88,005 results on '"MAINTENANCE"'
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2. A Journey of Discovery Where Repairing Household Appliances Meets Teaching Science
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Hasan Özyildirim and Pelin Yaman
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In the study, repair activities were planned with prospective science teachers (f=24) using broken household appliances and it was aimed to establish a relationship between such practices and science teaching during the activities. The activities, which were carried out as a single group, were carried out in collaborative groups of four. Case study, one of the qualitative research models, was used as a method. The applications were planned within the scope of the 5E learning cycle, one of the inquiry-based learning approaches. After the activities, it was observed that the prospective teachers obtained important gains such as seeing the application areas of the science principles they learned in the lessons and transferring them to daily life, acquiring manual skills, and gaining experience. In addition, with such activities, sensitivity to issues such as recycling, sustainability, and recycling can be created instead of the disposable philosophy of our age.
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- 2024
3. The Influence of English Learner Status on Maintenance of Oral Reading Fluency Growth
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Kirsten J. Truman, Ethan R. Van Norman, David A. Klingbeil, Madeline C. Schmitt, Peter M. Nelson, and David C. Parker
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Relatively little is known regarding post-intervention reading fluency outcomes for English learners (ELs) in comparison with non-EL peers, yet educators must be prepared to sustain growth for all students transitioning to less-intensive tiers of support. The purpose of this study was to investigate whether EL status moderated post-intervention maintenance effects among U.S. second- and third-grade students who transitioned back to Tier 1 instruction only due to successful performance during a Tier 2 reading fluency intervention. Piecewise multi-level models were estimated to address whether EL status uniquely predicted intervention growth patterns and the extent to which these patterns were maintained over a 12- to 13-week post-intervention period. Reading fluency scores were similar between EL and non-EL students prior to the start of and during the intervention, and all students' performance decreased slightly immediately after support ceased. Regardless of grade level or EL status, post-intervention fluency gains generally remained smaller than those observed during intervention meriting attention to individual- and systems-level instructional considerations for ensuring continued growth.
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- 2024
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4. The Management and Maintenance of Physical Facilities for Quality Assurance in Higher Education in the 21st Century with Innovative Technologies
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Mormah, Felicia Ofuma
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Management and maintenance of physical facilities are ladders for climbing and achieving quality assurance in Higher Education in the 21st Century. This paper reviewed literature on the management and maintenance of physical facilities for quality assurance in Higher Education in the 21st century with the aim of accessing its implication for the academic growth and sustainability of institutions. Significantly, the administration and maintenance of physical facilities in higher education are very important to the economic and academic growth of the educational system. They are ranked among the determining factors of success in the school system. This study looked at maintenance culture in tertiary schools, innovative methods of plant maintenance and renewal in higher education as well as the benefits of maintaining school physical facilities. It is important that the habit of maintaining existing physical facilities be learned by school heads and transferred to the subordinates and students as a sustaining force and vehicle for retaining equipment and facilities in their original condition of completeness and aesthetics.
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- 2023
5. Effectiveness of Virtual Reality Technology in Teaching Pedestrian Skills to Children with Intellectual Disabilities
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Kurtca, Veli Emre and Gezgin, Deniz Mertkan
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Pedestrian skills are important for children with intellectual disabilities to continue their daily lives independently. The aim of this study is to determine the effectiveness of virtual reality in the acquisition and maintenance of pedestrian skills for children with intellectual disabilities. In addition, the effect of virtual reality on participants generalizing their pedestrian skills to real environments has also been examined. In the study, social validity data were collected from the participants and their mothers regarding the results of the study. Three intellectual disabled children between the ages of 11 and 15 participated in the study. In the study, a multiple probe design with inter-participant probe trial, which is one of the single-subject research models, was used. It is seen that all participants learned pedestrian skills and continued the skills they learned one, three and five weeks after the completion of the instruction. In addition, all participants were able to generalize their skills to the real environment (pedestrian crossing and illuminated pedestrian crossing). When the social validity data collected from the participants and their mothers were examined, it was revealed that teaching with virtual reality applications is interesting and fun, in addition, it can be used for different educational purposes. [This study was presented as an oral presentation at VI International Applied Social Sciences (2022).]
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- 2023
6. An Investigation of Married Individuals' Relationship Maintenance Strategies in Terms of Gender and Gender Roles Attitudes
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Samiye Ogan and Fatma Selda Öz Soysal
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The aim of this study is to examine the behaviors of married individuals to maintain relationships according to their gender and gender role attitudes. The study group of the study consisted of 177 (52.8%) females and 158 males (%) aged between 24 and 50 (vinculum =30.2), residing in Izmir, and having a relationship period of 2 to 20 years (vinculum =5.9). 47.2), a total of 335 heterosexual married people. As data collection tools in the research, "Relationship Maintenance Strategies Scale", "Gender Roles Attitude Scale" and "Personal Information Form" were used. Two-way MANOVA method was used in the analysis of the data. Findings from the two-way MANOVA analysis show that gender and gender roles have an impact on relationship maintenance behaviors. In this context, it has been determined that gender roles have a higher degree of influence than biological sex in maintaining relationships. According to the findings of the study, it was determined that female participants exhibited relationship-maintaining behaviors more frequently than male participants. In terms of gender roles attitude, It has been determined that the participants who have an egalitarian gender role attitude exhibit more frequent relationship maintenance behaviors than the participants who have traditional gender roles attitudes. As a result, gender and gender roles have a significant effect on relationship maintenance strategies.
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- 2023
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7. An Urban District's Struggle to Preserve School Turnaround Change
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Meyers, Coby V.
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Leading school turnaround has been conceptualized as a school-level issue focused on immediate change. There has been little consideration about how district leaders change systems to sustain school turnaround successes. This case study research conducted through the lens of Change Theory explores the leadership struggles of one mid-sized urban district's effort to build on its successful launch of a school turnaround initiative for a subset of underperforming schools. The results suggest that the same pressures that spur initial action can interfere with sustaining success. The dual issues of systems leadership and a sustainable change process are considered as implications.
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- 2024
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8. School Gardens and Student Engagement: A Systematic Review Exploring Benefits, Barriers and Strategies
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Rachael Walshe, Neus Evans, and Lisa Law
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School gardens must overcome a range of challenges to be successful but are often lauded for fostering hands-on education and real-world learning. This thematic literature review synthesises 22 journal articles and two book chapters, extending on previous reviews by amassing their themes into one singular reference point for scholars, while simultaneously exploring ways to overcome the challenges associated with school gardens. Findings highlight that academic enhancement, environmental connection, and enhanced wellbeing (both physical and emotional) are the main benefits of school gardens, while the main barriers are time, funding, maintenance, and curriculum integration. Strategies for overcoming the challenges of garden spaces in educational contexts are identified which will be valuable to scholars and others seeking to establish and maintain gardens in schools.
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- 2024
9. Behavioral Activation, Depression, and Promotion of Health Behaviors: A Scoping Review
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David May, Boris Litvin, and John Allegrante
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Diverse approaches to the treatment of depressive disorders are necessary to improve evidence-based practice and maximize treatment outcomes. As a result, a range of behaviors and other factors associated with the onset and course of depressive disorders should be examined more comprehensively. Behavioral activation (BA) is a treatment approach to these disorders that can be tailored to address certain health behaviors within the context of depression in an attempt to promote health behaviors whose adoption and maintenance can prove complementary in the treatment of depression. We conducted a scoping review of published studies in which BA-based interventions were used to promote certain health behaviors in individuals with depression. Our search of Medline and the Web of Science identified 336 potential candidate studies. Following screening and with the application of inclusion and exclusion criteria to isolate potentially eligible full-text records, we ultimately identified and evaluated 20 papers that report the nature and efficacy of these modified interventions. Across various domains, including substance use, exercise, medication adherence, and occupational and social success, we found evidence that many--but not all--of the studies we reviewed demonstrated that BA-based interventions were efficacious in promoting the health behavior of interest as well as reducing depressive symptomatology in participants. Implications for more widespread dissemination of such interventions, especially via mobile and web-based platforms due to their accessibility and affordability, are discussed. More research on the feasibility and efficacy of BA-based interventions tailored toward various determinants of health behavior and comorbidities of depressive disorders is warranted.
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- 2024
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10. Lifelong Outdoor Enthusiasts' Engagement with Nature-Based Activities Later in Life
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Barbara Humberstone, Geoff Cooper, and Di Collins
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This study examines the perspectives and experiences of older lifelong participants in outdoor education/recreation. 32 participants, women (11) and men (21), aged 60-84 provided narratives of their lifelong engagements in the outdoors in nature-based activities. They were invited to write freely on their early experiences and their current engagements in the outdoors. The purpose was to explore and understand why and how serious lifelong older participants continued with their outdoor activities. This paper considers participants' current embodied engagements. The evidence suggests that as they age, their bodies become less able to deal with discomfort. Yet, the participants, as a consequence of their lifelong knowledge and experience, manage injuries and ill-health, choosing to adapt in various ways to enable their continued engagement/enjoyment in being active in nature. The study stresses the significance of lifelong engagement in the outdoors and the necessity for opportunities for outdoor nature-based experiences throughout the lifespan.
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- 2024
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11. Physical Resource Management in Government Secondary Schools, Wolaita Zone, Southern Ethiopia
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Derese, Mebratu and Senapathy, Marisennayya
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The study explored physical resource management practices in the Wolaita Zone government secondary schools. A descriptive survey design was used to attain the study's stated objective. Both quantitative and qualitative method was employed in this research. Sample respondents were drawn by available sampling technique due to their direct relationship with the issue under study and hence to gain sufficient information. The data was collected through questionnaires, interviews, document review and personal observation. Data gathered through questionnaires were quantitatively analyzed using percentage and mean values. Moreover, the data gathered through interviews, open-ended questions, observation and relevant documents were qualitatively analyzed. Having gone through these, the study found that resource management functions such as planning, inventory, purchasing, maintenance, participatory management and budget allocation for the provision of the required materials were poorly implemented. Purchasing physical resources revealed weaknesses in quality, quantity, time and price. There was ineffective maintenance of physical resources, unqualified storekeepers, and a lack of proper follow-up are reasons for the damage and wastage of such physical resources. The inventory practice and using inventory reports for decisions in the school were poor. The storage management system was in poor condition in all schools. The lack of users' technical skills was a significant challenge for managing physical resources. Significant challenges were due to a lack of good storing and disposal strategy, proper distribution, and poor close follow-up.
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- 2022
12. Managing for Results in America's Great City Schools 2022: Results from Fiscal Year 2020-21. A Report of the Performance Measurement and Benchmarking Project
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Council of the Great City Schools
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In 2002 the Council of the Great City Schools and its members set out to develop performance measures that could be used to improve business operations in urban public school districts. The Council launched the Performance Measurement and Benchmarking Project to achieve these objectives. The purposes of the project were to: (1) Establish a common set of "key performance indicators" (KPIs) in a range of school operations, including business services, finances, human resources, and technology; (2) Use these KPIs to benchmark and compare the performance of the nation's largest urban public school systems; and (3) Use the results to improve operational performance in urban public schools. The teams leading the project's work have used a sophisticated approach to define, collect and validate school-system data. This process calls for each KPI to have a clearly defined purpose to justify its development, and extensive documentation of the "metric definitions" ensures that the expertise of the technical teams is fully captured. At the core of the methodology is the principle of "continuous improvement." The teams are instructed to focus on operational indicators that can be "benchmarked" and are "actionable," and thus can be strategically managed by setting improvement targets. Each page of this report shows detailed information for a single KPI measure. Sections include: (1) Accounts Payable; (2) Cash Management; (3) Compensation; (4) Financial Management; (5) Grants Management; (6) Procurement; (7) Risk Management; (8) Food Services; (9) Maintenance & Operations; (10) Safety & Security; (11) Transportation; (12) Human Resources; and (13) Information Technology. [This is a report of the Performance Measurement and Benchmarking Project. For the 2021 report, see ED617441.]
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- 2022
13. The Effects of Progressive Time Delay to Teach Social Problem-Solving to Preschoolers
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Korba, Jarrah, Hemmeter, Mary Louise, Golden, Adrienne K., and Nuhring, Kate
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A multiple probe design across participants was used to evaluate the effectiveness of progressive time delay (PTD) during small group instruction to teach social problem-solving to preschoolers and to assess generalization to novel contexts. PTD was used to teach children to both name and use a variety of problem-solving solutions. Target participants, all of whom exhibited challenging behavior or were at risk for social skill deficits, were paired with a typically developing peer for small group instructional sessions. During sessions, children were presented with scenarios involving simple social problems and were asked, "What could you do?" After naming an appropriate solution, participants were prompted to use the solution. Results indicate the use of PTD during small group instruction was effective for teaching social problem-solving to preschoolers, generalized to novel contexts and maintained following the withdrawal of the intervention. Limitations, areas for future research, and implications for practice are discussed.
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- 2022
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14. Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability
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Root, Jenny R., Cox, Sarah K., and McConomy, M. Addie
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A growing body of literature supports the effectiveness of Modified Schema-Based Instruction (MSBI) to improve mathematical problem-solving for students with autism spectrum disorder (ASD) and intellectual disability (ID). MSBI is an intervention package that teaches students to identify the problem structure and use a problem-solving heuristic to solve mathematical word problems. Previous research has primarily implemented MSBI in a one-on-one setting with a researcher as the interventionist. This study aimed to investigate the effects of a teacher-delivered MSBI in a small group format on the multiplicative word problem-solving skills of six middle school students with ASD/ID as well as their ability to generalize from word problems to video-based problems. Results of the multiple probe across participants design indicate a functional relation between MSBI and word problem-solving, but generalization varied across participants and maintenance was limited to two participants due to the coronavirus disease 2019 pandemic school closures. Implications for practice and future research are discussed.
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- 2022
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15. Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review
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Mehmet D. Sulu, Ronald C. Martella, Kharon Grimmet, Amanda M. Borosh, and Emine Erden
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Although there is a consensus regarding the positive effects of self-monitoring interventions on improving on-task behaviors of students with disabilities, the findings for maintenance and generalization have not been shown to be consistent across studies (i.e., Cook & Sayeski, 2020; Wood et al., 2002). The current study aimed to assess the research analyzing the effects of self-management on students' on-task behavior using the What Works Clearinghouse design standards (Kratochwill et al., 2013) and the resulting maintenance and generalization of on-task behaviors (if any) in specific using standards developed by Neely et al. (2016) and Neely et al. (2018). The findings indicate that programming for maintenance and generalization of on-task behavior in self-monitoring interventions are generally poor in quality and quantity.
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- 2023
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16. No Temporal Decay of Cognitive Control in the Congruency Sequence Effect
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Schiltenwolf, Moritz, Kiesel, Andrea, and Dignath, David
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Cognitive control theories describe the active maintenance of goal representations over temporal delays as central for adaptive behavior. Dynamic adaptations of goal representations are often measured as the congruency sequence effect (CSE), which describes a reduced congruency effect in trials following incongruent trials compared to congruent trials. Previous studies questioned active maintenance of CSEs and instead found that CSEs decrease rapidly over time (Duthoo et al., 2014; Egner et al., 2010). However, in these studies, CSEs can be attributed to both, control adaptations following conflict and binding effects due to repetition of stimulus (S) and response (R) features. In four experiments, we demonstrate that CSEs originating solely from control adaptions were not affected by temporal delays. Additional within-subject conditions partially replicated previous research showing a decrease in CSEs in task designs allowing for S-R binding effects and controlled for task complexity as a potential moderator. Together, results support theories which predict an active maintenance or retrieval of cognitive control.
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- 2023
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17. Examining the Impact of Abdominal Enhancement Techniques to Assist Chinese-Speaking English Learners' Phoneme Pronunciation
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Yeldham, Michael
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Instruction in second language (L2) English phoneme pronunciation almost invariably includes a focus on improving the learners' use of their articulatory organs to pronounce the relevant sounds. However, the pronunciation of many English sounds also relies on effort from the abdominal region, and under-utilization of this region can often contribute to pronunciation difficulties. For Chinese-speaking learners of English, such relevant sounds include the long vowel and diphthong sounds, particularly the phonemes /i?/, /u?/ and /e[near-close front unrounded vowel]/, and also the voiced fricative consonants, /z/, /[voiced dental fricative]/, /v/ and /[voiced postalveolar fricative]/. Consequently, this study examined the impact of teaching adult Chinese-speaking English learners to enhance the use of their abdomen when pronouncing these sounds. The main focus of the research was a quasi-experimental component, where both an experimental and control group were taught the same way in all aspects, with the only point of difference being that the experimental group was taught the abdominal techniques. Longitudinal multiple-case studies of learners from the experimental group were also employed to examine for any post-course maintenance of the phonemes as well as possible reasons for this. Results from the quasi-experimental component showed that it was advantageous to teach learners the abdominal techniques. Also, there were some discernible trends in the learners' post-course maintenance of the sounds. This article then discusses pedagogical implications of the study, and provides suggestions for future research of the abdominal techniques.
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- 2023
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18. 2021 Fact Book: Arkansas Public Higher Education
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Arkansas Division of Higher Education (ADHE)
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This publication provides governmental and higher education decision-makers a statewide perspective of Arkansas public higher education finance for the 2021-23 biennium, as well as trends for the past several years. It also contains a detailed financial profile of each institution and presents a basis for comparative assessments of revenue sources and expenditure patterns. The Fact Book contains seven sections: (1) the Arkansas Higher Education Coordinating Board recommendations for appropriations for the 2021-23 biennium; (2) 2021-23 legislative appropriations; (3) funding history of Arkansas higher education; (4) history of current fund revenues and expenditures; (5) history of unrestricted educational and general and auxiliary revenues and expenditures; (6) history of athletic revenues and expenditures; and (7) miscellaneous supplemental information. The Financial Profiles section of the 2021 Fact Book relies on Series 17 information submitted by institutions of higher education for revenue and expenditure breakouts. Also, in an effort to assist the reader in analyzing specific trends, Section 5 focuses on individual institutions with profile sections that contain five years of data. [For the 2019 Fact Book, see ED602459.]
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- 2021
19. Retention during Task Interspersal versus Varied Instruction
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Bottini, Summer, Gillis Mattson, Jennifer, and Romanczyk, Raymond
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Retention (i.e., response maintenance) is rarely the primary variable of interest when examining skill acquisition procedures. Trial presentation type (i.e., acquisition targets only vs. interspersal of previously acquired targets) within discrete-trial training is one procedural component that researchers have hypothesized may affect performance on follow-up retention probes. The present study compared single-task presentation (varied instruction) and task interspersal procedures with regard to retention of a mastered task. We taught four children two skills so that retention of the mastered skill (Skill 1) could be assessed during ongoing instruction of a new skill (Skill 2) using varied instruction versus task interspersal. Findings demonstrated equivalency of varied instruction and task interspersal. Results support that frequent rehearsal of a skill acquisition program without consequences is equivalent to ongoing instruction with consequences. Findings suggest instructors should program follow-up probes of previously mastered content into or between sessions, especially when utilizing single-task trial arrangements that do not incorporate such.
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- 2023
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20. Modality Effects in Free Recall: A Retrieved-Context Account
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Pazdera, Jesse K. and Kahana, Michael J.
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The modality effect refers to the robust finding that memory performance differs for items presented aurally, as compared with visually. Whereas auditory presentation leads to stronger recency performance in immediate recall, visual presentation often produces better primacy performance (the inverse modality effect). To investigate and model these differences, we conducted two large-scale web-based immediate free recall experiments. In both experiments, participants studied visual and auditory word lists of varying lengths and rates of presentation. We observed typical modality and inverse modality effects, while also discovering that participants were more likely to initiate recall from recent items on auditory trials than on visual trials. However, modality effects persisted regardless of the first item recalled. Meanwhile, an analysis of intrusion errors revealed that participants were more likely on visual trials than on auditory trials to erroneously recall words from one list prior. Furthermore, words presented in the same modality as the present list intruded more often than those presented in a different modality. We next developed a retrieved-context account of the modality effect by fitting the Context Maintenance and Retrieval model to data across multiple list lengths. Through our simulations, we demonstrate that the modality effect can be explained by faster contextual drift and stronger context-to-item association formation during auditory presentation, relative to visual. Our modeling shows that modality effects can arise without hypothesizing distinct memory stores for recent and remote information. Finally, we propose that modality effects may derive primarily from the temporal dynamics of stimuli, rather than their modality.
