Дисертації з теми "Education outcome"
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Salmacia, Kaycee Ann. "Developing Outcome-Driven, Data-Literate Teachers." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599195.
Повний текст джерелаOutcome-driven data literacy is a relatively new discipline in the field of K-12 education. With the exception of a few researchers, a handful of teacher training organizations, and practices observed in some public schools, there is little guidance for how teacher training organizations interested in developing outcome-driven, data-literate teachers should go about this work. In response to this problem, this study investigates how four teacher training organizations already engaged in developing outcome-driven, data-literate teachers are going about teaching these kinds of knowledge, skills, and mindsets. Using a qualitative case study approach, the study aims to help teacher training organizations identify approaches for teaching data literacy by sharing promising practices and lessons learned from organizations that have pioneered this work over the last several years.
Tippett, Steven R. Palmer James C. "Student outcome assessment in physical therapy education." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006628.
Повний текст джерелаTitle from title page screen, viewed April 13, 2006. Dissertation Committee: James C. Palmer (chair), Edward R. Hines, Patricia H. Klass, William L. Tolone, Wendy G. Troxel. Includes bibliographical references (leaves 168-176) and abstract. Also available in print.
Lorek, Amy E. "Learning as leisure motivation, outcome, value /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3358933.
Повний текст джерелаTitle from PDF t.p. (viewed on Feb. 8, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1781. Adviser: Alan W. Ewert.
Tse, Ling-ying. "The contribution of parent's academic attribution and homework involvement to children's outcome." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716917.
Повний текст джерелаMelin, Ingela. "Motivating clinical treatment of obesity : methods, education, supervision and outcome /." Stockholm, 2004. http://diss.kib.ki.se/2004/91-7140-137-7/.
Повний текст джерелаPeile, Edward Basil. "Evaluating process and outcome in the education of general practitioners." Thesis, Oxford Brookes University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289128.
Повний текст джерелаMok, Doris S. "The impact of student-faculty interaction on undergraduate international students' academic outcome." Thesis, University of Southern California, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609959.
Повний текст джерелаInternational students constituted 3.4 to 3.6% of the total student population in U.S. degree-granting institutions (NCES, 2008). Research efforts on this population have been divergent and disparate, thus findings cannot be systematized for theoretical consistency (Pedersen, 1991). Student interaction with faculty has been identified as one of the strongest factors relating to student persistence (Tinto, 1997), student satisfaction and other positive educational outcomes (Astin, 1999). Guided by Astin's (1991) Input-Environment-Outcome Model, this quantitative study utilized data from the Cooperative Institutional Research Program (CIRP) to explore how international students' interaction with faculty impacted their academic outcomes. Results indicated that international students interacted with faculty frequently. These interactions had significant impact on international students' academic outcome (College GPA, self-perceived academic ability and intellectual self-confidence), success and satisfaction. Regression analyses identified that getting encouragement for graduate school and receiving a letter of recommendation from faculty were consistently a factor associated with positive academic outcomes and student satisfaction. In addition, advice about education program, opportunity to discuss coursework outside class and opportunities to apply learning in the real world were factors associated with student success. Faculty and student service professionals should become aware of international students' unique needs and challenges and facilitate positive student-faculty interaction for this population.
Jewell, Sarah. "Human capital acquisition and labour market outcome in UK higher education." Thesis, University of Reading, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494790.
Повний текст джерелаDunlap, Katherine M. "Family empowerment: One outcome of parental participation in cooperative preschool education." Case Western Reserve University School of Graduate Studies / OhioLINK, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=case1061318780.
Повний текст джерелаEsmaily, Hamideh Mohammadzadeh. "Outcome-based continuing medical education an intervention to improve rational prescribing /." Stockholm : Karolinska institutet, 2009. http://diss.kib.ki.se/2009/978-91-7409-710-8/.
Повний текст джерелаTilot, Mistylee. "Identifying outcome based performance objectives for the Oneida Higher Education Department." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003tilotm.pdf.
Повний текст джерелаBurns, Dana. "Measuring the Outcome of At-Risk Students on Biology Standardized Tests When Using Different Instructional Strategies." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10281791.
