Purpose of the Study and Research Questions Sample Clauses

Purpose of the Study and Research Questions. The purpose of this qualitative case-study research is to explore Kazakhstani primary and secondary school teachers’ perceptions toward formative assessment implementation at one public school in the Akmola region. This study aims to investigate teachers’ experiences, feelings, and understandings of formative assessment, in hopes of proposing ideas to strengthen the assessment process. Therefore, it is necessary to consider how Kazakhstani teachers understand formative assessment and techniques, to enhance students’ learning. To have an in-depth understanding of teacher perceptions toward assessment, particularly formative assessment, this paper explores the perceptions of experienced teachers, who received courses on assessment and novice teachers, who did not have courses on formative assessment. Likewise, these two groups of teachers vary according to their age, ethnicity, and gender. In doing so, this study asks: What are Kazakhstani school teachers’ perceptions regarding assessment, more particularly formative assessment? Additionally, the following sub- questions are considered:
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Purpose of the Study and Research Questions. The current study aims to delve into the concerns of equity in gifted education programs. In particular, the study attempts to reveal principals’ attitudes regarding equitable access to gifted education. By employing a qualitative research design, this study aimed at investigating the following research questions: Overarching question: What are principals’ views on equity and access to gifted education programs? Sub-questions: Do the school enrollment policies consider equity issues? What are some possible barriers to ensuring equitable access? What do principals think could be done to overcome potential problems in admission?
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Purpose of the Study and Research Questions. The purpose of this qualitative case-study is to explore the understandings of global citizenship education among teachers at one public school. All academic subjects play a significant role in global citizenship education. The disciplines that are taught in secondary school, however, which are mainly related to the study of people, conditions, and locations at home and around the world, are especially important to adopt in students the beliefs and thoughts usually mentioned as essential for global citizenship. The researcher analyzed different subjects such as Maths, English, Kazakh language, Russian language, Physics, Chemistry, and Physical Education for its emphasis on “global citizenship education”. For the purpose of this study, the following questions are addressed: Primarily, What are Kazakhstani secondary school teachers’ perceptions toward “global citizenship education? Additional sub-questions include, How do classroom teachers understand their roles and responsibilities in preparing students for “global citizenship?”; What are ways in which teachers’ promoting “global citizenship” within classroom practice?; What are the challenges of teachers in preparing students for “global citizenship”? Significance of the study/contributions Maximizing global awareness and international collaboration during students’ formative years makes them more tolerant people who appreciate and see value in diversity and difference. Students will be encouraged to see things from different perspectives and to make informed decisions, helping them to acquire transferable skills that will be useful for the rest of their lives. The research shows the importance of integrating global awareness into the different subjects of the curriculum; the need of getting professional development trainings for teachers and practitioners. Chapter Two: Literature Review and Theoretical/Conceptual Frameworks In the previous chapter, background of the problem was introduced and its significance to the area of education was presented. This section reviews the relevant literature on global citizenship education, its theories and practice. This part will also include discussions about teachers’ understanding of GCE, GCE curriculum and teachers’ practices, Educational Change, and Teacher learning about GCE.
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  • Research Questions The study addresses the following questions.

  • Research Use The Requester agrees that if access is approved, (1) the PI named in the DAR and (2) those named in the “Senior/Key Person Profile” section of the DAR, including the Information Technology Director and any trainee, employee, or contractor1 working on the proposed research project under the direct oversight of these individuals, shall become Approved Users of the requested dataset(s). Research use will occur solely in connection with the approved research project described in the DAR, which includes a 1-2 paragraph description of the proposed research (i.e., a Research Use Statement). Investigators interested in using Cloud Computing for data storage and analysis must request permission to use Cloud Computing in the DAR and identify the Cloud Service Provider (CSP) or providers and/or Private Cloud System (PCS) that they propose to use. They must also submit a Cloud Computing Use Statement as part of the DAR that describes the type of service and how it will be used to carry out the proposed research as described in the Research Use Statement. If the Approved Users plan to collaborate with investigators outside the Requester, the investigators at each external site must submit an independent DAR using the same project title and Research Use Statement, and if using the cloud, Cloud Computing Use Statement. New uses of these data outside those described in the DAR will require submission of a new DAR; modifications to the research project will require submission of an amendment to this application (e.g., adding or deleting Requester Collaborators from the Requester, adding datasets to an approved project). Access to the requested dataset(s) is granted for a period of one (1) year, with the option to renew access or close-out a project at the end of that year. Submitting Investigator(s), or their collaborators, who provided the data or samples used to generate controlled-access datasets subject to the NIH GDS Policy and who have Institutional Review Board (IRB) approval and who meet any other study specific terms of access, are exempt from the limitation on the scope of the research use as defined in the DAR.