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- 2023
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21. Using Video Modeling with Augmented Reality to Teach Students with Developmental Disabilities to Solve Mathematical Word Problems
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Chu-Lung Wu
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Improving the ability to solve mathematical word problems is one of the most critical issues facing students with developmental disabilities, because it is directly related to their independent living skills. The purpose of this study was to propose a teaching model that implements augmented reality (AR) and video modeling (VM), and to validate its effectiveness, including its immediate, maintenance, and generalization effects on improving the percent accuracy of solving mathematical word problems. The research design of this study adopted single-case multiple probe across students experimental design. The independent variable of this study was the VM with AR teaching model, and the dependent variable was the percent accuracy of the test subjects in solving mathematical word problems. All three test subjects showed an immediate effect, with two showing maintenance and generalization effects. This VM with AR teaching model provides an alternate way for classroom teachers when teach students with developmental disabilities to solve mathematical word problems. This teaching model allows students with developmental disabilities to improve their mathematical word-problem solving skills.
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- 2023
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22. Self-Isolation and Adolescents' Friendship Quality: Moderation of Technology Use for Friendship Maintenance
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Wright, Michelle F. and Wachs, Sebastian
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The purpose of the present study was to investigate the moderating effect of technology use for friendship maintenance in the associations between self-isolation during the COVID-19 pandemic and friendship quality, measured 6 months later (Time 2). Participants were 1,567 seventh and eighth graders (51% female; 51% white; M[subscript age] = 13.47) from the United States. They completed questionnaires on friendship quality at Time 1, and self-isolation during COVID-19 and technology use for friendship maintenance and friendship quality at Time 2. The findings revealed that self-isolation during COVID-19 was related positively to technology use for friendship maintenance and negatively to Time 2 friendship quality. Higher technology use for friendship maintenance buffered against the negative impacts on friendship quality associated with self-isolation during COVID-19, while lower technology use had the opposite effects on Time 2 friendship quality.
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- 2023
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23. A Study of Maintenance-Related Education in Swedish Engineering Programs
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Kans, Mirka
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Engineers of today require a holistic understanding of the lifecycle of products and processes, from conceptualization to operations. Maintenance and reliability are areas receiving increased attention due to the contribution to sustainable industry practices. The related literature describes ways to strengthen the education with respect to curricula and teaching, but studies on the extent and content of maintenance-related education in engineering programs are lacking. The purpose of this study is to describe the maintenance-related education content in Swedish engineering programs. The main objects of study are the curricula and courses of engineering programs in Sweden. In total, 123 Bachelor of Engineering and 119 Master of Engineering programs were studied, as well as 36 maintenance-related courses. It was found that 12% of the engineering programs include one or more maintenance-related course, either mandatory or elective. On the Master of Engineering level, only 4% of the programs include mandatory maintenance-related courses. The corresponding number for Bachelor of Engineering programs is 15%. The courses are typically of 6-7.5 credits, but as low as under one credit worth of maintenance-related content is seen, as well as two specialized programs offering up to 60 credits. Of the 36 courses, 20 have a distinct maintenance focus, 2 are degree thesis courses, and 2 are within reliability engineering, while the rest have a focus in other areas. The lack of maintenance-related education makes future engineers less prepared to make good decisions and judgments that might affect the operational phase of the product or system.
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- 2021
24. Cherished World Thinking: Developing a Maintenance Mindset in Family Caregiving Contexts
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Silvis, Deborah
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Contrary to the idea that the world is broken and beyond repair, ongoing care and maintenance are primary concerns of people learning with technologies. This paper advances a perspective that an ethic of care has epistemic significance and locates families' caring practices in technologically-mediated home learning environments. I develop this perspective on human-technology relations, which I call "cherished world thinking," as a response to social-ecological perspectives on "broken world thinking" (cf. Jackson). I frame family learning through critical care studies and feminist epistemologies, focusing on sociotechnical dimensions of care and maintenance. As I consider how families enacted care for and with their cherished technologies, I interrogate the social-ecological conditions that are simultaneously held in place through maintenance. Drawing from ethnographic data of 13 families in 2 US cities--including fieldnotes, informal interviews, and video collected in homes and neighborhoods--I found that families engaged in "cherished world thinking." I develop this concept through interaction analysis of two cases where families caring for each other and their environments were sociotechnical achievements, calling attention to forms of learning that emerge when people care for that which they hold dear.
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- 2023
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25. Indispensable, Interdependent, and Invisible: A Qualitative Inquiry into Library Systems Maintenance
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Tillman, Ruth Kitchin
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Over thirty years after such systems were first developed, the Integrated Library System underlies most operations of an academic library. Yet in the literature, its day-to-day maintenance is often reduced to a list of tasks. Through interviews with sixteen system maintainers, this study attempts to develop an experiential understanding of its maintenance. Findings suggest that most maintainers find such work meaningful but face barriers when colleagues and administrators don't understand what they do well enough to support it. This article proposes steps toward building a workplace where core maintenance tasks are recognized and supported.
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- 2023
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26. A Patchwork of Platforms: Mapping Data Infrastructures in Schools
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Pangrazio, Luci, Selwyn, Neil, and Cumbo, Bronwyn
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This paper explores the significance of schools' data infrastructures as a site of institutional power and (re)configuration. Using 'infrastructure studies' as a theoretical framework and drawing on in-depth studies of three contrasting Australian secondary schools, the paper takes a holistic look at schools' data infrastructures. In contrast to the notion of the 'platformatised' school, the paper details the ad hoc and compromised ways that these school data infrastructures have developed -- highlighting a number of underlying sociotechnical conditions that lead to an ongoing process of data infrastructuring. These include issues of limited technical interoperability and differences between educational requirements and commercially-led designs. Also apparent is the disjuncture between the imagined benefits of institutional data use and the ongoing maintenance and repair required to make the infrastructures function. Taking an institutional perspective, the paper explores why digital technologies continue to complicate (rather than simplify) school processes and practices.
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- 2023
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27. Creating and Applying Relational Maintenance in Various Relational Contexts
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Hall, Robert D.
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Relational maintenance is a universal aspect of human relationships. As such, our family and interpersonal communication texts often include relational maintenance as a key point of discussion. Communication scholars also continue to demonstrate how understanding and incorporating positive relational maintenance behaviors is beneficial to our relationships. Given the importance of relational maintenance in family and interpersonal courses and relationships, I developed this activity for instructors to engage their students effectively in not only understanding concepts related to relational maintenance, but also analyzing and applying relational maintenance strategies in their day-to-day lives. Courses: Family communication, interpersonal communication. Objectives: This activity will enable students to (1) identify relational maintenance strategies as communicative behaviors in family and interpersonal relationships, (2) apply relational maintenance strategies in personal experiences, and (3) illustrate personal experiences as exemplars of relational maintenance strategies in family and interpersonal relationships.
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- 2023
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28. Cognitive Perspectives on Maintaining Physicians' Medical Expertise: IV. Best Practices and Open Questions in Using Testing to Enhance Learning and Retention
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Fraundorf, Scott H., Caddick, Zachary A., Nokes-Malach, Timothy J., and Rottman, Benjamin M.
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Although tests and assessments--such as those used to maintain a physician's Board certification--are often viewed merely as tools for decision-making about one's performance level, strong evidence now indicates that the experience of being tested is a powerful learning experience in its own right: The act of retrieving targeted information from memory strengthens the ability to use it again in the future, known as the testing effect. We review meta-analytic evidence for the learning benefits of testing, including in the domain of medicine, and discuss theoretical accounts of its mechanism(s). We also review key moderators--including the timing, frequency, order, and format of testing and the content of feedback--and what they indicate about how to most effectively use testing for learning. We also identify open questions for the optimal use of testing, such as the timing of feedback and the sequencing of complex knowledge domains. Lastly, we consider how to facilitate adoption of this powerful study strategy by physicians and other learners.
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- 2023
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29. Afterlife: The Post-Research Affect and Effect of Software
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Gold, Nicolas E., Lawson, Ian, and Oxtoby, Neil P.
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Software plays an important role in contemporary research. Aside from its use for administering traditional instruments like surveys and in data analysis, the widespread use of mobile and web apps for social, medical and lifestyle engagement has led to software becoming a research intervention in its own right. For example, it is not unusual to find apps being studied for their utility as interventions in health and social life. Since the software may persist in use beyond the life of an investigation, this raises questions as to the extent of ethical duties for researchers involved in its production and/or study towards the participants involved. Key factors identified include the extent of affect created by the software, the effect it has on a participant's life, the length of investigation, cost of maintenance and participant agency. In this article we discuss the issues raised in such situations, considering them in the context of post-research duties of care and suggesting strategies to balance the burden on researchers with the need for ongoing participant support.
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- 2023
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30. The Triple-S Framework: Ensuring Scalable, Sustainable, and Serviceable Practices in Educational Technology
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Moro, Christian, Mills, Kathy A., Phelps, Charlotte, and Birt, James
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Educational institutions are increasingly investing into digital delivery, acquiring new devices, and employing novel software and services. The rising costs associated with maintenance, in combination with increasing redundancy of older technologies, presents multiple challenges. While lesson content itself may not have changed, the educational landscape constantly evolves, where tertiary institutions are incorporating new modes of content delivery, hybrid-style learning, and interactive technologies. Investments into digital expansions must be taken with caution, particularly prior to the procurement of technology, with a need for the proposed interventions' scalability, sustainability, and serviceability to be considered. This article presents the Triple-S framework for educators, administrators, and educational institutions, and outlines examples of its application within curricula. The paper synthesises research evidence to provide the foundation underlying the key principles of the Triple-S framework, presenting a useful model to use when evaluating digital interventions. Utilising the framework for decisions regarding the acquisition of educational technology, devices, software, applications, and online resources can assist in the assurance of viable and appropriate investments.
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- 2023
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31. Spoiler Alert: How Narrative Film Captures Attention
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Cohen, Anna-Lisa, Goldberg, Chaim, Mintz, Jonathan, and Shavalian, Elliot
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"Narrative transportation" is a state of total immersion that arises when one becomes engaged in a story. In Cohen et al. (2015), participants viewed a suspenseful film either with order of scenes intact or scrambled (out of chronological order). Participants had to remember to raise their hand every time they heard a film character say the word "gun." Results revealed participants were less likely to remember this instruction in the intact condition because their attention shifted away from processing their own goals to the goals of the protagonist. In three studies, we examined the boundary conditions of this effect by including a spoiler by telling participants the film ending (Study 1), having participants view the film individually or in groups (Study 2), and offering a reward incentive (Study 3). Overall, results showed that knowing the ending of the story did not improve performance, however, offering an incentive did boost goal maintenance. Implications of these findings are discussed.
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- 2023
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32. Clinical Outcomes of PD Check-In, a Model for Supported Self-Managed Maintenance of Speech in Parkinson's Disease: A Phase 1 Study
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Finnimore, Ann, Theodoros, Deborah, and Rumbach, Anna F.
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Background: For many people with Parkinson's disease (PWPD), the long-term maintenance of speech following intensive treatment remains elusive. PD Check-In, a model for supported self-managed maintenance of speech following LSVT LOUD®, was developed and evaluated. Aims: To evaluate the impact of PD Check-In on vocal intensity and level of satisfaction of PWPD and their communication partners (CPs) over 24 months following LSVT LOUD. Methods & Procedures: A repeated-measures study design examined the impact of PD Check-In on the speech of 16 PWPD. Participants received LSVT LOUD followed by PD Check-In at 6 and 12 weeks, and 6, 12 and 24 months after treatment. Outcome measures included acoustic measures of vocal intensity (sound pressure level--SPL) during sustained phonation, functional phrases, reading, and monologue, and satisfaction questionnaires for PWPD and their CPs. Outcomes & Results: A significant treatment effect for time (p < 0.01) was identified for all SPL variables. Planned comparisons showed significant improvements for each variable pre- to post-LSVT LOUD. There was a significant maintenance effect for SPL maximum sustained phonation only, post-LSVT LOUD to 24 months. SPL remained significantly above baseline for functional phrases and maximum sustained phonation at 24 months. Participants' satisfaction with PD Check-In was high, at 93.75% for PWPD and 79.99% for CPs, at 24 months post-treatment. Long intervals between appointments led PWPD to feel less motivated about speech practice but more confident in self-management. Conclusions & Implications: For PWPD and CPs, maintenance of speech following LSVT LOUD encompasses more than acoustic outcomes.
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- 2023
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33. Learning from Locals: The Impact of Social Networks with Target-Language Speakers during Study Abroad
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Kennedy Terry, Kristen
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Social network analysis (SNA) examines the relationships that an individual speaker creates and maintains with others in order to explain and predict language behavior. Over the past 20 years, SNA has been used by a growing number of researchers to better understand the language learner and the language learning process, especially in the context of study abroad (SA) in the target-language (TL) environment. Some of the earliest applications to L2 acquisition operationalized SNA through primarily qualitative data about learners' attitudes toward the target culture and their interactions with TL speakers (Isabelli-García, 2006; Lybeck, 2002), while later studies have focused on developing quantitative measures of network strength based on criteria such as network density, multiplexity, and dispersion (Baker-Smemoe et al., 2014; Dewey et al., 2012, 2013; Kennedy Terry, 2017, 2022a, 2022b; McManus, 2019). This research establishes the central role of social networks in L2 acquisition and demonstrates how and why SNA has become one of the most effective tools for analyzing and predicting L2 acquisition during SA. This review also considers the increasingly important role of technology in the creation and maintenance of social networks between learners and TL speakers in a world affected by recurring health crises.