Повний текст джерелаOver the last two decades, online education has become a popular concept in universities as well as K-12 education. This generation of students has grown up using technology and has shown interest in incorporating technology into their learning. The idea of using technology in the classroom to enhance student learning and create higher achievement has become necessary for administrators, teachers, and policymakers. Although online education is a popular topic, there has been minimal research on the effectiveness of online and blended learning strategies compared to the student learning in a traditional K-12 classroom setting.
The purpose of this study was to investigate differences in standardized test scores from the Biology End of Course exam when at-risk students completed the course using three different educational models: online format, blended learning, and traditional face-to-face learning. Data was collected from over 1,000 students over a five year time period. Correlation analyzed data from standardized tests scores of eighth grade students was used to define students as “at-risk” for failing high school courses.
The results indicated a high correlation between eighth grade standardized test scores and Biology End of Course exam scores. These students were deemed “at-risk” for failing high school courses. Standardized test scores were measured for the at-risk students when those students completed Biology in the different models of learning. Results indicated significant differences existed among the learning models. Students had the highest test scores when completing Biology in the traditional face-to-face model. Further evaluation of subgroup populations indicated statistical differences in learning models for African-American populations, female students, and for male students.
Stivaros, H. "An ecological perspective of children's school experiences and educational outcome." Thesis, University of Huddersfield, 2007. http://eprints.hud.ac.uk/id/eprint/959/.
Повний текст джерелаQueener, Jessica D. "A Post-School Outcome Study of Students with Learning Disabilities." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687892.
Повний текст джерелаThe transition to adulthood for students with learning disabilities is not a single life event; rather it is a series of smaller steps that lead students to become independent adults. The Individuals with Disabilities Education Act (IDEA) 2004 and its regulations required states to deliver transition services as well as follow-up with students who had an Individual Education Plan (IEP) within one year of graduating or exiting from high school. States are required to report on student's postsecondary outcomes to the U.S. Department of Education within one year of graduating or leaving high school.
This study followed-up with former students with learning disabilities who participated in a tiered transition program that focused on career development at the Kingsbury Center in Washington, DC. The follow-up study was conducted to (a) report on former student postsecondary outcomes (e.g., education, employment, and independent living), (b) gain insight regarding levels of satisfaction, and (c) receive feedback regarding the Kingsbury Transition Program (KTP) and the Career Investigations for Transitioning Youth (C.I.T.Y.). There were 56 former students who were invited to participate in the study. A total of 16 former students was interviewed that yielded a 29% response rate. Former students were interviewed within three to five years since leaving or graduating from high school. The interview protocol consisted of questions originally developed by the National Post-School Outcomes Center. A revised interview protocol was used to interview former students after three rounds of expert review and a pilot test to achieve content validity.
The data indicated that students with learning disabilities (a) are going to college and working part-time, (b) are currently or have been employed, (c) continue to live with their parents with a few students living on or off campus, (d) are satisfied with their lives, and (e) think that the KTP/C.I.T.Y. Program helped them work toward their postsecondary goals. The student interviews did highlight some areas of concern: transition program issues, overemphasis on a college pathway, length of time to obtain postsecondary degree, disclosure, adult services, and employee benefits. Recommendations and limitations of the study were addressed to help future students transition into adult life.
Saltzman, Dana Levin. "Examining the Feasibility of the Nisonger Outcome Assessment Tool." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397221453.
Повний текст джерелаQuantick, Robin. "Outcome effect of education for federally incarcerated males in Canada's prairie region." Thesis, Kingston, Ont. : [s.n.], 2007. http://hdl.handle.net/1974/666.
Повний текст джерелаFrazier, David C. Ball Anna L. "The perception of agricultural education professionals regarding the purpose and current outcome of school-based agricultural education." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7018.
Повний текст джерелаCollins, Robert. "Engineering graduate preparedness for the workplace employer assessments of outcome based education /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3339098.
Повний текст джерелаPeers, Ian S. "Implementation and outcome evaluation of a multiple site educational innovation." Thesis, University of Manchester, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257474.
Повний текст джерелаPenna, Viktor. "Foreign-born Peers And Educational Outcome : Evidence From Sweden." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-449505.
Повний текст джерела謝玲瑛 and Ling-ying Tse. "The contribution of parent's academic attribution and homework involvement to children's outcome." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716917.
Повний текст джерелаPerez, Andrew. "Multicultural Counselor Supervision and Perceived Differences on Client Outcome." Thesis, The University of Texas Rio Grande Valley, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784532.
