Дисертації з теми "Data science for education"
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DeVaney, Jonah E. "tidyTouch: An Interactive Visualization Tool for Data Science Education." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/529.
Повний текст джерелаMacIntyre, Thomas Gunn. "Using and applying international survey data on mathematics and science education." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/10542.
Повний текст джерелаAnderson, Amie K. "Use of admissions data to predict student success in postsecondary freshman science." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609412.
Повний текст джерелаThe purpose of this study was to determine if significant relationships exist for any of the variables, age, gender, previous GPA, test scores (ACT, Compass), number of accumulated credits, and student success in Biology. This study strived to determine what academic/admissions data can be used to determine the likelihood of student success in Biology. A quantitative correlational study using stepwise multiple regression analysis was used for this study. The study was a retrospective study. Data was composed of a convenience archival sample from the institutional database. Multiple regression analysis was conducted to determine the effect each independent variable has on the dependent variable of student success. For the data set ACT, the variables math score, prealg score, writing score, reading score, and previous GPA were all significant. For data set CMP the variable of student's age was not significant, but the other variables were significant. For the Blanks data set, the only variable of significance was gender. Using stepwise multiple regression analysis the data sets produced regression models showing predictability based on stepwise significance. For Blanks data set, the variables previous hours earned, gender, age, and previous GPA were used. For the ACT data set, math score and reading score were used. For the CMP data set the variables included math score, writing score, previous GPA, gender, reading score, and previous hours earned. The level of predictability of the regression equation for the ACT data set and Blank data set was low. However, the predictability for the CMP data set was moderate. The highest percent of variance explained by the regression models was 11.6% of the CMP data set.
Planteu, Lukas, Bernhard Standl, Wilfried Grossmann, and Erich Neuwirth. "Integrating school practice in Austrian teacher education." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6462/.
Повний текст джерелаNylén, Aletta, and Christina Dörge. "Using competencies to structure scientific writing education." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6485/.
Повний текст джерелаNadarajah, Kumaravel. "Computers in science teaching: a reality or dream; The role of computers in effective science education: a case of using a computer to teach colour mixing; Career oriented science education for the next millennium." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003341.
Повний текст джерелаKeiler, Leslie Susan. "Factors affecting student data handling choices and behaviours in Key Stage 4 science." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323549.
Повний текст джерелаNg, Kevin (Kevin Y. ). "Design of a teacher education model that improves teacher educator efficiency in processing teacher candidate data." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119729.
Повний текст джерелаThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 49-50).
Existing state of the art practice-based teacher education models either rely on heavy teacher educator time commitment to process teacher candidate performance stored in rich media like audio or video, or rely on teacher candidates to voluntarily share experiences with minimal teacher educator interaction with data. Using an iterative design process, I work with teacher educators to gauge interest in and build a new teacher education model that simplifies how teacher educators interact with rich media. The new model builds on Teacher Moments, an online simulator for preservice teachers, and takes advantage of state of the art speech recognition and data visualization technology to help teacher educators learn the contents of rich media generated by teacher candidates without dedicating the time to listen or watch media. In my investigation, I find that there is an interest in such a model and that the new model succeeds in empowering teacher educators with the ability to use teacher candidate data to inform instructional decisions and substantiate discussion point during group debrief sessions.
by Kevin Ng.
M. Eng.
Robertson, Laura, Mahua Chakraborty, and Pamela J. Cromie. "Thinking Like a Scientist: Data Analysis in Middle and High School." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/779.
Повний текст джерелаLaMar, Michelle Marie. "Models for understanding student thinking using data from complex computerized science tasks." Thesis, University of California, Berkeley, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3686374.
Повний текст джерелаThe Next Generation Science Standards (NGSS Lead States, 2013) define performance targets which will require assessment tasks that can integrate discipline knowledge and cross-cutting ideas with the practices of science. Complex computerized tasks will likely play a large role in assessing these standards, but many questions remain about how best to make use of such tasks within a psychometric framework (National Research Council, 2014). This dissertation explores the use of a more extensive cognitive modeling approach, driven by the extra information contained in action data collected while students interact with complex computerized tasks. Three separate papers are included. In Chapter 2, a mixture IRT model is presented that simultaneously classifies student understanding of a task while measuring student ability within their class. The model is based on differentially scoring the subtask action data from a complex performance. Simulation studies show that both class membership and class-specific ability can be reasonably estimated given sufficient numbers of items and response alternatives. The model is then applied to empirical data from a food-web task, providing some evidence of feasibility and validity. Chapter 3 explores the potential of using a more complex cognitive model for assessment purposes. Borrowing from the cognitive science domain, student decisions within a strategic task are modeled with a Markov decision process. Psychometric properties of the model are explored and simulation studies report on parameter recovery within the context of a simple strategy game. In Chapter 4 the Markov decision process (MDP) measurement model is then applied to an educational game to explore the practical benefits and difficulties of using such a model with real world data. Estimates from the MDP model are found to correlate more strongly with posttest results than a partial-credit IRT model based on outcome data alone.
Gxwati, Ntombizandile Irene. "The education management information system of the Free State Department of Education : a systems analysis." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6487.
Повний текст джерелаENGLISH ABSTRACT: Organizations depend on the availability of reliable and credible information to make informed decisions and to plan effectively. The Education Management Information System (EMIS) is used by all provincial education departments including the Free State Department of Education for collecting, verifying, analysing, storing and disseminating reliable and credible data for decision making and planning purposes. Through its efforts to improve information management, the Department of Basic Education introduced the South African School Administration Management System (SA-SAMS) to improve the management of data at school level and allow for the uploading of this data onto provincial databases. This study focuses on an analysis of the Education Management Information System to determine whether this information system, utilised by the Free State Department of Education, is reliable and credible or not. In order to answer the research question under study, the dimensions/constructs of information systems success, such as information quality, system quality, individual and organizational impacts have been used to evaluate the information systems under investigation. Chapter 1 introduces the topic and outlines the background and the accountability chain of the Free State Department of Education. Chapter 2 deals with the theoretical grounding. It discusses the topic of Information Systems, in particular what the criteria used to determine the efficiency and reliability of an education management system in the Free State Province are. Chapter 3 draws on the theoretical base outlined in Chapter 2, focussing on the Free State Province to model the EMIS system and identifying the crucial elements where empirical observations are necessary. In Chapter 3 the focus is on the empirical data collection based on the model as set out in Chapter 4. In this chapter the methodological concerns in respect of the collection of data are dealt with in detail, and the findings are reported. In Chapter 4 the implications of the findings are weighed up against the criteria as identified in Chapter 2 and conclusions are drawn on that basis. Lastly Chapter 5, which draws on earlier findings, presents the lessons learnt in doing this research, conclusions drawn therefrom, as well as the recommendations presented as a way forward to improve the gaps identified in Free State EMIS. The researcher’s informed conclusion is that EMIS, through the use of SA-SAMS, has improved the capturing of data at school level and that this has contributed to an improvement in the quality of data contained in the provincial database.
AFRIKAANSE OPSOMMING: Organisasies is afhanklik van die beskikbaarheid van betroubare en geloofwaardige inligting ten einde ingeligte besluite te neem en effektief te beplan. Die Onderwysbestuursinligtingstelsel (EMIS) word deur al die provinsiale onderwysdepartemente gebruik, insluitend die Vrystaatse Onderwysdepartement, vir die versameling, verifiëring, analise, berging en disseminasie van betroubare en geloofwaardige data vir die doeleindes van besluitneming en beplanning. Deur sy pogings om inligtingbestuur te verbeter, het die Departement van Basiese Onderwys die Suid-Afrikaanse Skoolbestuurstelsel (SA-SAMS) ingestel om die bestuur van data op skoolvlak te verbeter en om voorsiening te maak vir die oordrag van hierdie data na provinsiale databasisse. Hierdie studie fokus op ‘n analise van die Onderwysbestuursinligtingstelsel om vas te stel of hierdie stelsel, wat deur die Vrystaatse Onderwysdepartement gebruik word, betroubaar en geloofwaardig is, al dan nie. Ten einde die navorsingsvraag van hierdie studie te beantwoord, is die dimensies/konstrukte van die sukses van inligtingstelsels, soos inligtingskwaliteit, stelselkwaliteit, individuele en organisatoriese impak, gebruik om die betrokke inligtingstelsels te evalueer. Hoofstuk 1 lei die onderwerp in en verstrek die agtergrond en aanspreeklikheidsketting van die Vrystaatse Onderwysdepartement. Hoofstuk 2 behandel die teoretiese begronding. Die onderwerp Inligtingstelsels word bespreek, veral die kriteria wat gebruik word om die doeltreffendheid en betroubaarheid van ‘n onderwysbestuurstelsel in die Vrystaatse Provinsie te bepaal. Met die teoretiese basis wat in Hoofstuk 2 uiteengesit is as vertrekpunt, fokus Hoofstuk 3 op die Vrystaatse Provinsie om die EMIS te modelleer en om die deurslaggewende elemente waar empiriese waarnemings nodig is, te identifiseer. In