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- 2023
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34. Teaching Daily Living Skills to an Adolescent with Autism in a Real-Life Setting
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Dogan, Serap
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Individuals with autism spectrum disorder (ASD) experience difficulties with daily life skills (DLS). Difficulties with DLS create obstacles to independence. To move into adulthood more smoothly, it is critical to teach some DLS during certain periods, such as adolescence. In the present study, the skills of preparing an instant soup, setting the dinner table and placing dirty dishes in the dishwasher were taught to a 16-year-old adolescent with ASD via video modelling presented on a tablet PC. Maintenance and generalisation of the skills, as well as the opinions of the participant, his parents and his brother about the study, were examined. Finally, the participant's level of non-target information acquisition regarding the skills was examined. A multiple probe design across skills, within single-case experimental research designs, was employed in the study. The results show that the participant acquired, maintained and generalised the target skills. The participant and his family members were satisfied with the study.
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- 2023
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35. Science, Infrastructure, Sociality, and Creative Work: Ethnographic Observations on Scientific Knowledge Production from an Arctic Research Station
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Luke Michael Bohanon
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Remote scientific research settings embody a long-term combination of extreme conditions, physical boundedness, and blurred boundaries among work, play, and sleep that challenge traditional notions of how individuals perceive and interact with infrastructure. In such settings, individuals often use creative outlets to form social bonds with on-site colleagues and to document and share their experiences with distant friends and family; furthermore, they frequently--and often unconsciously--practice a more pragmatic form of creative work as they manipulate station infrastructure and use limited materials in innovative ways to facilitate work and domesticate an austere living environment. Despite the critical implications of polar science, the creative processes at work in everyday life in polar research settings have received little scholarly attention. This research seeks to bring attention to this overlooked but important area of study by exploring how, and to what purposes, science and creative work interact through material, technical, and social infrastructures and how these interactions support scientific knowledge production. This research uses literature from information studies, STS (particularly infrastructure studies), sociology, cultural geography, anthropology, and history to ground the ethnographic fieldwork--primarily participant observation--conducted over two-and-a-half months at an Arctic research station during the 2018 summer field season. Subsequent semi-structured interviews with scientists and support staff from the same station augment the ethnographic fieldwork. This research finds that "Infrastructural Hypervisibility" is a characteristic of ICE research environments, and that with time, insiders learn "Infrastructural Hypervigilance," the ability to effectively interact with station infrastructure and prioritize issues that arise with it; in work life, this interaction is particularly important to scientific knowledge production and science-adjacent activities such as maintenance, repair, and planning. "Infrastructural Hypervisibility" can be unsettling, and as such, people push back against this visibility through "Infrastructural Normalization," thereby lessening the foregrounding of infrastructure. Sociality plays a key role in normalization, and within sociality, making and sharing are crucial. Creative work, however, is not just related to sociality, it is also a key component of science that directly relates to the maintenance, repair, and planning work that is so crucial to knowledge production in ICE environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2023
36. Industrial Needs v. Engineering Education Curricula Related to Maintenance, Production and Quality in Industry 4.0: A Gap Analysis Case Study in Tunisia and Morocco
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Elkosantini, Sabeur, Hajri-Gabouj, Sonia, Darmoul, Saber, Kacem, Rami B. H., Ammar, Achraf, Elouadi, Abdelmajid, Ghrairi, Zi, Moalla, Nejib, Bentaha, Mohand L., and Sarraipa, Joao
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To improve the competitiveness of industry in Tunisia and Morocco, local authorities have adopted strategies to support industrial companies in modernizing their value-adding infrastructures. A sustained effort has been dedicated to encouraging industrial organizations to embrace the Industry 4.0 paradigm and technologies. Despite these continued efforts, engaging with Industry 4.0 is still difficult in countries like Tunisia and Morocco, particularly because industrial organizations struggle to find fresh graduates on the job market who are both skilled and qualified in Industry 4.0 operations. The contribution of this article is to initiate a process to better understand and assess the gap between industrial needs and academic offer with respect to Industry 4.0 skills and qualifications, considering the specificities of Tunisia and Morocco. We particularly focus on analyzing to what extent existing curricula in engineering education institutions satisfy or miss industrial needs and requirements in three core industrial business processes: maintenance, production, and quality (MPQ4.0). Therefore, a survey was conducted, from which a set of MPQ4.0 targeted skills and competencies were extracted and synthesized. Based on these skills and competencies, sample engineering education curricula are analyzed, gaps are identified, and recommendations for improvement are offered.
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- 2023
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37. Capital Construction Budget Recommendations and Prioritization, 2021-2023 Biennium for the Nebraska State College System, University of Nebraska, and Nebraska College of Technical Agriculture
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Nebraska's Coordinating Commission for Postsecondary Education
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The Coordinating Commission for Postsecondary Education provides funding and priority recommendations for Nebraska State College, University of Nebraska, and Nebraska College of Technical Agriculture at Curtis (NCTA) capital construction budget requests, as outlined in Nebraska's Constitution and Statutes. The overarching principle used in this process is to provide safe, functional, well-utilized, and well-maintained facilities that support institutional efforts to provide exemplary programs. Section I of this report provides additional detail regarding ongoing routine maintenance, deferred repair, and renovation/remodeling needs at State College and University State-supported facilities. The Commission recommends continued reaffirmation funding of all partially funded capital construction projects as outlined in Section II. Section III outlines the State College, University, and NCTA capital construction budget requests as submitted by their respective governing board. These requests include Task Force for Building Renewal requests from all institutions and individual capital construction budget requests from the State Colleges and University. Funding recommendations are provided in Section IV of this report, including recommended funding modifications. The Commission prioritized 13 individual capital construction budget requests for the 2021-2023 biennium as outlined in Section V. The Commission's prioritized list is aimed at identifying from a statewide perspective the most urgent capital construction needs for the coming biennium. The prioritization is designed to assist the Governor and Legislature in developing a strategy to address the most critical institutional facility needs from a statewide perspective. [For the previous report "Capital Construction Budget Recommendations and Prioritization, 2019-2021 Biennium for the Nebraska State College System, University of Nebraska, and Nebraska College of Technical Agriculture," see ED604766.]
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- 2020
38. State Funding to Ensure Safe and Healthy School Facilities: Lessons for Pennsylvania
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Research for Action, Duffy, Mark, and Lapp, David
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Long before closures due to the coronavirus pandemic, many Pennsylvania schools faced a different health crisis: unsafe facilities. Crumbling buildings, asbestos, lead, and other school facility health and safety risks plague many schools across Pennsylvania, particularly in low-income districts and those that enroll a high percentage of Black and Latinx students. The Commonwealth's failure to provide adequate facilities funding has created what Pennsylvania school administrators and school business officials have called a "growing disparity between those school districts that can address vital school construction, renovation or maintenance needs and those that cannot." This brief: (1) examines available evidence related to the condition of Pennsylvania's school facilities; (2) reviews past, current, and proposed policies related to how the state funds emergency facilities expenses; and (3) discusses how other states provide for emergency school facilities funding. Four findings are discussed in detail and recommendations are provided for how Pennsylvania can improve current funding policy to ensure safe and healthy school facilities and address disparities in district capacity to do so.
