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1
Pember, Mason James Wyndham. "Special surface classes". Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648954.
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This thesis concerns deformations of maps into submanifolds of projective spaces and in par- ticular the deformable surfaces of Lie sphere geometry. Using a gauge theoretic approach we study the transformations of Lie applicable surfaces and characterise certain classes of surfaces in terms of polynomial conserved quantities. In particular we unify isothermic, Guichard and L-isothermic surfaces as certain Lie applicable surfaces and show how their well known trans- formations arise in this setting. Another class of surfaces that is highlighted in this thesis is that of linear Weingarten surfaces in space forms and their transformations.
2
Loggie, William T. H. "Some special classes of modules". Thesis, University of Glasgow, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360131.
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3
Fjær, Bjørnar Grip. "Speech adaptation of special voice classes". Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for elektronikk og telekommunikasjon, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13646.
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Most automatic speech recognition systems are based on statistical models thatrequire training. While these types of systems have reached recognition ratesthat are sufficient for many purposes, they perform poorly for speaker typesthat are not present in the training material. Children are often absent fromtraining material for speech recognizers, and creating good training materialfor children can be difficult and expensive.To address this issue, this thesis focuses on using adult training material totrain a recognizer for children by adapting the training material duringtraining. Instead of performing speaker-dependent adaptation duringrecognition, where computational power may be scarce, and responsiveness may beessential, adaptation is performed during training towards a class of speakers.Using a combination of vocal tract length normalization (VTLN) and cepstralmean normalization during training, promising results have been obtained. In aconnected-digits task, a reduction in errors as high as 70% was shown, with areduction of almost 50% in a large vocabulary task. Using VTLN to warp thesame training material several times, combining these warped materials to trainone recognizer, a similar reduction in errors was shown, but with an increasedrobustness indicating a less speaker-dependent system. It is also shown that apiecewise linear warping method is better suited to warp adult speech to childspeech, than a bilinear warping method.
4
Ziegler, Konstantin [Verfasser]. "Counting classes of special polynomials / Konstantin Ziegler". Bonn : Universitäts- und Landesbibliothek Bonn, 2015. http://d-nb.info/1077289596/34.
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5
Stewart, Anthony Graham. "Graph algorithms and complexity aspects on special graph classes". Thesis, Durham University, 2017. http://etheses.dur.ac.uk/12144/.
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Graphs are a very flexible tool within mathematics, as such, numerous problems can be solved by formulating them as an instance of a graph. As a result, however, some of the structures found in real world problems may be lost in a more general graph. An example of this is the 4-Colouring problem which, as a graph problem, is NP-complete. However, when a map is converted into a graph, we observe that this graph has structural properties, namely being (K_5, K_{3,3})-minor-free which can be exploited and as such there exist algorithms which can find 4-colourings of maps in polynomial time. This thesis looks at problems which are NP-complete in general and determines the complexity of the problem when various restrictions are placed on the input, both for the purpose of finding tractable solutions for inputs which have certain structures, and to increase our understanding of the point at which a problem becomes NP-complete. This thesis looks at four problems over four chapters, the first being Parallel Knock-Out. This chapter will show that Parallel Knock-Out can be solved in O(n+m) time on P_4-free graphs, also known as cographs, however, remains hard on split graphs, a subclass of P_5-free graphs. From this a dichotomy is shown on $P_k$-free graphs for any fixed integer $k$. The second chapter looks at Minimal Disconnected Cut. Along with some smaller results, the main result in this chapter is another dichotomy theorem which states that Minimal Disconnected Cut is polynomial time solvable for 3-connected planar graphs but NP-hard for 2-connected planar graphs. The third chapter looks at Square Root. Whilst a number of results were found, the work in this thesis focuses on the Square Root problem when restricted to some classes of graphs with low clique number. The final chapter looks at Surjective H-Colouring. This chapter shows that Surjective H-Colouring is NP-complete, for any fixed, non-loop connected graph H with two reflexive vertices and for any fixed graph H’ which can be obtained from H by replacing vertices with true twins. This result enabled us to determine the complexity of Surjective H-Colouring on all fixed graphs H of size at most 4.
6
Bidkhori, Hoda. "Classification and enumeration of special classes of posets and polytopes". Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/64602.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Mathematics, 2010.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 91-93).
This thesis concerns combinatorial and enumerative aspects of different classes of posets and polytopes. The first part concerns the finite Eulerian posets which are binomial, Sheffer or triangular. These important classes of posets are related to the theory of generating functions and to geometry. Ehrenborg and Readdy [ER2] gave a complete classification of the factorial functions of infinite Eulerian binomial posets and infinite Eulerian Sheffer posets, where infinite posets are those posets which contain an infinite chain. We answer questions asked by R. Ehrenborg and M. Readdy [ER2]. We completely determine the structure of Eulerian binomial posets and, as a conclusion, we are able to classify factorial functions of Eulerian binomial posets; We give an almost complete classification of factorial functions of Eulerian Sheffer posets by dividing the original question into several cases; In most cases above, we completely determine the structure of Eulerian Sheffer posets, a result stronger than just classifying factorial functions of these Eulerian Sheffer posets. This work is also motivated by the work of R. Stanley about recognizing the boolean lattice by looking at smaller intervals. In the second topic concerns lattice path matroid polytopes. The theory of matroid polytopes has gained prominence due to its applications in algebraic geometry, combinatorial optimization, Coxeter group theory, and, most recently, tropical geometry. In general matroid polytopes are not well understood. Lattice path matroid polytopes (LPMP) belong to two famous classes of polytopes, sorted closed matroid polytopes [LP] and polypositroids [Pos]. We study several properties of LPMPs and build a new connection between the theories of matroid polytopes and lattice paths. I investigate many properties of LPMPs, including their face structure, decomposition, and triangulations, as well as formulas for calculating their Ehrhart polynomial and volume.
by Hoda Bidkhori.
Ph.D.
7
Hurst, Leah P. "Tennessee's Administrators' and Supervisors' Level of Concern Toward Mainstreaming the Classes for Severely Mentally Retarded and the Classes for Multi-handicapped into the Regular School". Digital Commons @ East Tennessee State University, 1988. https://dc.etsu.edu/etd/2738.
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The problem of this study was to determine the level of concern of supervisors and administrators in the state of Tennessee toward mainstreaming classes for the severely mentally retarded and the classes for the multi-handicapped into the regular schools. The Change Facilitators Stages of Concern Questionnaire (CFSoCQ) was the instrument selected as appropriate for the study. Permission was obtained from Dr. Gene Hall at the University of Florida to reproduce and administer the CFSoCQ. A stratified random sample was conducted as representative of the total population of superintendents, special education supervisors, special day school principals, high school principals, middle school principals, and elementary school principals in the state of Tennessee. A demographic data sheet and the CFSoCQ were mailed to 824 selected educators. A 21% return was obtained. The data sheet asked for the sex, current position in education, number of years in education, area of certification, last degree received, whether their system had a special day school, and whether their school had a class for either severely mentally retarded or multi-handicapped students. If they did have either a class for severely mentally retarded or a class for multi-handicapped, they were asked to also answer 15 additional questions concerning the class and its students. Twenty null hypotheses and 22 research questions were tested at the.05 level of significance, using a two-tailed test. The t test for independent samples was used to test for significance among the groups. The analysis of variance was used to test for significant differences between groups. The Newman-Keuls Procedure was selected to show where the significant difference existed. Two hypotheses were rejected. Major findings revealed that special education supervisors are aware of the need to mainstream classes for the severely mentally retarded and classes for the multi-handicapped into the regular schools.
8
Funk, Holden E. "A quantitative evaluation of cooking classes taught to college students with Autism Spectrum Disorder". Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140473.
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The purpose of this study was to determine the impact a specialized cooking course can have on cooking behaviors in college students with Autism Spectrum Disorder. Specifically, the study aimed to identify if learning how to handle and cook food altered the following variables in young adults with Autism: methods of cooking, frequency of self-prepared meals, and confidence in participants’ ability to prepare meals for themselves.
Subjects were participants in California State University, Long Beach’s Learning Independence For Empowerment (LIFE) Project cooking class- an elective 6-week cooking class offered annually to students with ASD who are students of Disabled Student Services. The class was designed and taught by a Registered Dietitian Nutritionist using recipes that met nutritional considerations for this population. Pre-and post-tests were administered during the first and final sessions of the cooking class; two years worth of data was obtained and combined. Paired samples t-tests data analysis determined that completion of the cooking class significantly increased participant’s cooking frequency, as well as confidence in cooking ability.
9
Rosa, Maiandra Pavanello da. "Classes especiais: espaços pedagógicos especializados em tempos de inclusão escolar". Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/12060.