Hoofstuk 3 is die fokus op die versameling van empiriese data, gebaseer op die model wat in Hoofstuk 4 beskryf word. In hierdie hoofstuk word die metodologiese vraagstukke met betrekking tot die versameling van data in besonderhede behandel, en die bevindings word aangebied. In Hoofstuk 4 word die implikasies van die bevindings gestel teenoor die kriteria wat in Hoofstuk 2 geïdentifiseer is, en gevolgtrekkings word gemaak. Laastens word in Hoofstuk 5, gebaseer op vroeëre bevindings, die lesse wat uit hierdie navorsing geleer is, aangebied, gevolgtrekkings word gemaak, en aanbevelings word voorgehou as die pad vorentoe om leemtes wat in die Vrystaatse EMIS geïdentifiseer is, te verbeter. Dit is die navorser se ingeligte gevolgtrekking dat EMIS, deur die gebruik van SASAMS, die vaslegging van data op skoolvlak verbeter het, en dat dit bygedra het tot ’n verbetering van die kwaliteit van data in die provinsiale databasis.
Sickel, Jamie L. "TPACK Development in Science Teacher Preparation: A Case Study in Queensland, Australia." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1457379586.
Повний текст джерелаBaker-Lawrence, Anika Rae. "An Investigation into Instructional Support for Data Analysis in High School Science Inquiry." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1534.
Повний текст джерелаO'Sullivan, John J. D. "Teach2Learn : gamifying education to gather training data for natural language processing." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/117320.
Повний текст джерелаCataloged from PDF version of thesis.
Includes bibliographical references (pages 65-66).
Teach2Learn is a website which crowd-sources the problem of labeling natural text samples using gamified education as an incentive. Students assign labels to text samples from an unlabeled data set, thereby teaching superised machine learning algorithms how to interpret new samples. In return, students can learn how that algorithm works by unlocking lessons written by researchers. This aligns the incentives of researchers and learners to help both achieve their goals. The application used current best practices in gamification to create a motivating structure around that labeling task. Testing showed that 27.7% of the user base (5/18 users) engaged with the content and labeled enough samples to unlock all of the lessons, suggesting that learning modules are sufficient motivation for the right users. Attempts to grow the platform through paid social media advertising were unsuccessful, likely because users aren't looking for a class when they browse those sites. Unpaid posts on subreddits discussing related topics, where users were more likely to be searching for learning opportunities, were more successful. Future research should seek users through comparable sites and explore how Teach2Learn can be used as an additional learning resource in classrooms.
by John J.D. O'Sullivan
M. Eng.
Koren, Gal M. Eng Massachusetts Institute of Technology. "Senti : a wearable sensor for physiological data acquisition in early education." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/113157.
Повний текст джерелаThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 79-80).
Wearable sensors have been used in research efforts aiming to develop a mapping between physiological responses of the autonomic nervous system, namely electrodermal activity and heart rate variability, to emotional reactions such as arousal, stress, and attention. While many studies conducted with existing sensors have focused primarily on adults, some have recently begun utilizing them to characterize cognitive and social processes in children. As research in early childhood development continues, a physiological sensor tailored for data acquisition in early education environments, where children spend much of their time socializing and learning, will prove especially valuable for advancing further studies in the field. In this thesis, I present the design and implementation of a compact and lightweight wristband monitor for children, that unobtrusively tracks a set of vital signs that are known to demonstrate sympathetic and parasympathetic responses in the general population. The finalized system is evaluated for data quality and ease of analysis by applying signal processing methods on data collected over a two-week period at a Montessori preschool, where children continuously wore the device each day while engaging in various lesson activities and social interactions.
by Gal Koren.
M. Eng.
Klopfer, Michelle Davis. "Academic Profiles of Science Students: An Analysis of Longitudinal Data on Virginia Students." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/97401.
Повний текст джерелаDoctor of Philosophy
In recent decades, United States public school education has moved toward standards-based curricula. However, performance on standardized tests may not represent subject knowledge or job preparedness, particularly in the science fields. This study was an exploration of how well standardized test scores and other academic measured were related to majoring in science, for male and female students. This exploratory study used data from the Virginia Department of Education, prepared by the Virginia Longitudinal Data System, for students who graduated from Virginia public schools from 2004-2016. Students' standardized test scores, science course grades, demographics, and college major were analyzed. Overall, 9% of high school completers enrolled in a science major after high school, with approximately half of those students attending 4-year schools. Seventy percent of science majors were female; females were most prevalent in health-related majors and least prevalent in physical sciences. The following factors were significantly related to enrolling in a science major: gender, high school science grades, and the high school's percent of students who majored in science. A student's status as economically disadvantaged or an underrepresented minority was significantly related to enrolling in a 2-year science major. In comparisons among academic measures, standardized test scores and science grades were not related to each other, and science grades differed among demographic groups. Overall, demographic and school-level factors were more closely related to majoring in science than were academic factors. For both genders and for biological, physical, and health sciences, the percent of students majoring in science doubled from 2005-2015. Standardized test scores and course grades measured different aspects of learning, and higher science grades were related to majoring in science. However, the designation of "science major" is so broad as to be uninformative in a research context; more specificity would be needed to develop academic profiles. From these findings, one can conclude that demographic and cultural factors – rather than academic factors – were more closely related to whether students pursued a science pathway.
Klopfer, Michelle D. "Academic Profiles of Science Students: An Analysis of Longitudinal Data on Virginia Students." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97401.
Повний текст джерелаDoctor of Philosophy
In recent decades, United States public school education has moved toward standards-based curricula. However, performance on standardized tests may not represent subject knowledge or job preparedness, particularly in the science fields. This study was an exploration of how well standardized test scores and other academic measured were related to majoring in science, for male and female students. This exploratory study used data from the Virginia Department of Education, prepared by the Virginia Longitudinal Data System, for students who graduated from Virginia public schools from 2004-2016. Students' standardized test scores, science course grades, demographics, and college major were analyzed. Overall, 9% of high school completers enrolled in a science major after high school, with approximately half of those students attending 4-year schools. Seventy percent of science majors were female; females were most prevalent in health-related majors and least prevalent in physical sciences. The following factors were significantly related to enrolling in a science major: gender, high school science grades, and the high school's percent of students who majored in science. A student's status as economically disadvantaged or an underrepresented minority was significantly related to enrolling in a 2-year science major. In comparisons among academic measures, standardized test scores and science grades were not related to each other, and science grades differed among demographic groups. Overall, demographic and school-level factors were more closely related to majoring in science than were academic factors. For both genders and for biological, physical, and health sciences, the percent of students majoring in science doubled from 2005-2015. Standardized test scores and course grades measured different aspects of learning, and higher science grades were related to majoring in science. However, the designation of "science major" is so broad as to be uninformative in a research context; more specificity would be needed to develop academic profiles. From these findings, one can conclude that demographic and cultural factors – rather than academic factors – were more closely related to whether students pursued a science pathway.
Leech, Andrea Dawn. ""What Does This Graph Mean?" Formative Assessment With Science Inquiry to Improve Data Analysis." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1537.
Повний текст джерелаBarrows, Sam George. "Political Responses to Educational Performance Data." Thesis, Harvard University, 2014. http://nrs.harvard.edu/urn-3:HUL.InstRepos:13065019.
Повний текст джерелаGovernment
Grgurina, Nataša. "Computational thinking in Dutch secondary education." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6455/.
Повний текст джерелаWhitlock, Joshua Lee. "Using Data Science and Predictive Analytics to Understand 4-Year University Student Churn." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3356.
Повний текст джерелаWeise, Martin. "A model for teaching informatics to German secondary school students in English-language bilingual education." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6456/.
Повний текст джерелаPalmer, Harold. "A Data Warehouse Methodology and Model for Student Data in Higher Education." NSUWorks, 2006. http://nsuworks.nova.edu/gscis_etd/760.
Повний текст джерелаCoffman, Mitchell Ward. "A National Study of the Relationship between Home Access to a Computer and Academic Performance Scores of Grade 12 U.S. Science Students| An Analysis of the 2009 NAEP Data." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163258.