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- 2020
39. Managing for Results in America's Great City Schools 2020: Results from Fiscal Year 2018-19. A Report of the Performance Measurement and Benchmarking Project
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Council of the Great City Schools
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In 2002 the Council of the Great City Schools and its members set out to develop performance measures that could be used to improve business operations in urban public school districts. The Council launched the Performance Measurement and Benchmarking Project to achieve these objectives. The purposes of the project were to: (1) Establish a common set of "key performance indicators" (KPIs) in a range of school operations, including business services, finances, human resources, and technology; (2) Use these KPIs to benchmark and compare the performance of the nation's largest urban public school systems; and (3) Use the results to improve operational performance in urban public schools. The teams leading the project's work have used a sophisticated approach to define, collect and validate school-system data. This process calls for each KPI to have a clearly defined purpose to justify its development, and extensive documentation of the "metric definitions" ensures that the expertise of the technical teams is fully captured. At the core of the methodology is the principle of "continuous improvement." The teams are instructed to focus on operational indicators that can be "benchmarked" and are "actionable," and thus can be strategically managed by setting improvement targets. Each page of this report shows detailed information for a single KPI measure. Sections include: (1) Accounts Payable; (2) Cash Management; (3) Compensation; (4) Financial Management; (5) Grants Management; (6) Procurement; (7) Risk Management; (8) Food Services; (9) Maintenance & Operations; (10) Safety & Security; (11) Transportation; (12) Human Resources; and (13) Information Technology. [For the 2019 report, see ED610814.]
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- 2020
40. COVID-19 Considerations for Reopening Schools: Facilities and Logistics
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Kentucky Department of Education
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As districts contemplate how to safely reopen schools for the coming year, it is important that each facility that is used to carry out the mission of the district be maintained to provide a safe and healthy environment. This maintenance involves cleaning and sanitization, modifications supporting social distancing, modification of movement patterns for both vehicular and foot traffic and building security. District administrators should designate a working group of maintenance and custodial staff to assess any additional needs and request resources to provide a safe environment for students and staff. All normal inspections and maintenance functions must be completed as well. General recommendations from the U.S. Centers for Disease Control and Prevention (CDC) for cleaning and disinfecting may be found on the CDC's website. This document provides the following additional considerations and recommendations for districts to contemplate as reopening plans for individual school sites and ancillary buildings are developed: (1) Cleaning and Sanitization; (2) Facility Utilization; (3) Building Systems; (4) Emergency Response Drills; (5) Vehicular Traffic Control; and (6) Drop-Off and Dismissal. A sample site inventory worksheet and sample custodial checklist are included.
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- 2020
41. Making at Home: Interest-Driven Practices and Supportive Relationships in Minoritized Homes
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Peppler, Kylie, Sedas, R. Mishael, and Dahn, Maggie
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The maker movement advocates hands-on making with emerging technologies because of its value for promoting innovative and personally meaningful transdisciplinary learning. Educational research has focused on settings that primarily serve youth from dominant groups, yet we know surprisingly little about making among minoritized youth and the kinds of resources that support their making. This study sought to better understand the extent to which maker practices are present in the lives of minoritized youth and the network of resources that support their engagement. In this study, we analyzed survey responses of 52 youth from an urban, under-resourced community in Chicago and conducted an inductive thematic analysis of 20 interviews through a model of connected learning. Findings showed these youth participated in a diverse range of interest-driven, low-tech maker activities in their own homes more often than in school, after school programs, or through online resources and communities (i.e., YouTube, Internet, social media). Many youths displayed different levels of participation with intergenerational support, as parents and extended family members supported youth in their hands-on making. This work opens up pathways for fostering connected learning opportunities within minoritized communities by building on existing learning experiences within home settings and supportive relationships.
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- 2020
42. Assessment of the Impact of Computer Assisted Instruction on Teaching and Learning in Nigeria: A Theoretical Viewpoint
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Usman, Yunusa Dangara and Madudili, Geraldine Chinyere
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The objective of this study is to determine the impact of computer assisted instruction (CAI) on teaching and learning in Nigeria. The methodology adopted for the study is secondary data analysis. Two research questions were used to guide the study to a logical conclusion. The concept of CAI is discussed together with a review of some of the related literature on its impact on teaching and learning in Nigeria. CAI was assessed as having powerful features that could positively improve the performance of teachers and learners in Nigeria and thus transform the education system. However, the study identified some factors militating against the adoption and efficient use of CAI in Nigeria, such as, inadequate funding of the education sector, a poor maintenance culture and the lack of a constant supply of electrical power. Given the findings, the recommendations include the need for adequate funding of the education sector, proper training of staff on the application of CAI and regular supervision of schools to improve the adoption of CAI in the education system in Nigeria.
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- 2020
43. 2019-20 Fingertip Facts
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Utah State Board of Education
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Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Office of Education. This year's Fingertip Facts includes the following data sets: (1) RISE Testing, 2018-19; (2) Utah ASPIRE Testing, 2018-19; (3) 2019 Utah ACT Scores; (4) CTE Career Pathways; (5) 2019 Public Education General Fund; (6) 2019 Number of Licensed Educators; (7) 2018-19 Graduation Rates; (8) 2019 Public School Enrollment Demographics; (9) Public Schools by Grade Level, 2019-20; (10) 2019 Public School Enrollment; (11) Advanced Placement; (12) Concurrent Enrollment; and (13) 2020 Utah State Board of Education. [For "Utah State Board of Education Fingertip Facts, 2018-19," see ED601990.]
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- 2020
44. The Use of Teaching Modules Combined with PBC for Increasing Two Preschool Teachers' Use of Selected Play Support Practices
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Keim, Kahlie Meara
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Teachers can play important roles in supporting children's development through play, but require training to better understand this role. Practice-based coaching shows promise in its ability to train teachers in use of evidence-based practice, but has not been used for play support practices. The present study sought to explore using practice-based coaching combined with instructional modules on play support practices to examine whether teachers' use of play support practices increased. A coach conducted frequency counts during 3 initial thirty-minute observation sessions to measure the teachers' incidence of play support practices during baseline. Then, the teachers were given access to an introductory webinar. Teachers were presented a menu of play support practices with definitions to choose a practice to target during coaching. After baseline, the coach shared instructional modules during the first coaching session. Intervention consisted of three observation and coaching sessions in which the coach (1) collected observation data and frequency counts of the teacher's use of the targeted practice, (2) shared from the observation session with the teacher, (3) gave supportive feedback and allowed for questions, and (4) reviewed the Action Plan Form with the teacher. One additional observation followed to collect 10 maintenance data. Data analysis revealed an increased incidence of the teachers' targeted play support practice after practice-based coaching combined with learning modules, with an increase for both teachers during maintenance. These findings suggest that teachers can show increases in their use of a play support practice after using learning modules and practice-based coaching.
