Delimitations. Administrative or supervisory personnel are expressly excluded from the terms and 17 conditions of the Agreement, i.e., Superintendent, Assistant Superintendent(s), Principal(s), Federal Projects 18 Coordinator(s), Assistant Principal(s), Director(s) of Vocational Education, Athletic Director, and such 19 other supervisory positions as expressed or intended within the meaning of the Public Employment
Delimitations. 1. All participants will be middle school students, Grades 6, 7 and 8.
Delimitations. 1. In an attempt to gain a better understanding of the issues facing school principals and systems employed to support them by central offices today, this researcher chose only to utilize public school districts in the study. This prevented getting the input and information on systems utilized in private and independent charter schools.
Delimitations. 1. The parent-participants were of Mexican nationality and lower socioeconomic means; hence, the findings may not be relevant to other Latino nationalities, different cultures, or parents of higher socioeconomic levels.
Delimitations. 5.1 Faults with a suspensive effect In certain situations, TDC is unable to perform fault correction due to circumstances beyond TDC’s control. Such situations include:
Delimitations. College and career preparation is a broad topic and could impact various aspects of high school education. Several delimitations were identified so that the research questions can be addressed. The high schools in the identified district include specialty schools, dependent charter schools, and alternative and comprehensive high schools. Private and independent charter high schools located within the boundaries of the identified district will not be included in this study. Participants for this study are high school graduates who are at least 23 years of age. Non-high school graduates and graduates younger than 23 years old will not be considered because they would not have had the opportunity to complete high school or the time to finish college, trade school, and enter the workforce. High school staff members and their perceptions of college and career preparation will not be an aspect of this study so that the research findings only consider the students’ points of view. Organization of the Study This research study is organized into five chapters. The first chapter introduces the research problem, theoretical framework, research questions to identify, and an introduction to the research methodology that supports the application of this research study. Chapter 2, the review of literature, provides information that addresses the research question. Chapter 3 is an explanation of the research instrument and how it will be applied, analyzed, and utilized to reach a conclusion. Chapter 4 will discuss the research instrument’s findings. Chapter 5 (the final chapter) will summarize the findings from the research instrument, address each research question, and provide recommendations for future research in the area of college and career.
Delimitations. Gender, ethnicity, and age were not taken into consideration when conducting the study. Additionally, teachers’ experience in the classroom, their performance status at the time of the study were not contributing factors to this study. This study includes the data collected from teachers at three comprehensive high schools in a suburban school district. It was assumed that the teachers honestly responded to the survey and those responses accurately reflected their experience and professional opinions.
Delimitations. Hispanic students make up the majority (96%) of the students in the school district for this sample. Similar to all students in California, there is an achievement gap in this sample between the White and Hispanic students, even when controlling for low socioeconomic disadvantaged (SED) status (Tecker, 2018). Stereotyping and the stereo-type threat are considered as delimitations. Therefore, the impact of ethnic identity and stereotype threat on students’ academic achievement must be considered. Researchers and educators can now plausibly reason that intellectual competence is not an innate quality inside a person’s brain, but rather a product comprised of interactions with others. Researchers Xxxxxx and Xxxxxxx (2007) introduced the term “stereotype threat” to describe how people cope with negative stereotypes about their group, specifically those related to intelligence. They argue that the achievement gap is partly caused by the “psychology of stereotyping and stigma, namely, the way people are influenced by stereotypes of intellectual inferiority” (Xxxxxx & Xxxxxxx, 1995, p. 798). For example, people affected by stereotype threat may wonder about the validity of the stereotype, worry about how their performance may confirm the stereotype and may begin to believe that the stereotype correctly points to an innate lack of ability in members of their group. Even if the person does not believe the stereotype, simple awareness can affect academic achievement. The research shows that “a student need never encounter actual prejudice or differential treatment . . . to be meaningfully affected by stereotypes. Just the mere knowledge of a stereotype can influence [their] thinking and behavior” (Xxxxxx & Xxxxxxx, 1995, p. 798). Children can be significantly affected by negative stereotypes about their group’s intellectual abilities around the age of 11 or 12 (Good et al., 2003). For example, by middle childhood, “most American children have learned that blacks and Latinos are less intelligent than whites, that Asians are good at math, while girls are not, that blacks are better athletes than whites, and so on” (Xxxxxx & Xxxxxxx, 1995, p. 797). Students affected by stereotype threat experience self-doubt and anxiety that undermine their achievement. Stereotypes about low ability can cause students to attribute poor performance or difficulty with a task to an internal, fixed characteristic rather than to a surmountable challenge that can be addressed with increased ...
Delimitations. I conducted this study in the district where I am employed. As a result, a convenience sample was conducted. Despite having a convenience sample and limiting generalizability, access to this sample gave me the opportunity to gain a deeper understanding of parents of Latino GATE students in this small and familiar sample. This is also a population that has been understudied and any information is invaluable in this field. There is little literature about Latino GATE student parental involvement and this study served as a basis for further research. Moreover, the 2020 COVID-19 pandemic made it so that all interviews were conducted via Zoom. This form of interviews could have made parents feel more apt to sharing their responses as they were in the comfort of their homes and convenience. Additionally, virtual GATE parent meetings made it so that I could share the SurveyMonkey link in the chat. I was able to get more responses than if I had passed out my survey on paper at various GATE parent meetings throughout the school year.
Delimitations. In the demonstrator for the Iron Ore Line, the interactive HMI for the traffic controller is not implemented. However, in the STEG implementation in Boden, a fully interactive system is in full operation. Future research will combine these two innovations: the in- teractive system and the supportive optimization algorithms (PMM) developed in ON- TIME. For the evaluation studies presented in this document, the focus is on the operational re-planning performed by the PMM, and the connections to the DAS and train drivers has not been studied. Not all specified scenarios have been evaluated in the simulator and demonstrator system. Some typical scenarios have been selected for more detailed analysis. See be- low. The evaluation is based on the following system structure:
