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Expanding the Toolkit and Resource Environment to Assist Translation (TREAT) and Its User Base
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In: DTIC (2011)
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Synthesis of Systemic Functional Theory & Dynamical Systems Theory for Socio-Cultural Modeling
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In: DTIC (2011)
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Emergent Intelligent Behavior through Integrated Investigation of Embodied Natural Language, Reasoning, Learning, Computer Vision, and Robotic Manipulation
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In: DTIC (2011)
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Composite Artistry Meets Facial Recognition Technology: Exploring the Use of Facial Recognition Technology to Identify Composite Images
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In: DTIC (2011)
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Software forensics: extending authorship analysis techniques to computer programs
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Transfer Learning in Integrated Cognitive Systems
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In: DTIC (2010)
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Specification and Validation of Space System Behaviors
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In: DTIC (2010)
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Entity Profiling for Intelligence Using the Graphical Overview of Social and Semantic Interactions of People (GOSSIP) Software Tool
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In: DTIC (2010)
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Teaching Intelligence Analysis with TIACRITIS
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In: DTIC (2010)
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TIACRITIS System and Textbook: Learning Intelligence Analysis through Practice
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In: DTIC (2010)
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Automated Translation of Chinese-to-English Creative Literature
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Plastic Machines: Behavioural Diversity and the Turing Test
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Compulsory laptop programs: Teachers' responses to the adoption and implementation process
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Abstract:
This thesis presents a multiple-method investigation of teachers’ responses to the adoption and implementation of a compulsory laptop program (CLP). It reports on the beliefs, opinions, and behaviours of teachers responsible for translating a CLP into classroom-based reality. The study is based on data collected from 18 interviews, 2 focus groups, and classroom observations of 5 teachers obtained from teachers and administrators at one Canadian independent school, as well as an online survey data from educators at nine independent schools across Canada. The purpose of the research was to investigate the impact of adopting and implementing a planned change initiative by examining teachers’ responses to a school-wide mandated curriculum initiative by focusing on their perceptions of (a) requisite participation, (b) essential components, and (c) changing roles when implementing a CLP. The findings of the study include four supports for teachers trying to implement a CLP into teaching practices. First, clearly communicate and revise shared, benchmark-driven policies on an ongoing basis to assist in unifying an understanding of the program. Second, address teachers’ self-imposed pressures within a CLP by ensuring individual teachers’ intrinsic motivation and affective needs are respected and addressed. Third, provide teachers with job-embedded learning opportunities to work individually and in small groups, and with access to knowledgeable resources in order to connect technological, pedagogical, and content knowledge, to meet just-in-time needs. Fourth, adopt an implementation model that is fluid and addresses elements affecting a teacher to provide a more inclusive and realistic method for explaining and supporting what may occur when teachers engage in implementing a CLP. ; Thesis (Ph.D, Education) -- Queen's University, 2009-06-22 16:55:43.987
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Keyword:
1-to-1 computer programs; educational technology; laptop programs; teacher professional development; technology implementation
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URL: http://hdl.handle.net/1974/1966
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Digital students in the democratic classroom : using technology to enhance critical pedagogy in first-year composition
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In: CardinalScholar 1.0 (2009)
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λμ-calculus and Λμ-calculus: a Capital Difference
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In: https://hal.inria.fr/inria-00524942 ; 2009 (2009)
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Systematic development and safety of execution in structured parallel programming ; Développement systématique et sûreté d’exécution en programmation parallèle structurée
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In: https://tel.archives-ouvertes.fr/tel-00481376 ; Autre [cs.OH]. Université Paris-Est, 2009. Français. ⟨NNT : 2009PEST0004⟩ (2009)
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Algebraic types and pattern matching in the logical language of the Why verification platform
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In: https://hal.inria.fr/inria-00439232 ; [Research Report] RR-7128, INRIA. 2009 (2009)
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