edu/fse_etd/21.
Full textSheehan, Kristen I. "The Impact of Direct Writing Conventions Instruction on Second Grade Writing Mechanics Mastery." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/16.
Full textWallace, Richard L., Nakia J. Woodward, and Travis Clamon. "A Mixed-Methods Analysis of a Library-Based Hand-Held Intervention with Rural Clinicians." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3816.
Full textLi, Caihong Rosina. "ASSESSING THE MODEL FIT OF MULTIDIMENSIONAL ITEM RESPONSE THEORY MODELS WITH POLYTOMOUS RESPONSES USING LIMITED-INFORMATION STATISTICS." UKnowledge, 2019. https://uknowledge.uky.edu/edsc_etds/45.
Full textRobinson, Ray Anthony. "Integrating Educational Technology to Increase Academic Performance of Sixth-Grade Mathematics Students." Thesis, NSUWorks, 2012. https://nsuworks.nova.edu/fse_etd/4.
Full textPerry, Laura Melissa. "A Case Study Market Analysis of Acceleration Mechanisms in Florida: Dual Enrollment Positioning." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/fse_etd/9.
Full textCase, Karen E. "A Big Idea: The Rollout of Open SUNY." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/959.
Full textKelleher, Sheri Elizabeth. "A Case Study of the Perceptions of Faculty in a Formalized Mentoring Program at a Private 4-Year College." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/28.
Full textCampbell, Bruce G. "Diffusion of Innovations of Videoconference Technology: An Instrumental Case Study Concerning Undergraduate Degree-Seeking Nontraditional Learners." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/5.
Full textDuPree, Yolanda. "Determinants of Intention to Use New Technology: An Investigation of Students in Higher Education." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/69.
Full textKaul, Maya. "Deconstructing “Deviance” and “Disorder” as Systems of Domination: Chicago Public Schools as a Case Study of the Effects of Zero Tolerance Discipline Policies on Educational Outcomes in US Schools." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pomona_theses/184.
Full textDalpiaz, Anthony. "Social Media Use, Media Literacy, and Anxiety in First-Year College Students." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1597137716516134.
Full textNyh, Johan. "From Snow White to Frozen : An evaluation of popular gender representation indicators applied to Disney’s princess films." Thesis, Karlstads universitet, Institutionen för geografi, medier och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36877.
Full textBetyg VG (skala IG-VG)
Bekingalar, Lodoumgoto. "Examining Opinions and Perceptions Regarding Substitute Teachers and Their Impact on Student Learning." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/13.
Full textFalkenberg, Carol Ann. "The Effects of Self-monitoring on Homework Completion and Accuracy Rates of Students with Disabilities in an Inclusive General Education Classroom." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/298.
Full textBurgos, Betsy B. "A Study of Assistive Technology Competencies of Specialists in Public Schools." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/60.
Full textCimentada, Jorge. "Educational institutions and their effect on inequality: three papers on educational systems and inequality of achievement and opportunity." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/667640.
Full textEsta tesis explora el rol de tres pilares de un sistema educativo: descentralización, educación temprana y seguimiento curricular. El primer artículo estudia un experimento en México que tuvo como objetivo aumentar el empoderamiento de padres en la toma de decisiones en la escuela. Los resultados muestran que mayor participación de los padres aumentó las habilidades cognitivas de sus hijos. Sin embargo, esto fue mediado por el SES del estudiante. El segundo artículo compara la evolución de la brecha de logros en 32 países. Los hallazgos sugieren que el seguimiento curricular y los estudios vocacionales pueden ser mecanismos explicativos de la brecha. El tercer artículo estudia si la educación temprana está asociada con resultados positivos en la adultez en Estados Unidos. Los resultados muestran que la participación en educación temprana está asociado con mayores probabilidades de graduarse de la escuela secundaria en comparación con la obtención de un GED.
Vũ, John Huân. "Software Internationalization: A Framework Validated Against Industry Requirements for Computer Science and Software Engineering Programs." DigitalCommons@CalPoly, 2010. https://digitalcommons.calpoly.edu/theses/248.
Full textZhu, Shixiong. "Quantitative evaluation and interpretation of polymer-polymer interactions." 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116244.
Full texthsu, chi-sheng, and 徐基生. "Applications of Quantitative Techniques in the Evaluation of Large Research Organizations." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/ttvg5c.
Full text國立交通大學
工業工程與管理系所
92
Science and technology development is known to be a significant factor in a country’s economical strength. The government-funded research organizations can play an important role in promoting economical growth. Taiwan’s Industrial Technology Research Institute (ITRI) is a notable example. Taiwan’s government has placed increasing importance on not-for-profit research organizations, based on the ITRI model, to help moderate-sized industries that cannot afford R&D on their own. As such organizations proliferate, a systematic method to measure their performance is highly desirable in order to make best use of the limited resources. The same method can also help research organizations monitor their effectiveness and make management decisions. However, there is no generally agreement on the method to be used, although some tools are available. This study focuses on ITRI, beginning with a comparison with a number of large research organizations in several nations. The data envelopment analysis (DEA) method is then used to evaluate organizational structure and efficiencies of various ITRI departments. The contributions to industries are separately verified. This analysis can improve communications between research organizations and their funding agencies. This approach also makes the management decisions and communications within the organization easier. A factor analysis is performed to find characteristics and roles of various research divisions. The subsequent cluster analysis identifies five main types: Innovative R&D, Visionary technology, Technical Services, Technology Acquisition and Collaborative R&D, and Information Service. Further analysis based on Canonical Correlation yields relative coefficients and relations among various input/output elements, pointing the way for improving the organizational performance. Depending on the weighting factors, there is certain flexibility in allocating resource for the most desired result. For example, more capital investment may be called for in some cases, but not in others. The basic missions and goals of large research organizations are similar in essence. The method and findings for ITRI here are expected to be applicable in other organizations.
Zhang, Qiu Mu, and 張秋木. "The research of quantitative evaluation on park developing decisions:take Hsin-Chu urban park as examples." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/27134413494218751580.
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