Browsing by Subject "Case studies"
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Item A school for mainstreaming autistic children(Texas Tech University, 1994-08) Cook, William R.Not availableItem Agricultural romance : constructing and consuming rural life in modern America(2011-05) Hajdik, Anna Thompson; Davis, Janet M.; Hoelscher, Steven D.This dissertation illuminates the links between agriculture, popular culture, social class, and agrarian nostalgia. Using an interdisciplinary approach, I draw from the fields of American Studies, American History, Agricultural History, Environmental Studies, popular culture, and cultural geography. Consisting of four diverse case studies, my project focuses on America's evolving relationship with its agrarian roots from the late eighteenth century to the present. Each case study pays close attention to the ways in which the forces of modern consumerism have shaped public understanding of agricultural issues. The dissertation pivots on two main arguments: 1) the modern realities of industrialized agriculture have sparked a desire for highly romanticized visions of farming, particularly tourism to rural places that promise temporary pastoral transcendence to consumers, and 2) as a result of the public demand for idyllic constructions of American rural life, agrarian nostalgia has frequently been deployed in the service of commerce. From the writings of Thomas Jefferson and Laura Ingalls Wilder, to Currier and Ives painting, Martha Stewart's media empire, and state fairs of the American Midwest, I analyze a variety of highly romanticized cultural forms that enrich our understanding of the nation's agrarian heritage. Yet, I also make important links between the past and present, and demonstrate how and why debates about such issues as farm policy and the politics of food once again stand at the forefront of popular consciousness in the twenty-first century.Item A case study of the experiences of field-dependent students in a community college learning community and the implications for curriculum(2005-05) Carroll, Jonathan David, 1977-; Moore, WilliamConsider the reality that the traditional college curriculum works against community college students -- think of the implications. It is no secret that community college students are the most disadvantaged in higher education, and their chances of succeeding in college are slim. Scholars have pondered this situation for years. Alas, consider if the problem is the structure of the curriculum itself. Specifically, research indicates that community college students tend to be field dependent and the traditional curriculum works against this type of student because it does not provide the type of community support these students require. One way the needs of these students could be met is through learning communities, which are conscious curricular structures that link two or more courses. This curricular tactic offers a way to fulfill the cognitive needs of community college students and enables them to succeed. To determine whether learning communities are an appropriate curricular tactic, the methodology of Interactive Qualitative Analysis (IQA) was used to understand the experiences of field-dependent students. Through focus groups and individual interviews, this method helped to crystallize these common experiences and provide a voice for them. The results substantiated that learning communities provide the peer support, faculty interaction, academic involvement and collaborative learning environment field-dependent students need to succeed. Curricular tactics like learning communities can be utilized to meet the needs of community college students. Rather than employing the traditional curriculum, which works against community college students, curriculum needs to be tailored into applied models like learning communities, which work for them.Item Central office data use : a focus on district and school goals(2009-05) Moll, Kerry Ann; Wayman, Jeffrey C.This study examined the data use of central office administrators working in the Curriculum and Instruction Department of a school district. The purpose of this work was to broaden the knowledge base of data use and of the integral role the central office plays in the district-wide use of data to improve teaching and learning. Two research questions guided the study: (a) How do central office personnel involved in curriculum and instruction use data to support district goals of improved student achievement, and (b) how do central office personnel involved in curriculum and instruction use data to support campus goals of improved student achievement? A qualitative and quantitative data collection process with a single-case study approach included focus groups, individual interviews, and a survey instrument. The data from these components were coded, analyzed, and translated into themes and findings using a 9-step constant-comparative process. This process provided rich description and a comprehensive evaluation of findings to answer the research questions. Findings regarding the use of data within the department of curriculum and instruction at the central office revealed that administrators most often took on the role of data provider. The central office provided reports both to campuses and to comply with federal and state regulations and funding requirements; provided professional development to principals, teachers, and instructional specialists; provided information about student achievement to parents and the greater community; and encouraged the use of data and highlighted the value of data use to inform instructional choices. Further analysis of the data revealed barriers that inhibit the systemic use of data and the ability of school districts to become truly data informed: lack of a common vision for data use, creation of data silos that reduce the ability to collaborate and make cooperative data-based decisions, too much data for consideration, and fragmented implementation of the goal-setting process. These findings contribute to the current literature by demonstrating the importance of the central office in data use. In conclusion, what central office administrators do with data matters, and how the central office uses data to support teacher and principal quality is critical in a district focused on improving teaching and student learning.Item A collection of case studies for verification of reservoir simulators(2012-08) Li, Xue, active 