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This research aimed to know the factors that contribute to the permanence of special classes in the current context of school inclusion policies. It was also intended to know the characteristics of the students who attend special classes, the pedagogical practices developed in these contexts and how teachers, who work in these classes, understand these spaces and their students. As a methodological option, from some authors such as: Passos; Kastrup and Escóssia (2012; 2014) the method of cartography was used, proposed by Deleuze and Guattari (1995), which comprises the basis of theoretical affiliation of this research to the systemic thinking. The research was developed in two special classes of School State Education Network in the city of Santa Maria / RS. For the data production, an analysis of the documents of the students present at school was carried out, observations in the context of special classes and semistructured interviews with teachers who work in these classes. The understanding of the theoretical and political aspects of special classes was supported by the contributions of the authors: Caiado and Torezan (1995), Ferreira (1994), Machado (1994), Kassar (1995), Omote (2000) and Uhmann (2014). In order to understand the problem of clinical diagnosis at school, authors like Bridi (2011) and Moysés (2001) were used as basis. As a theoretical basis for analysis of the data produced, we used the systemic thought, from the contributions of Maturana and Varela (2001), Maturana (2002), Pellanda (2009) and Vasconcellos (2013). From the approach to the researched context, it was found that all students attending two special classes have clinical diagnosis issued by doctors of different specialties. The age of these students varies widely, from the age of nine (9) to seventeen (17). Regarding the scholar background of the students, some of them started their schooling in the context of special classes and others came transferred from mainstream education, many of these after a history of school failure. Regarding the pedagogical practices developed in the two groups, it was observed that they present just a few challenging elements. During the classes, there is a great deal of time for the "free activities", demonstrating a weakness in educational planning ahead to more systematic proposals. Regarding how teachers understand the special classes and students that attend, it was observed that despite the teachers work valuing diversity of students, there seems to be a reductionist view as to their capabilities. Based on systemic thought, it is believed that these factors work as powerful devices in the permanence of students in special classes, thus contributing to the permanence of these educational spaces in historical and political times of school inclusion.A presente pesquisa teve como objetivo principal conhecer os fatores que contribuem para a permanência das classes especiais, em um atual contexto de políticas de inclusão escolar. Pretendeu-se conhecer também as características dos alunos que frequentam as classes especiais, as práticas pedagógicas desenvolvidas nestes contextos e a forma como os professores, que atuam nestas turmas, compreendem estes espaços e os alunos que as frequentam. Como opção metodológica, a partir de alguns autores como: Passos; Kastrup e Escóssia (2012; 2014) foi utilizado o Método da Cartografia, proposto por Deleuze e Guattari (1995), o qual compreende as bases da filiação teórica desta investigação com o pensamento sistêmico. A pesquisa se desenvolveu em duas classes especiais de uma Escola da Rede Estadual de Ensino do município de Santa Maria /RS. Para a produção de dados foi realizada análise dos documentos dos alunos presentes na escola, observações no contexto das classes especiais e entrevista semiestruturada com as professoras que atuam nestas turmas. A compreensão dos aspectos teóricos e políticos das classes especiais esteve apoiada nas contribuições dos autores: Caiado e Torezan (1995), Ferreira (1994), Machado (1994), Kassar (1995), Omote (2000) e Uhmann (2014). Para compreender a problemática do diagnóstico clínico na escola, baseou-se em autores como Bridi (2011) e Moysés (2001). Como base teórica para análise dos dados produzidos, utilizou-se o pensamento sistêmico, a partir das contribuições de Maturana e Varela (2001), Maturana (2002), Pellanda (2009) e Vasconcellos (2013). A partir da aproximação com o contexto pesquisado, identificou-se que todos os alunos que frequentam as duas classes especiais possuem diagnóstico clínico emitido por médicos de diferentes especialidades. A idade destes alunos é muito variável, entre nove (9) e dezessete (17) anos. Quanto ao percurso escolar dos alunos, alguns iniciaram seu percurso escolar no contexto das classes especiais e outros vieram transferidos do ensino regular, muitos destes após um histórico de reprovação e fracasso escolar. Em relação às práticas pedagógicas desenvolvidas nas duas turmas observou-se que estas são pouco desafiadoras. No decorrer das aulas há uma grande parcela de tempo destinado “atividades livres”, demonstrando uma fragilidade no planejamento pedagógico frente a propostas mais sistematizadas. Referente a forma como os professores compreendem as classes especiais e os alunos que as frequentam, observou-se que há uma visão reducionista das capacidades dos sujeitos, acreditando que estes necessitam das classes especiais, as quais trabalham valorizando as diversidades dos alunos. Com base no pensamento sistêmico, acredita-se que estes fatores funcionam como potentes dispositivos na permanência dos alunos em classes especiais, consequentemente, colaborando para a permanência destes espaços pedagógicos em tempos histórico e político de inclusão escolar.
10
Huang, Lan-Ting. "Interaction around corrective feedback in elementary English classes in Taiwan". Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/106815/.
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This is a multiple case study which investigates interaction around teachers’ corrective feedback on learners’ oral errors in three elementary English classrooms in Taiwan through classroom observations, teacher interviews, and learner interviews. In response to the problematic issues in existing corrective feedback research, this study has carried out an inductive microanalysis of the classroom data. The results indicate that current literature does not account for the complexity of the interaction around corrective feedback which is evidenced in the classroom data of this study. The findings of this study show a series of moves such as scaffolding, the use of nonverbal corrective feedback strategies, the use of objects as corrective feedback techniques, the use of clusters of corrective feedback strategies, deliberate language play by the learners, socialisation between the teacher and the learners as well as among learners as part of corrective feedback episodes. The findings of this study also reveal that corrective feedback can occur but takes a special shape in form-oriented classrooms. The features observed in the data of this study reflect a need to research into corrective feedback in elementary EFL classrooms as well as classrooms where the instruction focus of teachers is on linguistic forms.
11
Wood, Shaunda L. "Family, home, and the school environment's influence on gifted girls' perceptions of choice to take extracurricular science classes". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0024/MQ52312.pdf.
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12
Johnson, Sarah A. "Awareness, attitudes, and perceptions of regular education students towards students who receive special education services in their classes". Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004johnsons.pdf.
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13
Zamora, Sánchez María Fernanda. "Teacher Perspectives on Students with Special Educational Needs Enrolled in Secondary-Level World Language Classes in the State of Utah". BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9024.
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Research was conducted on students with special educational needs (SEN) taking world language (WL) classes at the secondary level in the state of Utah. Ninety-two WL teachers shared their outlooks and experiences on working with this population of students. Data analyses show that there is not a significant increase in the number of students with SEN enrolled in WL classes. Analyses suggest that WL teachers have an average of two students with SEN per class, learning disability being the most common SEN identified. This study also shares teachers' successful and challenging experiences, finding that time and individual attention are examples of critical aspects for students' success. Additionally, the research shows that not all teachers have the professional or academic support to assist their SEN students. This research contributes valuable information for future studies in this field, such as the study of English Language Learners (ELL) categorized as students with learning disabilities because while their lack of English proficiency flags them as needing help, this need does not necessarily equate to a learning disability.
14
Jones, Rodney Sinelair. "Hospital Preparedness: Effects of Designated Preparedness Coordinators on Hospital Preparedness for Special Hazard Classes". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2550.
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Since 9/11, little statistical rigor has been placed on identifying the correlates of hospital preparedness. This quantitative study explores the research question: Is there a correlation between the employment of a designated hospital preparedness coordinator and the reported level of preparedness for: (a) general preparedness; (b) chemical, biological, radiological, and nuclear (CBRN) events; (c) pandemic disease outbreaks; (d) mass casualty events; and (e) internal infrastructure failure, as assessed by an online survey. Alternative analysis was conducted to assess the relationship between access to resources and the 5 dependent variables. Using complexity theory as the theoretical framework, point biserial correlation and Pearson's method were used to assess the relations between the dependent and independent variables. Initially, no statistically significant correlative relationship was found using point biserial analysis. However, further analysis found that the correlation between full-time employment of a preparedness coordinator and pandemic preparedness reached significance. Point biserial analysis of the alternative research questions found statistically significant correlations between access to preparedness resources, CBRN, pandemic, and infrastructure failure preparedness. Pearson analysis found a statistically significant correlation between single facility coordinator responsibilities and pandemic preparedness. This identifies at least 2 significant correlates of hospital preparedness. Positive social change can be achieved by identifying strategies that leverage these assets in a fiscally sustainable constructs that maximize hospitals' ability to effectively serve the community in disasters but that do not so heavily rely on government funding and grants in a world of ever-changing priorities.
15
Neugebauer, Nancy Guido. "TAKS scores of general education students in secondary co-teach classes in a Texas school district". Texas A&M University, 2008. http://hdl.handle.net/1969.1/85931.
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Inclusion of students at all levels is a challenge. The acceptance of this challenge,
however, has been mandated by the No Child Left Behind and the Individuals with
Disabilities Education Improvement Act of 2004. Co-teaching is one among the
service delivery models of inclusion implemented in the general education classroom
(Rea & Connell, 2005; Weiss & Lloyd, 2002). This study compared the achievement
of general education students in general education classes to the achievement of
general education students in co-teach classes to determine if there is a significant
difference in the achievement of general education students because of participation
in a co-teach classroom instructional arrangement.
The population of this quantitative study consisted of secondary general education
students from a large suburban school district in Texas conducting science and social
studies courses in both co-teach and non-co-teach classrooms. The t-test for the two
independent samples was used to determine the statistical difference between the
mean Science scores and the mean social studies scores of the treatment group and the comparison group on the Texas Assessment of Knowledge and Skills in science
and social studies. An alpha level of .05 was used as the standard of significance on
all tests. Two-way ANOVA was used to determine student achievement differences
in treatment and/or comparison groups by gender, ethnicity, English language learner
status, and socioeconomic status. Post-hoc analysis of the impact of ethnicity was also
undertaken.