Повний текст джерелаThe purpose of this study is to examine the differences between counselor supervisors’ and supervisees’ perceptions of the impact of multicultural supervision on client outcome. Counselor supervisors and supervisees may have differences in how much they believe multicultural factors affect client outcome and this study aims to determine what differences exist. These differences are important in understanding how supervisors might better serve supervisees and in turn clients. There were 61 participants in the study that consisted of faculty, counselor supervisors, counselors, and graduate students in counseling-related fields. The current study found that multicultural supervision/competence alone predicted supervisor client outcome. The findings suggest that training in supervision and multicultural supervision is vital to the professional development of counselors and trainees in counseling-related fields. This training is also necessary because of the impact it has on clients. The implications of this study are to be able to improve the knowledge of those in counseling-related fields as to the importance of multicultural counseling and competence in training. Further research on what supervisees consider as important contributions to client outcome should be considered. One recommendation is to explore further what subscales of both the independent variables of supervision satisfaction, counselor self-efficacy, the supervisory working alliance, multicultural supervision/competence and the dependent variable of perceived client outcome to provide more specific information about what aspects are important contributions to perceived client outcome by supervisors and supervisees.
Childre, A. L., Cynthia R. Chambers, and N. Clark. "True Directions IEP Planning: Building Partnerships with Diverse Families and Promoting Meaningful Life Outcome." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3898.
Повний текст джерелаPride, Bryce L. "Sensitivity of Value Added School Effect Estimates to Different Model Specifications and Outcome Measures." University of South Florida, 2013.
Знайти повний текст джерелаHolcombe, Rebecca Wood. "Redefining the Instructional Leader: Principals' Use of Process and Outcome Measures of Teacher Quality." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112689.
Повний текст джерелаBaus, SheaLynne A. "The Development, Implementation, and Outcome Evaluation of a Stress Management Program for Xavier University." Xavier University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1382968971.
Повний текст джерелаMao, Youxiang. "The effects of three grading systems on student outcome measures in table tennis /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487694702784927.
Повний текст джерелаPavol, Michael Joseph. "Biomechanical determinants of the outcome of an induced trip in healthy older adults /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192119261038.
Повний текст джерелаHautz, Stefanie [Verfasser]. "Comparability of outcome frameworks in medical education : Implications for framework development / Stefanie Hautz." Berlin : Medizinische Fakultät Charité - Universitätsmedizin Berlin, 2015. http://d-nb.info/1075493528/34.
Повний текст джерелаNieto, Faye Lotta. "A drug prevention education program serving East Los Angeles youth: Program outcome evaluation." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/431.
Повний текст джерелаDobberstein, Trina A. Hines Edward R. "Performance gains on selected outcome measures a case analysis /." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203027.
Повний текст джерелаTitle from title page screen, viewed December 8, 2005. Dissertation Committee: Edward R. Hines (chair), Ronald S. Halinski, John R. McCarthy, Patricia A. O'Connell, George A. Padavil. Includes bibliographical references (leaves 133-144) and abstract. Also available in print.
Muenzenmeyer, Michelle M. "The relationship between counselor hope and optimism on client outcome." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4987.
Повний текст джерелаID: 030423043; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 163-188).
Ph.D.
Doctorate
Education
Counselor Education
Locust, Jonathan E. Jr. "An Outcome Study Examining the Institutional Factors Related to African-American College Graduation Rates and Return on Investment." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1498811978269526.
Повний текст джерелаDunn, Patrick Lee. "Congruence of Worker Characteristics and Vocational Outcome in Industrial Rehabilitation: The Relevance of Transferable Skill Analysis." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392131453.
Повний текст джерела黃{214268}唱 and Yu-cheung Wong. "Constructivist online learning environment for social work education: an evaluation of students' learning processand outcome." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244956.
Повний текст джерелаRae, Jennifer. "Promoting Access to Post-Secondary Education among Youth from Low-Income Families: An Outcome Evaluation of the Youth Futures Program." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36493.
Повний текст джерелаWood, Robert G. "Predicting the outcome of leadership identification from a college student's experiences." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154193.
Повний текст джерелаBlomberg, Hans. "Influence of The Education and Training of Prehospital Medical Crews on Measures of Performance and Patient Outcomes." Doctoral thesis, Uppsala universitet, Anestesiologi och intensivvård, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-192629.