Повний текст джерелаThe purpose of this dissertation was to examine the relationship between student access to a computer at home and academic achievement. The 2009 National Assessment of Educational Progress (NAEP) dataset was probed using the National Data Explorer (NDE) to investigate correlations in the subsets of SES, Parental Education, Race, and Gender as it relates to access of a home computer and improved performance scores for U.S. public school grade 12 science students. A causal-comparative approach was employed seeking clarity on the relationship between home access and performance scores. The influence of home access cannot overcome the challenges students of lower SES face. The achievement gap, or a second digital divide, for underprivileged classes of students, including minorities does not appear to contract via student access to a home computer. Nonetheless, in tests for significance, statistically significant improvement in science performance scores was reported for those having access to a computer at home compared to those not having access. Additionally, regression models reported evidence of correlations between and among subsets of controls for the demographic factors gender, race, and socioeconomic status. Variability in these correlations was high; suggesting influence from unobserved factors may have more impact upon the dependent variable. Having access to a computer at home increases performance scores for grade 12 general science students of all races, genders and socioeconomic levels. However, the performance gap is roughly equivalent to the existing performance gap of the national average for science scores, suggesting little influence from access to a computer on academic achievement. The variability of scores reported in the regression analysis models reflects a moderate to low effect, suggesting an absence of causation. These statistical results are accurate and confirm the literature review, whereby having access to a computer at home and the predictor variables were found to have a significant impact on performance scores, although the data presented suggest computer access at home is less influential upon performance scores than poverty and its correlates.
Edeljung, Johan. "Making Exception Information Understandable for Persons without Computer Science Education : Improving the Software by Analyzing Exceptions Data." Thesis, Umeå universitet, Institutionen för datavetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-128574.
Повний текст джерелаDurr, Angel Krystina. "A Text Analysis of Data Science Career Opportunities and U.S. iSchool Curriculum." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404565/.
Повний текст джерелаGaddis, Margaret L. "Training Citizen Scientists for Data Reliability| A Multiple Case Study to Identify Themes in Current Training Initiatives." Thesis, The University of the Rockies, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13423764.
Повний текст джерелаThis dissertation characterized trainings designed to prepare citizen scientists to collect ecological data in natural outdoor settings. Citizen scientists are volunteers who participate in scientific activities under the guidance of professional scientists and organizations. The work of citizen scientists greatly expands the data collection possibilities in natural resource management and increases science literacy among participants and their social communities. The general problem is that some scientists and land managers view the data collected by citizen scientists as unreliable. The specific problem is the absence of educational training measurement in citizen science program design and analysis with which to ascertain the learning gains of trained citizen scientists.
Through a sequenced methodology of data analysis, survey, and semi-structured interviews, deductive descriptors and codes guided a directed content analysis of data collected. The analysis indicated strong alignment between citizen science, andragogy, and social learning theory. The sample revealed a bimodal distribution related to the type of data collected and the subsequent training design. Little training existed when data collection involved photography only. Citizen scientists brought prior skills to the task but did not need to gain new procedural learning to complete their data collection task. When citizen scientists collected more complex measurements, classroom and field mentoring facilitated learning.
Citizen science leaders described their perception of the reliability of their citizen scientists’ data collection efforts. Computer technologies validated photo and water quality data. Therefore, quantitative data analysis supported the perception of data reliability. Terrestrial data had a range of reliability qualifications including video and paper quizzing, field observation of methods implemented, periodic data checks, and follow-up mentoring when data quality was poor. Managers of terrestrial citizen science programs were confident in the reliability of the data for the land management, policy, and research applications required.
Mann, Gillian Margaret. "Efficiency evaluations of North American university libraries by data envelopment analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29750.pdf.
Повний текст джерелаSarker, Farhana. "Linked data technologies to support higher education challenges : student retention, progression and completion." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/374317/.
Повний текст джерелаLewis, Sharon, and University of Lethbridge Faculty of Education. "Using telecommunications to enhance the grade 8 science curriculum." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996, 1996. http://hdl.handle.net/10133/31.
Повний текст джерелаxiii, 228 leaves : ill. ; 28 cm.
Hall-Ellis, Sylvia. "Employers' Expectation for Entry-Level Catalog Librarians: What Position Announcement Data Indicate." Association for Library and Information Science Education, 2005. http://hdl.handle.net/10150/106147.
Повний текст джерелаZhao, Hui. "School expectations and initiatives for parental involvement in 30 nations a comparative study using TIMSS 1999 data /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4851.