Results indicate that general education students performed at higher levels in
regular Science classes than in co-teach science classes. Results also concluded that
general education students performed at higher levels in regular social studies classes
than in co-teach social studies classes. Significant student achievement variations
were also found to be correlated with each of the other variables considered.
Recommendations for further research and stakeholders were provided.
16
Silva, Juliana Motta de Assis. "Um estudo sobre o processo de implementação de classes hospitalares : o caso do Hospital Dr. Domingos Adhemar Boldrini". [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251865.
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Orientador: Maria Evelyna Pompeu do NascimentoDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-11T15:51:03Z (GMT). No. of bitstreams: 1 Silva_JulianaMottadeAssis_M.pdf: 3221892 bytes, checksum: 8974c374f0395740dd1d1c3515e2c3ec (MD5) Previous issue date: 2008
Resumo : Esta dissertação tem como objetivo desenvolver um estudo de caso sobre o processo de implementação da classe hospitalar, denominada como SAP ¿ Sala de Apoio Pedagógico no hospital Dr. Domingos Adhemar Boldrini em Campinas-SP. Considerando-se a classe hospitalar como modalidade de atendimento da educação especial, direito de todas as crianças e adolescentes hospitalizados. Tendo como objeto de estudo os atores envolvidos e os processos que culminaram na construção da classe hospitalar do lócus de pesquisa mencionado, construímos nossas possibilidades de análise através do suporte teórico de pesquisadores das áreas de políticas públicas e classe hospitalar, bem como através da realização de entrevistas com cinco pessoas diretamente relacionadas com este processo e com o desenvolvimento da SAP até os dias atuais e da apropriação de documentos e bibliografias sobre o hospital e especificamente sobre a Sala de Apoio Pedagógico, na tentativa de compreender quais as motivações que culminaram na abertura desta e qual a tônica do trabalho que desenvolvem atualmente. O processo de investigação acerca da implementação da SAP, conforme define Rus Perez (1998) configurou-se como o principal procedimento metodológico que orientou a presente pesquisa. O referencial teórico utilizado pautou-se nos estudos de autores como Fonseca (1996; 1998; 1999), Ceccim (1997; 1998), Ruz Perez (1998), Matos (2003), Fontes (2004), Funghetto (1994), Nascimento (2001), Pálmen (2005), Barbier (2002), Fazenda (1989), Freitas (2003), Aquino (2000), Mazzotta (2001), entre outros, a fim de localizar e aprofundar a temática de classes hospitalares, dentro e fora do nosso país, além de compreender as especificidades observadas na classe hospitalar do hospital Boldrini
Abstract : This dissertation has the purpose to developing a case study about hospital class implementation, named SAP ¿ Pedagogical Support Room (Sala de Apoio pedagógico) at the Dr. Domingos Adhemar Boldrini Hospital, Campinas, SP. Considering hospital class as a modality of special education attendance, a right of all hospitalized children and teenagers. As a study object the actors involved and the process that lead into a construction of hospital class locus research mentioned , we built our analyze possibilities through theoretical support of researchers from the public politics and hospital class, as well by the 5 people interviews whose were straightly implicated in that process and in the SAP¿s development until nowadays by the documents and bibliographies¿ appropriation about hospital and specially concerning Pedagogical Support Room on the attempt to comprehend motivations that leaded into its opening and which was the keynote of their recently work. The SAP¿s implementation investigation process, just like Rus Perez (1998) defines, had been configured as main methodological procedure which guides the present research. The theoretical reference used was based on the following authors: Fonseca (1996; 1998; 1999), Ceccim (1997; 1998), Ruz Perez (1998), Matos (2003), Fontes (2004), Funghetto (1994), Nascimento (2001), Pálmen (2005), Barbier (2002), Fazenda (1989), Freitas (2003), Aquino (2000), Mazzotta (2001), in order to locating and deepening hospital class subject, inside and outside country, besides understand the specificities observed on the hospital class at the Boldrini¿s Hospital
Mestrado
Politicas, Administração e Sistemas Educacionais
Mestre em Educação
17
Momberg, Naadia. "Teachers' attitudes towards working with students with special educational needs in mainstream classes in Egypt". Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/20448.
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Thesis (MEdPsych)--Stellenbosch University, 2008.Recent developments in education have focused on exploring different ways of responding to the diverse learning needs of students. The international trend has been to move towards an inclusive approach based on democratic principles in education, including students with special educational needs in mainstream schools and classrooms. Egypt, an initial signatory to the Convention on the Rights of the Child, has not escaped the prominence of inclusive education on the international education agenda. No legislation on inclusion in schools has been promulgated in Egypt. Furthermore, information is lacking regarding teachers' attitudes towards working with students with special educational needs in mainstream classes, despite the fact that teacher attitude are instrumental in determining the success or failure of inclusive education. The aim of the research, therefore, was to identify teachers' attitudes towards inclusive education. For the purpose of this study, a non-experimental quantitative research design with specific reference to survey research was chosen. The population consisted of teachers in five schools in Alexandria and Cairo and a questionnaire was designed. Data was analysed using the statistical programme SPSS (14.0 for Windows). Results indicate that teachers in Egypt have serious reservations about the feasibility of accommodating students with special educational needs in their classrooms. Curriculum development, educational support, funding opportunities, as well as the training of teachers, need to be addressed in order to facilitate the development of inclusive educational strategies.
18
King, Carole. "The leisure activities of the rural working classes with special reference to Norfolk 1840-1940". Thesis, University of East Anglia, 2015. https://ueaeprints.uea.ac.uk/58540/.
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This thesis seeks to address an acknowledged gap in the historiography of leisure – that of rural working class leisure activities. The first objective of this thesis is therefore to investigate different types of rural leisure, including ‘rational recreation’, traditional and innovative, and gender-specific pastimes. Using Norfolk as a case study, I examined a range of different leisure opportunities. The second objective is to question the changing nature of leisure provision and the impact that this had on rural lives, and it was found that opportunities for leisure increased considerably throughout the period 1840-1940. This was brought about by better working conditions, including fewer working hours and higher wages. Technology also played a key role, providing increased availability of transport, both public and personal, and this allowed access to urban recreations, unavailable in the countryside. Some traditional pastimes endured, while others were replaced by new forms of entertainment, such as the cinema and modernised fairground attractions. Other innovations included the rise of local sports, for instance cricket and football, and alternatives to the public house – reading rooms and village halls, the latter being open to all sections of society and not solely men. Arguably, rural women benefited most from these remarkable transformations. The introduction of new societies, such as the Mothers’ Union and the Women’s Institute led to considerably enhanced lives for their members. There is clear evidence of the gradual adjustment from widespread philanthropy to self-determination among working people, and together with the remarkable alteration in outlook produced by the First World War, this increasingly caused local communities to take control of their own leisure provision. This is consistent with the social changes occurring in all spheres of rural life.
19
Oktem, Zeynep. "Design Guidelines For Special Education Schools For Children With Autism Design And Appraisal Of Private Ilgi Special Education School". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611476/index.pdf.
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Autism is a pervasive developmental disorder that is seen more and more in the society and it significantly affects the lives of not only those who have autism but also their families and close ones. There is no known cure for autism, the most effective treatment is education. The choice between the several approaches regarding the education of autistic children is shaped according to education choices, children&rsquos age, the severity of symptoms and children&rsquo
s intellectual capabilities. The thesis focuses on the architectural design of special education schools among other education opportunities. The aim is to draw architectural guidelines for the design of a special school for children who are diagnosed with autism and who require special education support. These architectural guidelines are hoped to aid architects who will work with similar architectural programs in the future. The study concludes with an appraisal of the design of Private ilgi Special Education School, realized by the author of this thesis and architect Kadri AtabaS. In the light of information gathered during the study, the preliminary design is evaluated. Suggestions are offered concerning the architectural design, in the subjects of program elements, natural lighting, layout of education and circulation spaces, acoustics and color scheme.
20
Amaireh, Saleem. "Teachers' attitudes towards the inclusion of children with special educational needs in Jordanian ordinary schools". Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/44620/.
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The purpose of this study is to investigate the attitudes of teachers towards inclusive education in Jordanian ‘ordinary’ schools. The first phase of the project reports questionnaire data from 367 teachers. Attitudes are examined in terms of three components: their beliefs and knowledge, feelings and behaviour. The results of the questionnaire revealed that ordinary teachers in Jordan hold relatively neutral views towards inclusive education. Several variables are found which relate to teachers’ attitudes; including training, experience of inclusive education and the type of disability. The qualitative phase of the project involves a series of semi-structured interviews with nineteen teachers to explore their understanding, concerns and suggestions for improvement, regarding inclusive education. Findings suggest that although teachers are not against inclusion per se, they express concerns about implementation. Most teachers perceive they are unprepared and appear to need to be told ‘how to be’ inclusive. A number of recommendations are made, these include: promoting a more positive attitude towards inclusion amongst the teaching profession, improving pre- and- in service training and support, and extending the role of resource rooms as provision for children with SEN.
21
Aloteabi, Youssef Hathal. "An investigation into the perceptions of school counsellors in relation to providing counselling for students with special needs in Saudi Arabia schools". Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51259/.
