Digital background calibration algorithm and its FPGA implementation for timing mismatch correction of time-interleaved ADC

Sample time error can degrade the performance of time-interleaved analog to digital converters (TIADCs). A fully digital background algorithm is presented in this paper to estimate and correct the timing mismatch errors between four interleaved channels, together with its hardware implementation. The proposed algorithm provides low computation burden and high performance. It is based on the simplified representation of the coefficients of the Lagrange interpolator. Simulation results show that it can suppress error tones in all of the Nyquist band. Results show that, for a four-channel TIADC with 10-bit resolution, the proposed algorithm improves the signal to noise and distortion ratio (SNDR) and spurious-free dynamic range (SFDR) by 19.27 dB and 35.2 dB, respectively. This analysis was done for an input signal frequency of 0.09fs. In the case of an input signal frequency of 0.45fs, an improvement by 33.06 dB and 43.14 dB is respectively achieved in SNDR and SFDR. In addition to the simulation, the algorithm was implemented in hardware for real-time evaluation. The low computational burden of the algorithm allowed an FPGA implementation with a low logic resource usage and a high system clock speed (926.95 MHz for four channel algorithm implementation). Thus, the proposed architecture can be used as a post-processing algorithm in host processors for data acquisition systems to improve the performance of TIADC

Using video for the identification and assessment of learning in initial teacher education

A project which looked at video analysis of student teachers' work

Using Video to Develop Skills in Reflection in Teacher Education Students

Teacher education students confront the challenging task of acquiring a unique and complex set of skills during their courses. These skills are acquired through the study of education theory together with practical experience in the classroom. Perhaps one of the most important skills that students quickly need to develop is that of reflective practice. It is only through a critical and detailed analysis of their performance that strengths and weaknesses can be ascertained and addressed. Video has been used as a tool in teacher education for many years and provides a means by which a teaching episode can be captured more permanently to be used as a point of reference for reflection. This paper discusses the concept of reflection and examines the use of video to enhance the development of these reflective practice skills in a cohort of Graduate Diploma of Education students. Students indicated that that the use of video, in conjunction with written feedback from teachers, had enhanced their capacity to reflect on their teaching skills

Regular and special educators\u27 attitudes towards dual certification

The purpose of this study was to determine the attitudes of regular and special education teachers towards dual certification. In this study the attitudes of elementary, special and dual certified teachers are compared. An attitude survey designed by the researcher was administered to 62 subjects. From this population, approximately 31 of the subjects were certified as regular education teachers, 17 were certified as special education teachers and 14 were certified in both special and regular education. Tests of significance and percentages of subjects responses were conducted to analyze the data. Also, a Scheffe F-test was conducted to determine precisely which groups were significantly different. The results indicate that the dual certified teachers had a more favorable attitude towards present teachers becoming dual certified than the elementary and the special education teachers

Sharing our Stories: A Personal Narrative Literacy Curriculum for Grades 3-5

This thesis began out of my curiosity about the ways to set up a classroom to best support growing readers and writers. As my exploration into literacy continued, I decided to create a personal narrative unit with several foundational literacy skills, strategies, and practices for students to develop. With variety, authenticity, and modeling as the key pillars in planning, alignment to skills and standards will be embedded in genuine literacy experiences. The choice to engage in a genre study of personal narrative was due to its developmental appropriateness, potential for community building, and opportunity to share a range of stories. Using resources from The No-Nonsense Guide to Teaching Writing (Davis & Hill, 2003), Classrooms that Work: They Can All Read and Write (Cunningham & Allington, 2016), and The Continuum of Literacy Learning: Grades PreK-8 (Fountas & Pinnell, 2011) as foundations, an adaptable, six-week curriculum is suggested

Asynchronous Electronic Feedback for Faculty Peer Review: Formative Feedback That Makes a Difference

This case study at Embry-Riddle Aeronautical University - Daytona Beach campus (ERAU-DB) describes the process of facilitating a faculty peer observation model that uses asynchronous electronic feedback through the Teaching Partners program offered by the Center for Teaching and Learning Excellence (CTLE). This practical, hybrid model of peer observation builds on practices found in current models and uses digital recording and web-based software to encourage faculty feedback that will positively impact their pedagogical practice. The results of this study suggest to truly cultivate a dialogue between faculty and/or education developer in the process, the goals should be clearly stated, the reflection should be clearly defined using the current research when possible, and the process should be modeled in practice. This comparative analysis also suggests that the hybrid model of evaluation, coupled with the implementation of video asynchronous electronic commenting system, resulted in increased faculty reflection and impacted classroom instruction