Повний текст джерелаThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 16, 2007) Vita. Includes bibliographical references.
Luke, Joseph Abraham. "Continuously Collecting Software Development Event Data As Students Program." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/52976.
Повний текст джерелаMaster of Science
Lessner, Daniel. "The role of algorithm in general secondary education revisited." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6453/.
Повний текст джерелаJakupovic, Jasmin. "Educated to Learn : How to enhance the education of computer science and informatics." Thesis, Tekniska Högskolan, Högskolan i Jönköping, JTH. Forskningsmiljö Datavetenskap och informatik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-31902.
Повний текст джерелаDoyle, Jacqueline. "Describing and Mapping the Interactions between Student Affective Factors Related to Persistence in Science, Physics, and Engineering." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3353.
Повний текст джерелаGonzalez-Cauley, Wendy L. "Data Use| Administrators' Perspectives." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689772.
Повний текст джерелаAdministrators are under the intense pressures of accountability to meet expectations in both student achievement and school improvement. To survive the intensity, administrators must exercise data informed leadership of which the epicenter is effective data use. This descriptive study was designed to examine the perceptions of administrators’ data use through the framework of the theory of planned behavior (Ajzen, 1991). Specifically, the study examined their beliefs regarding the importance of data use, the data tasks and skills they perform in their current positons, and the extent of their preparation to use data from their administrative preparation program, as well as elicit their perceptions as to what data skills should be taught in preparation programs.
Prior literature indicated that administrative programs were not adequately preparing administrators to effectively use data and it lacked the specificity as which data skills were most effective in the exercise of data informed leadership. Only a few studies offered a restricted examination of data use incorporated in an overall study but no study exclusively examined administrators’ data use through the three aspects of this framework. A slightly modified version of Sheboy’s (2006) administrators’ data use survey (ADUS) with a 5-point Likert scale was used in this study.
The data indicate administrators’ have positive attitudes towards data use and regularly perform particular data tasks in their role as administrators. The data did not indicate agreement one way or the other regarding their preparation to use data though further analyses indicated a significant difference between the groups of administrators’ based on time periods since completing an administrative leadership program. The data indicate a strong agreement regarding the mandatory inclusion of certain data skills into preparation programs; the participants also provided very specific suggestions as to what other skills should be included in the preparation. Overall, though the findings indicate some improvement in the preparation of administrators in data use skills, there is still disconnect between what skills they perform, what they suggest should be required in preparation programs, and their actual preparation to use data.
Qadan, Al Fayez Reem Ali. "Taming web data : exploiting linked data for integrating medical educational content." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/80055/.
Повний текст джерелаGujberová, Monika, and Peter Tomcsányi. "Environments for programming in primary education." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6449/.
Повний текст джерелаReisenhofer, Matthew Phillip. "A comparative analysis of three manufacturers of science probeware for the classroom." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3035.
Повний текст джерелаSaulnier, Christopher R. "Exploring design based wilderness education : a pedagogy to develop design thinking, an engineering science worldview, and leadership capacity." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/103575.
Повний текст джерелаCataloged from PDF version of thesis.
Includes bibliographical references (pages 80-84).
This study explores the experience of students during the implementation of a design-based wilderness education curricula. I introduce the concept of a curriculum that combines the pedagogies of design-based learning and wilderness education to encourage the development of design thinking, an engineering science worldview, and leadership ability. This project bridges the gap between the wilderness education and engineering education literature as this is a novel approach to engineering education. In bridging the two literatures, we find that the outcomes of wilderness education align well with the contemporary demands of engineering education. The initial implementation of the design-based wilderness education curriculum took place in the Summer of 2014. Thirty students from the Singapore University of Technology and Design and six students from MIT participated in the program. A mixed-methods study was performed, relying on surveys, exit interviews, and instructor observations. The findings from the research illustrate that design-based wilderness education holds the potential to serve as an exciting novel avenue to encourage design thinking, the development of an engineering science worldview, and leadership ability. While further research is necessary, this initial exploration finds that wilderness education is a promising vector for supporting effective design thinking practices and the development of an engineering science worldview, alongside leadership ability.
by Christopher R. Saulnier.
S.M. in Technology and Policy
Wang, Hao, and Yun Xie. "The use of Online Social Networks in Chinese Collaborative E-learning Education." Thesis, Örebro universitet, Handelshögskolan vid Örebro universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-16037.