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The purpose of this study is to gain an in-depth understanding of the perceptions of school counsellors in Saudi Arabia with regard to the provision of counselling for students with special educational needs (SEN) and to determine the contribution of counsellors to the development of such students in the context of mainstream secondary boys’ schools in Saudi Arabia. Accordingly, the study employs a mixed-methods approach to explore the perceptions of school counsellors in the country. Quantitative insights are obtained from 138 counsellors working in secondary boys’ schools using a questionnaire designed for the study. Subsequently, qualitative insights are obtained from 12 counsellors who are currently working with students with SEN and 12 counsellors who have never worked with students with SEN using semi-structured interviews. The quantitative data is statistically analysed, whereas the qualitative data is analysed using interpretative phenomenological analysis (IPA). Overall, it is found that the qualitative and quantitative findings support each other and indicate that the provision of school counselling in Saudi Arabia for students with SEN requires attention. Salient findings include the existence of systemic issues such as the absence of minimum standards for counsellor recruitment, irregular recruitment practices, and inadequate dissemination of information associated with the purpose, role and function of school counsellors. Moreover, it is found that inadequate training provision and supervision and support mechanisms for counsellors exist, along with a lack of collaboration between departments of the Ministry of Education. Additionally, the findings indicate that the sociocultural environment of Saudi Arabia prohibitively influences the provision of school counselling services, in general, as the Islamic collectivist values with regard to family, hierarchy, secrecy, shame and stigma, are revealed to hinder the provision of counselling in schools. Moreover, counsellors find their work in the schools hampered by their involvement in non-counselling tasks, negative perceptions with regard to the usefulness of their role, lack of awareness about the needs of students with SEN. It is evident that the counselling profession in Saudi Arabia is yet to obtain full professional recognition and status as the country does not have a statutory body to provide support and guidance regarding the professional and ethical practice of counsellors, and to engage with the Ministry on behalf of counsellors. The findings of the study contribute to understanding the current status of the provision of school counselling services to students with SEN in boys’ secondary schools in Saudi Arabia. Suggestions based on the study’s findings are offered to the Ministry of Education in Saudi Arabia, to counsellors working with children with SEN, and to the administration and personnel in schools. Suggestions for future research are also discussed.
22
Wang, Suyang. "An investigation into the transnational identity of Chinese student returnees from the UK". Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/49712/.
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This study explores the meaning of transnational identity of Chinese student returnees from the UK. The study is set in the context of transnationalism in the new era of globalisation. The scientific importance of this research lies in that it seeks to understand transnational identity in student returnees'experiences under the theory of transnationalism. It fills the research gap by providing a new theoretical perspective and methodological approach to identity. Under transnationalism, the study not only explores identity changes in a particular country and culture, but investigates it in the changing and overlapping countries and cultures, especially in China and the UK. To provide a more nuanced description of student returnees’ identity changes, qualitative methodology is adopted. Each student returnee is interviewed three times based on three different settings: first, based on their personal experiences in the UK; second, based on their personal experiences in China; the final round is the conclusion for the first two rounds. Altogether, 48 interviews were completed and analysed. Data based on the three rounds of interviews (two main settings) are organised into two finding chapters. The study finds that transnational identity is understood as single, composing several dimensions. For this study in particular, student returnees'transnational identity can be explained by four major dimensions: the capacity to build connections between cultures, diaspora consciousness, diaspora values and attitudes, and expansion of behaviours and actions. In terms of the process in which transnational identity is formed, the study also finds that Chinese student returnees went through different phases and levels of changes of transnational identity. More importantly, the complex changes in transnational identity show the interplay between agency and structure(s). On the one hand, Chinese student returnees negotiated their identity of various levels of structures, including society, social group, institutional and virtual levels. On the other hand, although various structures provided the context in which student returnees negotiated their transnational identity, it was student returnees'agency that shaped their sojourn and homecoming experience and further identity changes. In particular, it was the extent to which student returnees mobilized their agency that made the difference. Among many factors shaping different responses in agency, the divergence and convergence between agency and structure played a critical role in making the difference. The findings not only nuance the theories of identity and transnational identity, but also deepen our understanding of Chinese students and student returnees’ sojourn and homecoming experience, in addition to a new perspective into the phenomenon of culture shock and reverse culture shock. Finally, it is suggested that a more concerted effort from supra-national level to individual level is needed to provide Chinese students with more equal, qualified and intercultural education in the UK.
23
Peterson, Lloyd Douglas. "Effects of Student Self-Management on Generalization of Student Performance to Regular Classes". DigitalCommons@USU, 1999. https://digitalcommons.usu.edu/etd/7488.
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The use of a student self-monitoring and self-rating/teacher matching strategy to assist generalization of social skills use and decrease off-task behavior of five inner-city at-risk middle school students was investigated. A multiple-baseline design was used to assess the effects of the intervention in up to six different class settings. Results indicated that the self-monitoring and self-rating/teacher matching intervention led to an increase in correct social skills use and a decrease in off-task behaviors with all five students. These data add to the existing literature, suggesting self-monitoring with self-rating/teacher matching is an effective procedure to promote generalization of behavior. Implications for research and practice are discussed.
24
Efthymiou, Efthymia. "The discursive positioning of students with special educational needs in four UK primary classrooms". Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/14399/.
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The debate about inclusion of children with special educational needs (SEN) in mainstream education in the UK partly revolves around what makes the classroom environment inclusive. Social and local conceptualisations of government guidelines, as well as specific school agendas, currently influence a range of practices. This study aims to identify ways in which multimodal discourses and particular pedagogic approaches shape the positioning and identification of students with SEN in four primary school classrooms. It investigates whether the practical discursive positioning of students with SEN in these four classrooms can deliver inclusion. The study considers the views and behaviour of primary school students with and without SEN, primary school teachers and teaching assistants (TAs) in one Steiner and two mainstream schools. Drawing on a multimodal approach to discourse analysis which aims to account for the complex relationships between symbolic and non- verbal modes of classroom signification, the study explores ways in which meaning is produced in classrooms and the ways in which children's modes of communication, as well as teachers' practices, are discursively constructed. Four classrooms are compared on the basis of teaching observations, interviews, transcription of dialogues, and analysis of classroom organisation and decoration. It appears that the mainstream primary classrooms, which are characterised by stronger classification and framing and greater degrees of teacher-centred pedagogic discourse, establish strict boundaries around knowledge construction which influence the access to understanding and social positioning of students with SEN. Within these mainstream classrooms, there are barriers to full social and academic inclusion. By contrast, in the Steiner classroom, the inclusion of students with SEN is more effective, due to weaker boundaries around the content of constructed knowledge, more student-centred approaches and a higher degree of symmetrical interaction between teacher and students who actively participate in the production of knowledge. Based on this limited sample, it is suggested that the diverse needs of SEN students do not tend to be supported effectively by the practices of mainstream schools. A shift to more student-centred approaches is necessary.
25
Feustel, Beth Milhoan. "The Perceptions and Experiences of General Education Teachers Toward Cotaught Inclusion Classes". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/410.
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This project study addressed the low rate of general education teachers volunteering to coteach inclusion classes at a large urban high school in southeastern Georgia. This low volunteer rate caused administrators at this school to assign general education teachers, who did not opt in, to coteach inclusion classes. Teachers' efficacy was negatively impacted when they were required to teach classes that they did not volunteer to teach. The model of cooperative teaching advanced by Bauwens, Hourcade, and Friend's work served as the conceptual framework for this intrinsic case study. The purpose of the study was to examine how general education teachers described coteaching inclusion classes, and how they demonstrated effectiveness of cotaught classes. Qualitative data consisted of personal interviews with and classroom observations of 10 general education teachers, as well as lesson plans received from 2 of the participants. The typological analysis revealed that general education teachers perceived a need for training regarding coteaching, increased use of coteaching models in the classroom, development of coteaching partnerships, and administrative support. Based on the results of this study, a coteaching professional development was created that focuses on coteaching methods, strategies, and models for general education teachers involved in coteaching. The recommended professional development may contribute to positive social change by improving teachers' coteaching performance and increasing teachers' efficacy to impact the academic environment of students in cotaught inclusion classes.
26
Russell, Clare. "More than Mrs. Robinson : citizenship schools in Lowcountry South Carolina and Savannah, Georgia, 1957-1970". Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11865/.
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The first “citizenship school” (a literacy class that taught adults to read and write in order that they could register to vote) was established by Highlander Folk School of Monteagle, Tennessee on Johns Island, South Carolina in 1957. Within three years, the schools were extended across the neighboring Sea Islands, to mainland Charleston and to Savannah, Georgia. In 1961, after Highlander faced legal challenges to its future, it transferred the schools to the fledgling Southern Christian Leadership Conference (SCLC), who extended the program across the South. Historians have made far-reaching claims for the successes and benefits of the schools. For example, they claim that they recruited inexperienced but committed people and raised them to the status of community leaders; that they encouraged civic cooperation and political activism and formed the “foundation on which the civil rights movement” was built and they argue that the schools were an unprecedented opportunity for women to develop as activists and as leaders. Yet, they base these claims on certain myths about the schools: that the first teacher Bernice Robinson was an inexperienced and uneducated teacher, that her class was a blueprint for similar ones and that Highlander bequeathed its educational philosophy to the SCLC program. They make claims about female participation without analyzing the gender composition of classes. This dissertation challenges these assumptions by comparing and contrasting programs established in Lowcountry South Carolina and in Savannah. It argues that not only was Robinson more skilled and better educated than historians have assumed, but that she was not typical of early teachers. On the Sea Islands, teachers tended to be established community leaders, such as ministers. In Savannah, they were young college students involved in direct action spaces. It analyzes the gender composition of classes, the gendered nature of the spaces in which classes were taught, and the different models of black masculinity (based on class, location and generational identity) that the schools emulated. It argues that while Robinson may have been influenced by Highlander philosophy, the educational materials used in classes indicate that the schools drew more on Septima Clark’s experience of African American educational history than on Highlander’s ethos of education for social change. Local variations, including gender, class, location and age, also shaped teaching curricula. Finally, it examines the reasons for the schools’ failure in the mid to late 1960s. Far from fading away because they became superfluous after the 1965 Voting Rights Act, the schools failed both because of factors at the administrative level (disorganization, mismanagement and gender conflict) and at the local (conflict between generations and local groups.)
