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RISS 인기검색어
- 검색키워드
- 저자 : Canter, Anna Rudolph (검색결과 4 건)
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Canter, Martin John University of Pennsylvania 2015 해외박사(DDOD)
The perceptions and attitudes that various education actors and stakeholders take towards educational reform is increasingly seen as pivotal in both the implementation and enactment of educational change (Burde, 2004; Kapoor, 2002; Rose, 2003; Taylor, 2009). In post-conflict situations and fragile states, the perceptions and attitudes to education reform held not only by policy-makers, educators and administrators, but more significantly by parents, community members and students themselves become additionally loaded and significant. Individual and collective education experiences, assumptions, values and stances held by these stakeholders are imbued with layers of interpretation relating to conceptions of, and perceived relationships with, authority, control, power, autonomy and agency (Kapoor, 2002, 2004). It is therefore important to contextualise perceptions, attitudes and behaviours towards educational change within the framework of broader socio-cultural and socio-political terrains that are daily navigated by parents, teachers, and community members in relation to their experiences of and interactions with the education system (Grant Lewis & Naidoo, 2004; Makuwira, 2004). A more open, qualitative, narrative, and broad-based examination of the forces affecting educational change may then be useful in reconsidering and re-evaluating policy-level values that frequently equate concepts of reform with tightly defined notions of educational quality or effectiveness (Darling-Hammond & Bransford, 2005; Verspoor, 2006). Specifically, this study uses the collaborative interpretation of photographs in two conflict-affected districts in Timor-Leste to contextualise perceptions towards education reform initiatives within localised socio-political and socio-cultural environments. This study examines the pressures and affordances there may be in areas such as communities' sense of involvement and agency in education reform initiatives in order to more deeply understand the nature of forces which affect education change within post-conflict and post-colonial contexts.
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Screening methodologies for life cycles inventory models (Data quality)
Canter, Kelly Grayson Arizona State University 2000 해외박사(DDOD)
Two screening methodologies are presented that provide Life Cycle Assessment (LCA) practitioners with a tool and framework for streamlining the life cycle inventory-modeling phase. The two methodologies screen both deterministic and stochastic forms of inventory models. Their development and application resolves the problem of needing operational methods to tell LCA practitioners where to invest in future data quality research with high priority. The first screening methodology ranks each input data element in the deterministic inventory model. This ranking is based upon the amount each input data element contributes toward the final output. The application is proven to be effective at improving and streamlining the inventory modeling process during the conversion stage to its stochastic modeling form. For those inventory models already in a stochastic form, a second screening methodology is presented that allows LCA practitioners to identify and determine the level of quality the input data elements should receive given any constraining requirements. This second methodology utilizes the stochastic nature within the inventory models to solve the problem by combining Monte Carlo simulation and a genetic algorithm. Both methodologies were validated by application to real-world beverage delivery system LCA inventory models. The results from the application show that by screening and improving the quality of the input data elements, reductions in the inventory models output variance are obtainable, thus improving the discriminating ability when comparing alternative system designs. To complete the screening framework, variance reduction techniques are applied to the Monte Carlo based genetic algorithm to improve the efficiency in the required simulation time for evaluating the large number of potential solutions. A factorial design is used to determine which type of variance reduction technique is applicable and to approximate the required number of replications. Lastly, future research ideas are presented to enhance and improve upon the developments obtained within this dissertation.
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Canter, Anna Rudolph The University of Texas at Austin 2004 해외박사(DDOD)
The Science Academy of South Texas, one of four magnet schools in The South Texas Independent School District (STISD), opened in 1989 to bring educational opportunities in mathematics and science to students in the Rio Grande Valley of South Texas. STISD serves three counties and offers enrollment to any student who applies from any of the twenty-eight feeder districts. The Science Academy is the only mathematics and science magnet school in the Rio Grande Valley. Over years, Science Academy has developed partnerships with major colleges and universities in Houston, Texas and the Rio Grande Valley. University partnerships have provided funding for programs at the school and have created continuing summer study programs for Science Academy students. Graduates have been accepted to and/or attended some of the most prestigious colleges and universities across the United States, despite personal challenges including low socioeconomic status, English as their second language, and being the first in their family to attend college. This historical study seeks to answer two basic questions. How has the Science Academy faced its academic, political, and social challenges over the years? What factors appear to have contributed to its establishment, survival, and success?. Chapter One, "Significance of the Study and Research Methods" describes the study's significance within the scholarly literature and the research methods used for this study. Chapter Two, "The Science Academy of South Texas" presents the history of STISD and the events which precipitated Science Academy's establishment. Chapter Three, "The Administration, Faculty and Staff of Science Academy," discusses administration and faculty of the Science Academy. Its focus is Science Academy teachers and their educational beliefs as well as the administrators and staff and their beliefs. Chapter Four, "Curriculum Continuity and Change at the Science Academy," focuses on the curriculum history of Science Academy and the changes faculty members and administrators have made over time. Chapter Five, "The Students of the Science Academy of South Texas," focuses on the students at the Science Academy, who administrators and teachers describe as "the whole reason we are here." Chapter Six offers concluding thoughts and ideas for future research.
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