Повний текст джерелаWelsh, Lorie. "THE RELATIONSHIP BETWEEN THE BASIC SKILLS PROFICIENCY OF COUNSELOR EDUCATION MASTER'S LEVEL STUDENTS AND CLIENT OUTCOME." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3843.
Повний текст джерелаPh.D.
Department of Child, Family and Community Sciences
Education
Counselor Education
Rundare, Alfeous. "An outcome evaluation of the maternal care manual of the Perinatal Education Programme (PEP)." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10674.
Повний текст джерелаThis study presents an outcome evaluation of the maternal care manual of the Perinatal Education Programme (PEP) studies by 32 midwives at Mowbray Maternity Hospital, a training facility in Cape Town, South Africa. Pre-and-post course knowledge assessments and a survey of participants were used to evaluate the maternal care manual of the PEP. Knowledge assessment scores achieved by the midwives before and after the course were compared. This was done to measure the knowledge acquisition of midwives who participated in the programme. In addition, a broader survey was administered to the participants in order to map out the perceived gain in knowledge, clinical skills and acceptability of the programme. The study found out that the midwives who attended the course improved their knowledge in maternal care.
Tran, Tan M. "An Examination of Cognitive Presence and Learning Outcome in an Asynchronous Discussion Forum." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/87.
Повний текст джерелаGonzalez, Christine. "Investigating patterns among demographics, identification practices, interventions, and educational outcomes for students with serious emotional disturbance." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4328/.
Повний текст джерелаPellecchia, Melanie. "Predictors of Outcome for Children with Autism Receiving a Behavioral Intervention." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214762.
Повний текст джерелаPh.D.
Autism spectrum disorders (ASD) are associated with many different levels of language and social impairment, differences in levels of cognitive impairment, varying levels of aberrant behavior, and discrepancies in the presence or amount of restrictive and repetitive behavior. The heterogeneity found within the ASD population is coupled with significant heterogeneity in outcome for these individuals. Although interventions based on the principles of applied behavior analysis have been repeatedly cited as evidence-based for individuals with autism, significant discrepancies in outcome are evident within the literature. The heterogeneity in treatment outcome has been hypothesized as related to the heterogeneity of children included within the autism spectrum as well as differences related to treatment variables. The current study evaluated individual child characteristics and differences related to intervention intensity and fidelity as predictors of outcome after one year of exposure to a behaviorally based intervention. The primary goal of this study was to identify individual and treatment level characteristics that were predictive of differences in outcome for children with ASD. Information was gathered from a total of 368 students with autism spectrum disorders in kindergarten through second grade classrooms in the School District of Philadelphia. Correlational analyses and multiple regression analyses indicated that increased levels of expressive language skills at the start of the intervention year were correlated with and predictive of improved outcome. However, no other child level variables were related to differential outcomes. Additionally, higher levels of treatment intensity and treatment fidelity were associated with improved outcome.
Temple University--Theses
Dunn, Patrick Lee. "Congruence of worker characteristics and vocational outcome in industrial rehabilitation : the revelance of transferable skill analysis /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949836207243.
Повний текст джерелаBursuk, Lois Ilene. "The effects of a school-based cognitive-behavioral intervention program on the depression scores of sixth-grade students: A comparison outcome study." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282610.
Повний текст джерелаSabri, Farhana. "Solution-Focused Group Therapy In A Residential Care Setting: An Outcome Study Conducted in Malaysia." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1466589637.
Повний текст джерелаGerber, Linda Ann. "A Study of Community College Instructional Stakeholder Attitudes Toward Student Outcome Goals." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1275.
Повний текст джерелаWaddell, Stephen F. (Stephen Fred). "Effects of Change Facilitator Styles on Elementary Teachers' Concerns about Adoption of Outcome-Based Education." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278104/.
Повний текст джерелаElliott, Terri Anne. "A case study investigation into drama in education as an effective teaching methodology to support the goals of outcome based education." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1008306.
Повний текст джерелаRawlings, Mary A. "Assessing Direct Practice Skill Performance in Undergraduate Social Work Education Using Standardized Clients and Self-Reported Self-Efficacy." Case Western Reserve University School of Graduate Studies / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=case1216156818.
Повний текст джерела