Graduate School Curriculum Committee Report, April 2023

April 2023 new course proposals before the Graduate School Curriculum Committee

Impacts of School Organization and Signaling on Incentives to Learn in France, the Netherlands, England, Scotland and the United States

[Excerpt] Despite similar cultural roots and standards of living, the secondary education systems of France, the Netherlands, England, Scotland and the United States produce remarkably different levels of achievement in mathematics and science. When one examines achievement at a given age. the French and Dutch have learned the most. Americans the least and the British are somewhere in between. In reading ability, however, the students of the five countries are roughly equal. High achievement in France and the Netherlands has not been achieved by pushing slow students out of upper secondary school. The ratios of upper secondary students to the age cohort are as high in France and tbe Netherlands as in the U.S. and far ahead of England and Scotland. What accounts for this pattern

Carer Supports in Reading-Writing for Children with Learning Difficulties: An Exploratory Cross-Sectional Pilot Survey

When carers are involved in the reading-writing activities of their children at home, their academic performance shows improvement. In this study, a descriptive exploratory survey research design is used to evaluate the nature, type, length, quality, quantity, extensity, and intensity of such carer supports. Following a six-step tool development process, including a review of the relevant tools, and expert validation, an investigator-designed 10-item unstructured questionnaire was administered through open-ended interviews with a random sample of 143 carers of 120 students (comprised of 60 boys and 60 girls in the age group of 6-15 years) suspected of academic difficulties. The derived data in the form of yes/no responses and descriptive narrations by carers was recorded, content-analyzed, coded, scored, and collaboratively evaluated as frequency counts, percentages, and inferential non-parametric statistics. The results were analysed for key parameters like (i) place of study; (ii) time of study; (iii) study materials; (iv) initiation to study; (v) availability of support; (vi) timetable or curriculum; (vii) supervision; (viii) extracurricular activities; (ix) gadget use; and, (x) future goals. The findings are profiled, discussed, and highlighted along with recommended remedies in light of their implications or utility for reading-writing in such affected children. Keywords: Parents, home settings, study habits, gadget use DOI: 10.7176/JEP/14-24-05 Publication date:August 31st 202

2016-17 Graduate Bulletin

After 2003 the University of Dayton Bulletin went exclusively online. This copy was downloaded from the University of Dayton\u27s website in March 2018.https://ecommons.udayton.edu/bulletin_grad/1047/thumbnail.jp

2017-18 Graduate Bulletin

After 2003 the University of Dayton Bulletin went exclusively online. This copy was downloaded from the University of Dayton\u27s website in March 2018.https://ecommons.udayton.edu/bulletin_grad/1048/thumbnail.jp

An Empirical Study on Ambient Conditions and Learning Effectiveness of State Universities in Sri Lanka: A Case Study in Selected Faculties of the University of Sri Jayewardenepura

This study examined the relationship between the ambient conditions and the learning effectiveness of undergraduates at state universities in Sri Lanka based on a case study conducted at University of Sri Jayewardenepura. A The general objective of this research is to identify the relationship between ambient conditions in the physical environment to enhance the learning effectiveness of state university undergraduates. Ambient conditions: temperature, Lighting, Seat Arrangements, Ambient Intelligence, and Color were the independent variables of the research whereas Learning effectiveness was the dependent variable. A hundred undergraduates from two faculties of the university were selected through a random sampling method and collected data through a structured questionnaire. Both quantitative and qualitative approaches were utilized in the analysis. The correlation analysis has been employed to identify the relationship between ambient conditions and learning effectiveness. Ten hypotheses were tested using the Pearson correlation test and all the hypotheses were rejected. Further, the study employed another four tests named Mean analysis, Demographic profile, Existing facilities, and Ambient preferences. As per the findings of the study all the tested ambient conditions create a positive relationship with the learning effectiveness of the undergraduates in both faculties. However, due to the multiple regression results, only the Temperature and Lighting create an impact on learning effectiveness. Most of the architects and educational administers were faced with difficulties in creating comfortable environments to develop learning effectiveness. Therefore, these findings can suggest the best solutions for a better learning environment. Moreover, developers can add some features to the learning environment based on student’s feedback.   © 2022 The Authors. Published by Department of Estate Management and Valuation, University of Sri Jayewardenepura. Keywords: Learning Effectiveness, Undergraduates, Education, Ambient Condition

2014-15 Graduate Bulletin

After 2003 the University of Dayton Bulletin went exclusively online. This copy was downloaded from the University of Dayton\u27s website.https://ecommons.udayton.edu/bulletin_grad/1009/thumbnail.jp