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- 2020
45. The Effects of an Oral Narrative Intervention on the Fictional Narratives of Children with Autism Spectrum Disorder and Language Disorder
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Favot, Kate, Carter, Mark, and Stephenson, Jennifer
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A multiple probe across participants design was used to examine the effects of intervention on reality-based fictional narratives. Four boys with autism spectrum disorder (ASD) and language disorder, aged 9-10, participated in a 1:1 intervention targeting the narrative macrostructure elements of character, setting, problem, feelings, and fix. Intervention involved clinician modelling, participants saying the entire narrative, narrative stimulus pictures, and macrostructure icons. An intervention effect, maintenance, and generalization to fantasy-based fictional narratives were demonstrated for three participants. Social validity measures indicated that a naive observer-rated post-intervention narratives as better than pre-intervention narratives. This study adds to the limited research into narrative intervention with children with ASD and co-occurring language disorder. The highly structured and semi-scripted intervention could be adapted to be delivered by teachers in small groups in the classroom. Areas for future research include implementing the intervention with small groups and targeting more complex narrative macrostructure.
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- 2022
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46. Video Interaction Guidance: Practitioners' Perspectives on Longer-Term Outcomes
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Dodsworth, Emily, Bond, Caroline, and Kelly, Catherine
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Aim: There is a growing evidence-base for the effectiveness of Video Interaction Guidance (VIG) in enhancing communication within relationships. However, its longer-term outcomes are unclear. This paper explores practitioners' views and experiences in relation to VIG's longer-term outcomes. Method: Findings from studies that evaluate VIG's effectiveness were discussed in a focus group of 11 VIG practitioners in the context of their views and experiences. Key concepts were identified through thematic analysis and used to devise a questionnaire, which was completed by 26 VIG-trained Educational Psychologists (EPs); responses were categorised using content analysis. Findings: Practitioners propose several factors that might contribute to maintenance or decay of outcomes. Findings suggest there is variation in practice relating to longer-term outcomes. Opportunities for development are discussed in relation to research, training and practice. Limitations: The main phase of this research focused on VIG practice in educational psychology, potentially limiting transferability to other contexts. Conclusions: A model is proposed for the delivery of VIG, based on EP practitioners' suggestions for enhancing maintenance of outcomes beyond the end of the intervention. Implications for training and research are also discussed.
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- 2022
47. Parent Coaching via Telepractice for Children from Latinx Backgrounds with Autism Spectrum Disorder
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Yllades, Valeria A., Ganz, J. B., Wattanawongwan, Sanikan, Dunn, Claudia, and Pierson, Lauren M.
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Individuals with autism spectrum disorder from bilingual homes have to learn and discriminate which language to use across settings and different people. Language instruction is complicated by the core deficits in social communication, which is common in individuals with autism spectrum disorder. Using a single case, multiple probe design across three parent-child dyads between 3 and 6 years from Spanish speaking backgrounds, the present study examined the effect of telepractice-based parent coaching in a multimodal communication intervention. Culturally responsive approaches were integrated within the coaching model, including targeted interview questions. There was also a 15-item rubric used for identifying criteria for culturally responsive research. Findings indicate that the use of multimodal communication intervention via telepractice parent coaching showed promising results. We can conclude that this approach can be a beneficial tool to help family members improve communication for bilingual children with autism spectrum disorder.
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- 2022
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48. Using Video Modeling, Explicit Instruction, and Augmented Reality to Teach Mathematics to Students with Disabilities
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Morris, Jared R., Hughes, Elizabeth M., Stocker, James D., and Davis, Emelie S.
- Abstract
Students with exceptionalities who do not make adequate progress with core instruction in mathematics require more intensive research-based interventions such as explicit instruction or video modeling to address instructional needs. This study examined the effects of combining point-of-view video modeling, explicit instruction, and augmented reality to teach mathematics to students with disabilities. The researchers employed a multiple baseline across skills, single-subject research design to evaluate the effects of the intervention on student performance across four mathematics skills. Two eighth grade students identified as having a disability impacting mathematics, one with autism spectrum disorder and one with a specific learning disability, participated in the study. Visual analysis determined a functional relationship between the dependent and independent variables. Tau-U result for the intervention phase was 1.0 across all four skills for each participant. Participants demonstrated high levels of maintenance, and with one exception, students were able to apply the skills to word problems without additional training. Limitations and implications for future research and practice are discussed.
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- 2022
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49. Summer Friends and Physical Activity: Social Network Effects on Child Self-Reported Physical Activity at Summer Care Programs
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Prochnow, Tyler, Patterson, Megan S., Bridges Hamilton, Christina N., and Umstattd Meyer, M. Renée
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Summer is a time of reduced physical activity (PA) for children; however, summer care programs (SCPs) can provide opportunities for children to be active and foster friendships. This study investigated associations between PA and friendship formation at SCPs. Children (ages 8-12 years) from two SCPs reported demographics, PA, and up to five friends at the program. Exponential random graph modeling determined significant factors associated with connections at each time point and between time points. PA was a significant factor in sending and maintaining friendship connections. A further understanding of the social dynamics which assist in the maintenance of PA behaviors during summer may improve the odds children engage in the recommended amounts of PA during this crucial time.
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- 2022
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50. Development of an App-Based Maintenance Programme to Promote Skin Protection Behaviour for Patients with Work-Related Skin Diseases
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Ristow, Nele, Wilke, Annika, Malte John, Swen, and Ludewig, Michaela
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Objectives: Digital interventions are increasingly used to support behaviour change. In the prevention of chronic work-related skin diseases, the sustainable implementation of appropriate skin protection behaviour following tertiary individual prevention is important. However, there exists no intervention to support the maintenance of these behaviour changes until now. We report the systematic development of a technology-based maintenance programme to support patients to sustainably implement skin protection behaviour and to overcome barriers. Design: Complex intervention development based on a five-step multi-methods process. Setting: Tertiary individual prevention of work-related skin disease in Germany. Methods: Intervention development comprised the following steps--literature review, qualitative focus groups with stakeholders, quantitative assessment of the patients' needs, development of a programme theory, and intervention development and concept validation. Results: We developed a concept for a complex intervention based on results from the literature review, with seven reviews meeting the criteria; qualitative focus groups involving three dermatologists, five health educators, two psychologists and three employees of an accident insurance institution; and a quantitative needs assessment with 72 patients. Key requirements were derived from this process: for example, the need to develop an app to self-monitor skin protection behaviour and skin condition and to inform the individual about ways of dealing with barriers encountered during the uptake and maintenance of skin protection behaviour. In addition, patients will participate in an individual goal-setting exercise to identify individual behavioural goals. Conclusion: A technology-based approach to the prevention of work-related skin diseases was developed. During the process of development, the perspectives of relevant stakeholders and the target group were considered in a participatory way.
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- 2022
- Full Text
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