  • Collaboration We believe joint effort toward common goals achieves trust and produces greater impact for L.A. County’s youngest children and their families.

  • Technology Research Analyst Job# 1810 General Characteristics Maintains a strong understanding of the enterprise’s IT systems and architectures. Assists in the analysis of the requirements for the enterprise and applying emerging technologies to support long-term business objectives. Responsible for researching, collecting, and disseminating information on emerging technologies and key learnings throughout the enterprise. Researches and recommends changes to foundation architecture. Supports research projects to identify and evaluate emerging technologies. Interfaces with users and staff to evaluate possible implementation of the new technology in the enterprise, consistent with the goal of improving existing systems and technologies and in meeting the needs of the business. Analyzes and researches process of deployment and assists in this process.

  • Research Design The data generated by excavations at the prehistoric site(s) will be used to examine at least three topics: (1) chronology; (2) technology; and (3) subsistence practices. Insights into changing patterns of community organization may also be granted, as may insights into changes in social organization. The data recovered will then be compared to data from other regional sites.

  • Preparatory Contract Negotiations Meetings Where operational requirements permit, the Employer will grant leave without pay to an employee to attend preparatory contract negotiations meetings.

  • Research Support opioid abatement research that may include, but is not limited to, the following:

  • Development Agreement As soon as reasonably practicable following the ISO’s selection of a transmission Generator Deactivation Solution, the ISO shall tender to the Developer that proposed the selected transmission Generator Deactivation Solution a draft Development Agreement, with draft appendices completed by the ISO to the extent practicable, for review and completion by the Developer. The draft Development Agreement shall be in the form of the ISO’s Commission-approved Development Agreement for its reliability planning process, which is in Appendix C in Section 31.7 of Attachment Y of the ISO OATT, as amended by the ISO to reflect the Generator Deactivation Process. The ISO and the Developer shall finalize the Development Agreement and appendices as soon as reasonably practicable after the ISO’s tendering of the draft Development Agreement. For purposes of finalizing the Development Agreement, the ISO and Developer shall develop the description and dates for the milestones necessary to develop and construct the selected project by the required in-service date identified in the Generator Deactivation Assessment, including the milestones for obtaining all necessary authorizations. Any milestone that requires action by a Connecting Transmission Owner or Affected System Operator identified pursuant to Attachment P of the ISO OATT to complete must be included as an Advisory Milestone, as that term is defined in the Development Agreement. If the ISO or the Developer determines that negotiations are at an impasse, the ISO may file the Development Agreement in unexecuted form with the Commission on its own, or following the Developer’s request in writing that the agreement be filed unexecuted. If the Development Agreement is executed by both parties, the ISO shall file the agreement with the Commission for its acceptance within ten (10) Business Days after the execution of the Development Agreement by both parties. If the Developer requests that the Development Agreement be filed unexecuted, the ISO shall file the agreement at the Commission within ten (10) Business Days of receipt of the request from the Developer. The ISO will draft, to the extent practicable, the portions of the Development Agreement and appendices that are in dispute and will provide an explanation to the Commission of any matters as to which the parties disagree. The Developer will provide in a separate filing any comments that it has on the unexecuted agreement, including any alternative positions it may have with respect to the disputed provisions. Upon the ISO’s and the Developer’s execution of the Development Agreement or the ISO’s filing of an unexecuted Development Agreement with the Commission, the ISO and the Developer shall perform their respective obligations in accordance with the terms of the Development Agreement that are not in dispute, subject to modification by the Commission. The Connecting Transmission Owner(s) and Affected System Operator(s) that are identified in Attachment P of the ISO OATT in connection with the selected transmission Generator Deactivation Solution shall act in good faith in timely performing their obligations that are required for the Developer to satisfy its obligations under the Development Agreement.

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  • Research Project 3.1 These Materials and Data will be used by Recipient's PI solely in connection with the Research Project, as named and described in the attached research application (insert Research Project name below):

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