27
Mallia, Carole. "Mature women students and higher education : do their skills count?" Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11821/.
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This thesis examines the experience of a group of mature women students before, during and after their period of study in higher education. Specific research areas of investigation focus on their existing skills, and the value they give to these skills, and those they develop over their time of study. The context for the study is provided by an examination of the historical development of girls’ and women’s education, looking specifically at its gendered nature. Similarly, the development of universities is examined, in particular, debates on what universities are for, and how they are increasingly linked to providing an educated and skilled workforce rather than being autonomous institutions of education. The research is situated in a period of keen interest in skills development, when many universities were considering their development in some form or other. This sets the context for the women participants in this study in schools that were piloting key skills in different ways. This is explored in relation to their experience of this burgeoning interest in skills. The research approach used was chosen to enhance understanding of the issues that affect mature women students returning to learning. It draws heavily on feminist methodology and is also influenced by the work of Michel Foucault and Paolo Freire. These theorists are used to shed light on how issues of power are endemic within the society in which this research takes place. The feminist methodology employed has allowed me to become part of the research, and to reflect upon my own experiences as a mature student in higher education as well as those of the other participants. The research analysis is based heavily upon multiple semi-structured interviews conducted with each of the women. The analysis reveals how the women feel their skills are valued both by themselves and by the institute of higher education where they studied and by wider society. Whilst the women feel that they have considerable skills as mature women, the discussion reveals a number of interesting factors regarding which skills the women expect to be valued in the wider world compared to the skills they value in themselves.
28
Rodgers, Rob. "Staff development to embed inclusive learning for profoundly deaf learners in further education". Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10309/.
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Inclusive learning for pupils and learners with Special Educational Needs (SEN) is being championed widely within the education sector, both in the compulsory and the post-compulsory stages. The context for this thesis is an exploration of how staff in the further education sector can be best prepared through staff development to support profoundly deaf learners. The thesis concentrates on the subject specialist who has the skills and experience to deliver their own subject but may not have the skills to deliver the subject to deaf learners. The exploration of staff development is done after undertaking an overview of the historical context and development of deaf education. Each of these historical phases has had an impact on deaf education and has implications for staff working with deaf learners. The politicised nature of deaf education is highlighted and reference made to the often entrenched views of professionals working in this area. Their vested interests can raise conflicts within the area and I suggest the need to remove the barriers to achievement caused by this clash. The thesis considered a range of staff development theories and selected two main models (Showers et al (1987) and Brockbank and McGill (1998)) to inform a possible model of staff development work. The staff development sessions and interviews provided data to refine understanding around this specialised area of work. The research has been undertaken using an action research approach with aspects of modified grounded theory. The research has involved colleagues from a variety of further education settings. Three main research themes emerged: first, finding the most suitable model of staff development to train subject specialists who will work with deaf learners; second, resolving some of the tensions between subject and communication specialists; third, offering suggestions about the content of staff development. Key features of staff development are identified and discussed and implications for staff development activity outlined. The thesis draws distinctions between deaf awareness and deaf equality and argues that this distinction plays a crucial role in staff development for inclusive learning. Two of the key players in supporting deaf students are the communication specialist and the subject specialist. The communication specialist is the professional who supports the access to the curriculum through appropriate communication. The subject specialist is the professional who delivers the curriculum and isn't normally able to present the curriculum using accessible communication. The thesis presents the exploration of the relationship between the two roles from the perspective of the subject specialist.
29
Ndebele, Kordwick. "An investigation of the impact of formal and informal assessment on the self-esteem of pupils with borderline learning difficulties learning in mixed ability English language classes". Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10794/.
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This thesis reports on a research study aimed at examining the impact of informal and formal assessment on the self-esteem of pupils with borderline difficulties and language deficiencies learning in mixed ability English language classes. The thesis adopted a qualitative ethnographic methodology with triangulated methods to enquire into macro and micro views of the main concepts in this study. Thus, data were collected by participant observation within English classes, informal and formal interviews with pupils and teachers at the research site and semi-structured interviews at home with parents and pupils. Questionnaires for 6 teachers, pupils and parents [total n=31] were administered 22 pupils were observed over a period of nine months, spanning 5th September 2005 to May 2006 and 3 parents interviewed due to availability of willing pupils and their parents. This was followed by structured and semi-structured questionnaire administration and interviews with six teachers and pupils [n=22]. The experiences of pupils deemed to be struggling with learning, yet not certificated as having learning difficulties were analyzed utilizing the methodology outlined by [Lincoln and Guba 1985; Creswell 1998; Richards 2005; and Bryman 2004] among others, and the data provided rich ground for a potential development of a substantive theory of learning and self-esteem. The questions focused on the evidence of classroom, and on verbal and non-verbal teacher treatment of the focus group. It also focused on the perceptions and expectations of teachers and students regarding assessment [formal and informal] and how it impacts on pupils’ self esteem. Some themes that emerged in the study included the following: resistance to learning and to authority, ridicule and racism, treats and intimidations, student-teacher infatuation, racial and bullying, counter- school culture, and unfair teaching practices. Findings from this research study are a mixed bag. The evidence suggests that, self-esteem is dynamic and has an inherent executive capacity based particularly on individual competence, beliefs, thinking and feeling components. Furthermore, there was no evidence to suggest that pupils performing poorly suffered low self-esteem.
30
Dearden, Jackie. "Introducing facilitated communication training : an action research project". Thesis, University of Nottingham, 2005. http://eprints.nottingham.ac.uk/11136/.
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Background: Facilitated Communication Training (FCT) is a controversial approach to supporting people with severe communication difficulties. It is one method of supporting Alternative and Augmentative Communication (AAC). It has the potential for enabling people with severe language impairments to access communication aids. The local education authority had experience of enabling a non-verbal young person with cerebral palsy who uses FCT to access mainstream education and were open to exploring whether other young people could benefit from this support. Aims: To explore ways of introducing FCT within the local authority in order to enhance the communication of young people who had been identified as not having had access to the means of reaching their communication potential. Method: An action research approach resulted in the implementation of a pilot project. AAC/FCT was introduced to a group of seven pupils and the adults who support them through a training and support programme. A case study methodology was used to analyse the outcomes for pupils and adults. Results: Action research was found to support the introduction of FCT. Some pupils showed significant gains through access to AAC/FCT. The majority of adults reported changes in their knowledge, use and attitudes towards AAC/FCT. Many attributed this to an increased belief in pupils' potential. Conclusions: Action research is an effective process in supporting change. There is a theoretical basis for explaining why FCT supports some pupils. The discourse used to describe FCT could be further supported by using theories that take account of context (mediated learning and activity theory) and could contribute to changing the negative historical and socio-cultural discourse associated with FCT. An effective training and ongoing support programme lead to changes in adults' practise.
31
Haw, Kaye. "Education for Muslim girls in contemporary Britain : social and political dimensions". Thesis, University of Nottingham, 1995. http://eprints.nottingham.ac.uk/11026/.
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This research examines how the discourses of gender, 'race ', culture and religion are articulated in the educational experiences of Muslim girls. Using the data collected in a private Muslim girls' school (old Town High) and a single-sex state school with a high proportion of Muslim girls (City State) it critically examines how stereotypical representations may come to constitute a commonsense understanding of Muslim women and how these representations can exercise an important influence in shaping teacher perceptions about the presumed needs of their Muslim students. The theoretical perspective adopted, is shaped principally by ideas within poststructuralism viewed through the lens of feminism. This allows for an exploration of the interplay between the discourses of 'race', gender, culture and religion and their shifting nature. It also allows for a critical examination of the micro-political - that is how power is exercised at local levels, how oppression works, is experienced and where resistance is possible. The thesis is divided into three Parts. The first Part provides a background to the case studies. The second Part is concerned to detail the theoretical framework of the research followed by a methodological placing and evaluation of the case studies and the third Part concerns itself with a multi-layered analysis of the data. Throughout the phases of this analysis the treatment of 'race' and gender as a duality and the repercussions this has for the Muslim students in the state school emerges strongly. These findings have many implications for equal opportunities initiatives in state schools for the research indicates that the matter of 'difference' in equal opportunity work is not dealt with in any adequate way at all. It concludes by arguing for the introduction of strategies which go beyond practical, structural and 'problem solving' equal opportunity mode. It argues for strategies which combine perspectives which deal with, fragmentation, hybridity and pluralism with critical perspectives which centre on an examination of how it is that some students are positioned at the margins of school life and value systems and how they can be repositioned at the centre.
32
Shapira, Faians Adi. "Social skills learning groups : a case study of young people identified with Attention Deficit Hyperactivity Disorder". Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/54452/.