Повний текст джерелаChatterjee, Pascal. "Hacking Education with Virtual Microworlds." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-156386.
Повний текст джерелаBarn börjar att gå vid 12 månaders ålder. De kan uttrycka sig i det extremt komplexa systemet som kallas naturligt språk vid två års ålder. Vidare har de utvecklat inlevelseförmåga efter att ha tillbringat endast fyra år i världen. Allt detta har de klarat av innan de påbörjat någon formell utbildning.Detta ställer även den flitigaste studentens universitetsstudier i skuggan. Det handlar inte bara om åldersskillnaden mellan vuxna och barn, utan även inlärningsmiljön.Mikrovärldar är miljöer där vuxna kan konstruera kunskap såsom barn gör.Denna uppsats förklarar idéerna bakom mikrovärldar, beskriver två tillämpningar som skapats från grunden och diskuterar framgången och huruvida konceptet någonsin kommer att ingå i den allmänna läroplanen.Mikrovärlden som skapats för denna rapport heter Narrative Roulette, ocherbjuder en engagerande och effektiv inlärningsmiljö för tonårselever.
Childers, Gina Marlene. "Ownership of Data| Students' Investigations with Remote Electron Microscopy." Thesis, North Carolina State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3584004.
Повний текст джерелаRemote access technologies enable students to investigate science by utilizing scientific tools and communicating in real-time with scientists and researchers with only a computer and an Internet connection. Because remote access technologies offer students unique learning experiences, for the first time in history students can become virtual researchers and collect and share scientific data. The purpose of this study was to identify factors that contribute to successful remote learning investigations, document students’ perceptions of ownership of data, science motivation, science identity, learning outcomes in conjunction with a remote investigation, and to document students’ perceptions of virtual presence during a remote investigation.
This study, conducted with high school students (n = 72), explored the impact of students’ perception of ownership of data during a remote investigation. A pretest-posttest control group design was used and students were randomly assigned to one of two treatment groups: students able to collect their own insect to use during the remote investigation (n = 36) and students that did not collect their own insects to view during the remote investigation (n = 36).
The results of this study showed that students’ perception of ownership of data does not significantly change their perceptions of motivation to do science, science identity, and learning outcomes during a remote investigation. Students’ in the experimental group reported being less distracted during the remote investigation than students in the control group, whereas students in the control group reported controlling the technology was easier than the experimental group. The remote investigation positively influenced students’ learning outcomes and students’ perception of science identity. Exploratory factor analysis of all identified constructs in the remote investigation indicated that Science Learning Drive (students’ perception of their competence and performance in science and intrinsic motivation to do science), Environmental Presence (students’ perception of control of the remote technology, sensory and distraction factors in the learning environment, and relatedness to scientists), and Inner Realism Presence (students’ perceptions of how real is the remote program and being recognized as a science-oriented individual) are factors that contribute to a successful remote investigation. This study provided valuable information of students’ perceptions of motivation, science identity, and virtual presence during a remote investigation that can provide insight into remote learning environments.
Hon, Yuen-sing Vincent. "Effectiveness of the changes in the Hong Kong mathematics curriculum an analysis of the trends in international mathematics and science study data /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35418072.
Повний текст джерелаGülbahar, Yasemin, Mustafa Ilkhan, Selcan Kilis, and Okan Arslan. "Informatics education in Turkey : national ICT curriculum and teacher training at elementary level." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6451/.
Повний текст джерелаLamons, Julia Lorie. "An Analysis of Data Collected from the 2007-2008 Tennessee State Report Card and the Variables Related to Science Test Results." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1848.
Повний текст джерелаRobertson, Laura, Pamela Cromie, and Mahua Chakraborty. "Scientific Practice: Data Analysis by Middle School and High School Students." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/773.
Повний текст джерелаMatlatse, Refiloe. "An Evaluation of a structured training event aimed at enhancing the Research Data Management Knowledge and Skills of Library and Information Science Professionals in South African Higher Education Institutions." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/58393.
Повний текст джерелаMini Dissertation (MIT)--University of Pretoria, 2016.
Carnegie Corporation of New York
University of Pretoria
Information Science
MIT
Unrestricted
Hofuku, Yoyoi, Shinya Cho, Tomohiro Nishida, and Susumu Kanemune. "Why is programming difficult? : proposal for learning programming in “small steps” and a prototype tool for detecting “gaps”." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6445/.
Повний текст джерела