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The aim of the current case study was to examine the integration of a social skills learning programme for young people aged 13-18 identified with ADHD and learning difficulties within the framework of a junior and high school in Israel designed for young people identified with ADHD. At the start of this inquiry, the stance of the Israeli Ministry of Education mainly leaned on the medicalised model. During the process of conducting this study, the researcher developed a gradual shift from the medicalised to the social constructivist model as an alternative which considers young people from a holistic view. The study explored three perspectives on the integration of the social skills learning groups within the school: those of the educational staff, the therapeutic staff who facilitated the social skills learning groups and those of the group participants. It also explored how each group perceived the intervention in terms of supporting social skills among young people identified with ADHD. Two groups of students took part. One group comprised seven students from the 7th grade who were in their first year of the intervention and another group comprised seven students from the 9th grade who were in their third year of the four-year programme. The study was conducted using a qualitative methodology from an insider perspective, the researcher being a therapist and facilitator of one of the social skills learning groups. Data were collected by semi-structured interviews with staff members, the researcher's reflective diary and a student questionnaire. The study found that the educational staff's perspective on the social skills learning groups involved a gradual process from difficulty accepting the groups to believing that they played an important role in school provision. A parallel process took place among the therapeutic staff who questioned the groups' definition as a class or as group therapy, which required the therapists to examine their professional identity. This process of self-examination of staff members' professional identity and examination of the other staff members' professional roles influenced the integration of the groups in the school. Overall, the study suggested that interventions focusing on assisting the development of social skills can play an important role in school provision for young people identified with ADHD when they are included as part of the school curriculum. However, in order to successfully embed a therapeutic intervention within a school framework, the study suggested that teachers and therapists should cooperate both professionally and personally to build a new common language toward a common goal.
33
Salter, Emma. "Challenging the stereotype? : an analysis of the social and educational outcomes of the children of lone parents in the UK". Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81205/.
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This thesis presents the results of a mixed methods study investigating the truth behind media claims that lone parenthood is detrimental to the social and educational outcomes of children. The research is informed by intersectionality theory, which I seek to apply to both methods used in the study, as well as theories about the power of the State from Marxist theorists Althusser and Gramsci. The first part of the study is a discourse analysis of how lone parenthood is discussed in the media, using articles referring to lone parents in The Times and The Guardian in 1993 and 2013. The analysis shows that while policy and media contexts use generic terminology to refer to lone parents, the more specific focus of the negative discourse on lone parenthood is on white, unmarried, young mothers who live on benefits and in social housing. These findings are reflected in the selected variables for the second phase of the research. The second part of the research investigates whether there are any differences in the outcomes of the children of lone mothers when compared to peers who have not experienced lone motherhood. The outcomes studied are two subscales from the Strengths and Difficulties Questionnaire and Key Stage 4 (GCSE) results. The United Kingdom Household Longitudinal Survey and British Household Panel Survey datasets are used for the analysis, together with linked National Pupil Database data. A series of multiple regression models investigate any association between lone motherhood and the outcome measures, with the inclusion of covariates which mirror the key identity factors uncovered in the discourse analysis. The models are additionally run controlling for demographic factors such as maternal education, household size and young person's age and gender, with the addition of the IDACI and free school meals indicators for the educational outcomes analysis. The results of the quantitative analysis show that while there are initially some differences between the outcomes of children of lone mothers and their peers whose mothers have not experienced lone parenthood, this association lessens as additional factors are added into the model. Additionally, of the factors deemed important in the media discourse, marital status is not significant in any models, and maternal age in all but the Total Difficulties Score. Ethnicity is not significant for social outcomes, but is for educational outcomes, with White children performing worse at GCSE than children from other ethnic groups. In all models, social housing is associated with worse outcomes; that is, children whose mothers have ever lived in social housing achieved lower grades at GCSE and showed more behavioural difficulties than their contemporaries whose mothers had never lived in social housing, whether they were lone mothers or not. The possible reasons for these results are discussed in the final chapter, focussing on how lone mothers are unfairly blamed in media and policy circles for the antisocial behaviour and educational attainment of children in modern society. The study shows children from lower income families have poorer social and educational outcomes. Women, who are already disadvantaged due to an inherent gender bias in society, are at a greater risk of economic instability and uncertainty, particularly women who are single-handedly raising families. In conclusion, there is no evidence for the pervasive and perpetual stereotype of lone motherhood as a deficit model of parenting; poverty is more important in determining young people's social and educational outcomes.
34
Li, Xian. "The changing nature of Chinese complementary schools in the UK". Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/42429/.
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Chinese complementary schools (CCS) play a significant role in transmitting the Chinese language and culture to younger British Chinese generations. Existing research are largely set in Cantonese-dominant CCS, which have characterised long-established UK Chinese communities. However, the last five to ten years have witnessed a demographic change of UK Chinese population and Mandarin is replacing Cantonese as the lingua franca of UK Chinese communities. This research aims to explore the current practices in three CCS and to understand the impacts of UK Chinese demographic change on CCS. Data was collected using ethnographic observation, document collection and semi-structured interviews with teachers, parents and pupils. This research finds that CCS in UK are undergoing great changes, as Mandarin has been the preferred language in these schools, which has implications for the population and activities of these schools. Students’ backgrounds have been extremely diverse, but current resources, materials and expertise of CCS do not address the diversity. Issues and problems arise when regarding Mandarin as the Chinese heritage language of all students attending the schools. The role of CCS in participants’ identity construction is significant as CCS provide an intercultural space for them to reflect on their UK Chinese identities. This doctoral research hopes to provide in-depth insights into Mandarin teaching and learning in CCS and implications for policy makers and practitioners.
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Booth, Laura. "Parents' perceptions and experiences of the decision making process when choosing secondary school placement for children with statements of special educational needs : an interpretative phenomenological analysis". Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/39788/.
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Government legislation has promoted parental rights when choosing educational provision for children with statements of Special Educational Needs (SEN) over the past two decades (Department for Education, [DfE], 1994, 2014) and acknowledges the importance of this decision to parents (DfE, 2011). A review of relevant literature suggested that implementation of such reforms may not be straight forward for parents due to the political and economic dynamics within the wider education system (Bajwa-Patel and Devecchi, 2014; Norwich, 2014). A review of research literature on parents’ perceptions and experiences of the decision making process suggested that parents are significantly influenced by information available and their interactions with others, including the education providers and local authorities, through a process of decision making which they described as a ‘struggle’ and a ‘fight’ (Jessen, 2012; Bajwa-Patel and Devecchi, 2014; Lalvani, 2012). Therefore, the current study aimed to develop a deeper understanding of parents’ experiences and perceptions of the decision making process when choosing secondary school for their child with a statement for SEN within a local authority in England. Six semi-structured interviews with eight parents, who had recently been through the process, were analysed using Interpretative Phenomenological Analysis as the methodological approach. Master themes emerged, which highlighted the influence of emotional reactions when being shown round by staff in prospective secondary schools and the inconsistency of communication with professionals experienced by different parents. Implications are discussed for supporting parents in feeling that they are able to make more informed decisions and in achieving a more consistent approach across professionals to support a more positive experience for parents.
36
Robinson, Jane S. "The evaluation of student perceptions of articulation and CTE classes on students with and without special needs". Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Dissertations/ROBINSON_JANE_41.pdf.
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37
Lin, Wen Tzeng Cheng. "A methodology for evaluating and improving the integration process of children transferred from special to regular classes". Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276854.
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38
Reis, Luciana Vaz dos. "Trabalho docente e identidade nas classes hospitalares em Goiás". Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7677.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The pedagogical work in the hospital class happens in an environment which is different from the conventional class and it requires specific knowledge due to the peculiarities that its labor demands. In this sense, the following problem arose: How is the performance of the teacher of the hospital class? Based on this question, the following research objectives were established: characterize the teaching work in the hospital class; verify the role of this teacher; and identify the actions that constitute their work. Therefore, the present research focuses on the knowledge inherent to the teaching work and the constitution of the teacher's identity in the hospital class. Moreover, it reflects on the complex reality of teacher performance in the healthcare environment. This study was developed in three hospitals in the city of Goiânia, linked to the Nucleus of Educational Hospital Attendance (NAEH), which offer educational services to hospitalized students. The participants were three teachers from the state education network who perform their craft in a hospital. Data were collected through participatory observation and semi-structured interviews, interpreted from the Content Analysis, according to Bardin (2011). The considerations were grouped in five categories, each one presenting subcategories, which are: routines and environments of educational attendance in hospitals: routines and spaces; school planning and curriculum: school planning and curriculum flexibilization; knowing the student: pedagogical listening, physical and emotional conditions of the student; specificities of care: individualized care and multi-series room, hospital environment; and proof of attendance: daily recording, evaluation. The results showed that the professional identity is constituted in the practice of the teaching activity, given the specificities of the craft, which is part of a socio-historical and cultural process. In addition, it became evident that knowledge is developed throughout the life of the human being, through personal and professional experiences, and, primarily, from initial and continued formation, as well as through the action and reflection of pedagogical practice. As it is, in the hospital, the teacher creates his identity and becomes aware of his role. In this way, in addition to enabling the beginning or continuation of studies, it collaborates with the well-being of the student, who, through overcoming their weaknesses, discovers new knowledge.
O trabalho do docente da classe hospitalar acontece em um ambiente diferente do convencional, que ocorre na escola, e requer conhecimentos específicos devido às peculiaridades exigidas por seu ofício. Nesse sentido, levantou-se a seguinte problemática: Como é a atuação do professor da classe hospitalar? Partindo dessa questão, foram estabelecidos os seguintes objetivos de pesquisa: caracterizar o trabalho docente na classe hospitalar; verificar o papel desse professor; e identificar as ações que constituem seu trabalho. Portanto, a presente pesquisa tem como foco de discussão os saberes inerentes ao trabalho docente e a constituição da identidade do professor na classe hospitalar. Além disso, reflete sobre a realidade complexa da atuação do docente em ambiente da saúde. Este estudo foi desenvolvido em três hospitais da cidade de Goiânia, vinculados ao Núcleo de Atendimento Educacional Hospitalar (NAEH), que oferecem atendimento educacional aos estudantes hospitalizados. Os participantes foram três professoras da rede estadual de educação que exercem seu ofício em um hospital. Os dados foram coletados por meio de observação participativa e entrevista semiestruturada, interpretados a partir da Análise de Conteúdo, de acordo com Bardin (2011). As considerações foram agrupadas em cinco categorias, cada qual apresentando subcategorias, quais sejam: rotinas e ambientes de atendimento educacional nos hospitais: rotinas e espaços; planejamento escolar e currículo: planejamento escolar e flexibilização do currículo; conhecendo o aluno: escuta pedagógica, condições físicas e emocionais do aluno; especificidades do atendimento: atendimento individualizado e sala multisseriada, ambiente hospitalar; e comprovação do atendimento: registro diário e avaliação. Os resultados mostraram que a identidade profissional se constitui na prática da atividade docente, diante das especificidades do ofício, que faz parte de um processo sócio-histórico e cultural. Além disso, ficou evidente que os saberes são desenvolvidos ao longo da vida do ser humano, por meio de experiências pessoais e profissionais, e, primordialmente, a partir de formação inicial e continuada, como também por meio da ação e reflexão da prática pedagógica. Por assim ser, no hospital, o docente cria a sua identidade e toma consciência do seu papel. Desse modo, além de viabilizar o início ou a continuidade dos estudos, colabora com o bem-estar do educando, o qual, por meio da superação de suas fragilidades, descobre novos conhecimentos.
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Maduma, Ncube Sitembiso. "Eighth-Grade Teachers' and Students' Experiences With iPads in Math Inclusion Classes". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7486.
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Although educators have embraced technology in mathematics inclusion classrooms, students with math learning disabilities (MLD) still have anxiety and negative attitudes about mathematics and score lower than their counterparts. The purpose of this qualitative single case study was to investigate and describe the experiences of middle school 8th grade inclusion iPad math app users. The technological pedagogical content knowledge model, the universal design for learning model, and the experiential learning theory provided the conceptual framework of technology integration. The research questions addressed the experiences of middle school inclusion teachers and students with MLD regarding iPad use in a Common Core standards-based math curriculum. Two inclusion co-teachers and 8 special education students from 2 inclusion classes in a middle school participated in the study. Data were collected from direct lesson observations, document analysis, and individual teacher and student interviews. An interpretative approach of clustering codes and categories was employed to identify emerging themes. Findings indicated that iPads increased student engagement and student access to the Common Core math curriculum. Teachers and students using iPads faced some challenges including lack of knowledge of using text-to-speech and keeping up with relevant new apps. Educators may use findings to understand how technology integration can provide equal access to the Common Core standards-based math curriculum for students with MLD and can reduce learning barriers for all students
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Ivy, Jonathan. "Manipulating Motivating Operations Within and Across Classes of Reinforcers: Are There Differential Effects?" The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1311431966.
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Armstrong, James Richard. "Relationships between different staffing models, context variables, and social climate in special classes for children with psychosocial disorders". Thesis, University of Edinburgh, 1985. http://hdl.handle.net/1842/26141.
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Tou, Li Esther. "Joy of reading : a combined approach to reading acquisition in special classes - children with learning disabilities in Israel". Thesis, Anglia Ruskin University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323521.
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Wilcox, Michael Steven. "Assessing attitudes of administrators, core content teachers, and special education teachers at the middle school level toward the inclusion of special education students into general education classes". Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-163609/.
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Nainabasti, Binod. "Role of Students’ Participation on Learning Physics in Active Learning Classes". FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3022.
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Students’ interactions can be an influential component of students’ success in an interactive learning environment. From a participation perspective, learning is viewed in terms of how students transform their participation. However, many of the seminal papers discussing the participationist framework are vague on specific details about what student participation really looks like on a fine-grained scale. As part of a large project to understand the role of student participation in learning, this study gathered data that quantified students’ participation in three broad areas of two student-centered introductory calculus-based physics classes structured around the Investigative Science Learning Environment (ISLE) philosophy. These three broad areas of classes were in-class learning activities, class review sessions that happened at the beginning of every class, and the informal learning community that formed outside of class time.
Using video data, classroom observations, and students’ self-reported social network data, this study quantified students’ participation in these three aspects of the class throughout two semesters. The relationship between behaviors of students’ engagement in various settings of an active learning environment and (a) their conceptual understanding (measured by FCI gain) and (b) academic success in the courses as measured by exam scores and scores on out-of-class assignments were investigated. The results from the analysis of the student interaction in the learning process show that three class components, viz. the Review Session, Learning Activities, and Informal Learning Community, play distinct roles in learning. Students who come in the class with better content knowledge do not necessarily participate more in the learning activities of active learning classrooms. Learning Communities serve as a “support network” for students to finish assignments and help students to pass the course. Group discussions, which are facilitated by students themselves, better help students in gaining conceptual understanding. Since patterns of students’ participation do not change significantly over time, instructors should try to ensure greater participation by incorporating different learning activities in the active learning classroom.
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Abijah-Liburd, Maria. ""And your future is looking ...?" "... hopeful" : an interpretative phenomenological analysis study exploring the experience of school for young people of African Caribbean descent". Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/49566/.
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This research took an Interpretative Phenomenological approach to explore the school experience of young people of African-Caribbean descent. Four young people aged 16-18 were interviewed using a semi-structured format. Data generated from the interviews were analysed using Interpretative Phenomenological Analysis. Three Master themes were drawn from the young people’s accounts; Wanting to succeed; Fitting in; and Transcending challenge. From the participants’ accounts it was interpreted that the young people valued learning, although they demonstrated differing significance that learning held for them. The young people made distinctions between schooling and education, sometimes being critical of schooling whilst continuing to value education. It was interpreted from the accounts that participants demonstrated both a desire to achieve and progress, as well as self-belief in their ability to do so. Concepts of ‘Success’ were drawn from the young people’s accounts including personal ownership of personal effort, overcoming challenge, achieving beyond expectations and aspiring to reach full potential. Agency, resilience and resistance were discernible in the young people’s accounts and revealed themselves through expressions of positive self-concept, aspiration, self determination, challenging negative expectations, growing out of experience, application of coping strategies, goal orientation and demonstrations of autonomy. The young people experienced varying degrees of fitting in to their school environment, which appeared to be mediated by how they experienced their racialised identity in their school setting, the emotional experiences they had in school and the level to which they experienced a sense of belonging. The young people who experienced a greater sense of belonging attended diverse schools, they described the sense of being one of many and experienced their schools as safe and caring places. For others, school was experienced as an uncomfortable place, wherein they experienced a sense of being ‘othered’ and of being treated unfairly. Implications for schools focus on the need to develop a positive school ethos through which young people are able to feel valued and cared for, developing understanding of the cultural and ‘racial’ dynamics at play within the school environment and how these may be experienced by pupils of African-Caribbean descent, and addressing issues of diversity in the setting. Implications for Educational Psychologists (EPs) focussed on ways in which they can apply their psychology to support schools in understanding the needs of pupils of African-Caribbean descent, however, it is also suggested that the profession participate in introspective exploration related to its understanding of inequality.
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Pacco, Aline Ferreira Rodrigues. "Panorama das classes hospitalares brasileiras : formação e atuação docente, organização e funcionamento". Universidade Federal de São Carlos, 2017. https://repositorio.ufscar.br/handle/ufscar/8687.
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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
The hospital class is considered an educational service to the scholar in health treatment, which is of great importance to the students. In this way, the main objective of the present work was to describe the training and teaching activities, organization and operation of the hospital classes at national level. The specific objectives were to identify the different specificities of the public served in hospital classes, to characterize the professional profile that operates in the hospital classes, describe the hospital class service in Brazil based on the census data and to verify how many public students of Special Education were served by this service. In order to contemplate the objectives of the present research, two studies were carried out: Context of Hospital Classes in Brazil (Study 1 - census data) and Hospital Classes (Study 2 - teacher training, organization and operation). It was considered necessary to inquire about the subject in question taking into account the lack of similar research, since the last similar study occurred in 2002. For the accomplishment of the Study 1, census data (of 2013 and 2015) were used to characterize the profile of the hospital educational attendance classes and the public with educational needs served. For study 2, field studies were conducted with the use of survey technique, through an online questionnaire for teachers who work in hospital environments that offer educational services. To search participants, the research was disclosed in the Facebook group “Class/Hospital School” and in WhatsApp group. These groups bring together teachers who work in hospital environments across the country. The questionnaire was also sent to researchers and managers of hospital environments, seeking to cover as many participants as possible. For data analysis, quantitative and qualitative approaches were used. The quantitative analysis was performed through table elaboration, indicating percentage. The qualitative analysis was based on results obtained from the open questions of the questionnaire through thematic axis grouping. The census data from Study 1 showed a wide variety of number of hospital groups and public served, comparing the years of 2013 and 2015. Study 2 data pointed out different specificities that the Brazilian hospital class service presents, as well as, the daily challenges faced by teachers. Despite this service does not have recent national legislations and still needs changes in order to guide its organization, achieve greater visibility and reflect on the training of professionals working in this service, most of the teachers show satisfaction in how the hospital class in which work is organized. Therefore, despite the obstacles that still need to be overcome, this service has been gaining more and more important spaces.
A classe hospitalar é considerada um atendimento educacional ao escolar em tratamento de saúde, sendo esse um serviço de suma importância para as crianças e jovens hospitalizados. Desse modo, o presente trabalho teve como principal objetivo descrever a formação e atuação docente, a organização e o funcionamento das classes hospitalares em âmbito nacional. Como objetivos específicos buscou-se identificar as diferentes especificidades do público atendido nas classes hospitalares e caracterizar o perfil do profissional que atua nesse âmbito, bem como descrever o serviço de classe hospitalar no Brasil com base nos dados censitários, além de verificar quantos alunos público-alvo da Educação Especial foram comtemplados por tal atendimento. Para atingir os objetivos da presente pesquisa foram realizados dois estudos: o primeiro - Contexto das Classes Hospitalares no Brasil: dados censitários, e o segundo, Classes hospitalares: formação docente, organização e funcionamento. Julgou-se necessário indagar sobre a temática em questão levando em consideração a escassez de pesquisas recentes sobre tal após a realização de um levantamento bibliográfico, onde foi encontrado que o último estudo similar ocorreu no ano de 2002. Para a realização do estudo 1 foram utilizados os dados censitários do ano de 2013 e 2015 para caracterizar o perfil das turmas de atendimento educacional hospitalar e do público com necessidades educacionais atendidos. Já para a efetivação do estudo 2, escolheu-se realizar um estudo de campo com uso da técnica survey, por meio de um questionário online destinado a professores que atuam em ambientes hospitalares que oferecem serviços educacionais. Para a busca dos participantes foi feita a divulgação da pesquisa no grupo do Facebook “Classe/Escola Hospitalar” e em um grupo do WhatsApp que reúne professores que atuam em ambientes hospitalares de todo o país. Ademais, foi enviado um questionário para pesquisadores e gestores da área através de um grupo de e-mails, buscando assim abranger o maior número de participantes possíveis. Para a análise dos dados, foi elegido utilizar uma abordagem quantitativa e qualitativa, em que a análise quantitativa dos dados foi realizada através da elaboração de tabelas, indicando porcentagem dos dados obtidos, enquanto a análise qualitativa foi realizada a partir dos resultados das perguntas abertas do questionário, organizadas por meio de agrupamentos por eixos temáticos. Os dados censitários do estudo 1 demonstraram uma grande variedade quanto ao número de turmas hospitalares e o público atendido ao comparar os anos de 2013 e 2015. Já os dados do estudo 2 apontaram as diferentes especificidades que o serviço de classes hospitalares brasileiras apresenta, bem como os desafios diários enfrentados pelos professores. Pode-se concluir que, apesar desse serviço não possuir legislações recentes de cunho nacional, e ainda necessitar de mudanças para que se possa direcionar sua organização, atingir uma maior visibilidade e refletir sobre a formação dos profissionais atuantes desse serviço, a maioria dos professores aponta satisfação em como a classe hospitalar em qual trabalha está organizada. Portanto, apesar dos obstáculos que ainda precisam ser vencidos, este serviço vem ganhando cada vez mais espaços importantes.
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Henshaw, Cynthia. "A study of reading achievement gains in classes of special education teachers using the Beginning Teacher Assistance Program indicators of competence". W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618330.
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In Virginia, the State Board of Education has specified fourteen areas in which every teacher who is granted a Collegiate Professional Certificate must be competent and has established the Virginia Beginning Teacher Assistance Program (BTAP) for the purpose of assessing the competence of beginning teachers. The basis of BTAP is a "set of measurable or observable indicators through which beginning teachers can demonstrate their competence in each competency area specified by the Board of Education." In studies of teacher effectiveness in regular education, these competency areas have been consistently related to increased student achievement. Few studies in special education have sought to demonstrate that these competency areas relate to increased achievement for handicapped students. The purpose of this study was to validate the BTAP indicators of competence for special education teachers. Classroom observation data on teaching behavior of subjects and reading achievement data on mildly handicapped students in subjects' classes were collected. Data were analyzed for relationships between teaching behaviors of subjects and reading achievement of students.
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Joyce, Rachael Lauren. "SMARTPEN TECHNOLOGY AND NOTE-TAKING STRATEGY ON ACHIEVEMENT FOR STUDENTS WITH DISABILITIES IN SECONDARY ENGLISH CLASSES". Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/412212.
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Special EducationPh.D.
This study was designed to evaluate the effects of a note-taking intervention using the Livescribe 4GB Echo SmartpenTM assistive technology on students’ notes and lecture comprehension, with an emphasis on content, vocabulary skills, and total words written. Students both with and without disabilities, including Specific Learning Disability, in 9th grade English Language Arts classes participated in this study. Students with disabilities may struggle with slower processing speed and poor working memory skills, which reduces the quality of their notes. Students in the experimental group were instructed how to use a note-taking intervention in conjunction with the smartpen assistive technology. This note-taking intervention was designed to assist students with disabilities to focus on taking their notes using the smartpen assistive technology, identify vocabulary words and definitions, amend their notes for errors or missed information, and write a brief summary of the important content. Results from the data analysis found statistical significance with special education students in the experimental group; they recorded more words in their notes, as well as an increase in word count and vocabulary words on the Immediate Free Recall (IFR) assessment.
Temple University--Theses
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Buerck, Linda Elaine. "EFFECTS OF ENROLLMENT IN CO-TEACHING CLASSES ON THE ACADEMIC PERFORMANCE OF HIGH SCHOOL STUDENTS WITHOUT DISABILITIES". OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/153.
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AN ABSTRACT OF THE DISSERTATION OF Linda Elaine Buerck, for the Doctor of Philosophy degree in Curriculum and Instruction, presented on November 12, 2009, at Southern Illinois University Carbondale. TITLE: EFFECTS OF ENROLLMENT IN CO-TEACHING CLASSES ON THE ACADEMIC PERFORMANCE OF HIGH SCHOOL STUDENTS WITHOUT DISABILITIES MAJOR PROFESSOR: D. John McIntyre, Professor of Curriculum and Instruction, Ed.D., University of Syracuse This study examined the impact of enrollment in co-teaching classes on the grades earned by high school students without disabilities. The study also included analyses of teacher responses to a survey regarding their experience with the co-teaching model at the school. The study sought to examine (1) the extent to which enrollment in co-teaching classes affects academic achievement of regular education students; (2) the attributes of co-teaching classrooms that may have an effect on the academic performance of all students; and (3) the similarities and differences in opinion of regular education teachers and special education teachers regarding the co-teaching model. Student grades were analyzed using descriptive statistical procedures. Thirty-eight classes were eligible for the study. A total of 719 semester grades were recorded, representing 441 students. Two hundred thirteen of the students were enrolled in more than one of the classes in the study concurrently. A subset of data was produced using only the grades earned by the 124 students who were enrolled in at least one regular education class and at least one co-teaching class in the same semester. The dependent variable was course grades. The primary independent variable was the type of class--regular education or co-teaching. Other independent variables included course content (Communication Arts, Mathematics, Science or Social Studies), grade in school (9th, 10th, 11th, or 12th), and achievement level. Student achievement levels were classified as low (0.00-4.99), average (5.0-7.99), or high (8.0-11.0) based on overall grade point averages. Paired samples t-tests demonstrated significant difference between grades earned in co-teaching classes and grades earned in regular classes. Student grades in all three achievement levels were higher in co-teaching classes than in regular education classes. A Cohen's d coefficient was generated to determine the effect size of the differences between teaching models. A medium effect size was detected for grades earned in co-teaching classes for students in the high and average achievement levels. There was a large effect size for grades earned in co-teaching classes for students in the low achievement category. Teacher responses to a survey constructed solely for use in this study were analyzed using inductive analysis. Ten regular education teachers and seven special educators responded to the survey (response rate of 77% for all teachers.) The three themes that emerged from all teachers were the need for common planning time, the need for quality professional development and training activities, and the need to clearly define the roles of each co-teacher in the pair. Responses to selected questions were also analyzed by directly comparing the responses given by the 13 pairs of teachers who were assigned to the same co-teaching class. There were significant differences in perceived roles between the pairs of teachers.
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Martí, Sánchez María 1970. "Classes of algebraic surfaces with special features". Doctoral thesis, 2009. http://hdl.handle.net/10451/1649.
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Tese de doutoramento, Matemática (Geometria e Topologia), Universidade de Lisboa, Faculdade de Ciências, 2009Disponível no documento
Fundação para a Ciência e Tecnologia (FCT) and Center for Mathematical Analysis, Geometry and Dynamical Systems of Instituto Superior Técnico, Universidade Técnica de Lisboa