2012; Sepehrnoori, Kamy, 1951-A variety of oil recovery improvement techniques has been developed and applied to the productive life of an oil reservoir. Reservoir simulators have a definitely established role in helping to identify the opportunity and select the most suitable techniques to optimum improvement in reservoir productivity. This is significantly important for those reservoirs whose operating and development costs are relatively expensive, because numerical modeling helps simulate the increased oil productivity process and evaluates the performance without undertaking trials in field. Moreover, rapid development in modeling provides engineers diverse choices. Hence the need for complete and comprehensive case studies is increasing. This study will show the different characteristics of in-house (UTCOMP and GPAS) and commercial simulators and also can validate implementation and development of models in the future. The purpose of this thesis is to present a series of case studies with analytical solutions, in addition to a series of more complicated field cases studies with no exact solution, to verify and test the functionality and efficiency of various simulators. These case studies are performed with three reservoir simulators, including UTCOMP, GPAS, and CMG. UTCOMP and GPAS were both developed at the Center for Petroleum and Geosystem Engineering at The University of Texas at Austin and CMG is a commercial reservoir simulator developed by Computer Modelling Group Ltd. These simulators are first applied to twenty case studies with exact solutions. The simulation results are compared with exact solutions to examine the mathematical formulations and ensure the correctness of program coding. Then, ten more complicated field-scale case studies are performed. These case studies vary in difficulty and complexity, often featuring heterogeneity, larger number of components and wells, and very fine gridblocks.Item Key process attributes and success factors for collaborative academia-industry research in construction industry project management(2013-12) Son, Junghye; O'Brien, William J.; Thomas, Stephen Richard, 1949-Research collaboration between academia and industry is a form of knowledge creation in construction industry project management. This research collaboration is motivated by the intent to provide solutions to issues and problems that industry faces through research expertise and a scientific approach. Notwithstanding the potential benefits acknowledged by researchers, collaborative academia-industry research has not been sufficiently explored and there only exist a few studies addressing research success and success factors. Several main reasons for this include; 1) the success of collaborative academia-industry research has not been well defined, 2) there exist limited empirical studies, and 3) the research process of collaborative academia-industry research has not been systematically investigated. The primary purpose of this study is to improve the process of the collaborative academia-industry research for construction industry project management by identifying key process attributes and success factors. First, this study suggests a definition of the success and success criteria of collaborative academia-industry research based on literature review. Then this study evaluated more than 150 research efforts of the Construction Industry Institute (CII), a non-profit research organization sponsoring academia-industry collaborative research for more than 30 years, against the established success criteria to identify successful and less than successful research efforts. Multiple methods were adopted for the evaluation including web-based surveys, research product dissemination data, journal citation counts, and expert group assessment. By analysis and triangulation of the data collected from those multiple sources, this study identified 11 research efforts for further analyses. In-depth cases studies on the 11 research efforts were conducted focusing on the research process through interviews with a total of 39 academics and industry practitioners who participated in those research efforts. Information from interviews and other relevant data were analyzed for each case as well as across the 11 cases to identify key process attributes and factors contributing to research success. Consolidated findings from the cross-case analyses generated 9 key process attributes and associated success factors with significant potential to improve the research process of collaborative academia-industry research.Item Managing software requirements for small sized companies(2011-05) Benadikar, Teema Chandrakant; Ambler, Tony; McCann, BruceThis thesis considers the requirement engineering process from the small scale industries point of view. It begins with a brief introduction to software requirements and then proceeds to a detailed study of the requirement engineering process. The later part of the thesis considers Business Process Modeling and how it helps in understanding any business in a better way and how conceptual model helps in extracting business requirements from any particular business scenario. The Object Oriented Technique is used for building the conceptual model. The thesis concludes with a case study.Item Reading intervention and extended-day reading programs for intermediate grade students : a case study(2007-05) Porter, Jennifer Rhea, 1976-; Field, Sherry L.The purpose of this study was to develop a case study to understand the processes and outcomes of reading intervention as conducted in the specific context of a large school district in north Texas. In particular, the study examined how students were identified as needing reading intervention and their subsequent success on measures of reading achievement over a period of three years in comparison with students who were not identified for reading intervention. This study employed a sequential mixed methods design in which the collection and analysis of quantitative data preceded qualitative data collection and analysis. Interview data were collected to illuminate the processes and challenges of conducting reading intervention in the classroom setting. The findings determined that the district is successful in its aims related to reading achievement on standardized measures of reading in grades three, four, and five despite a lack of evidence that success could be contributed solely to the provision of reading intervention. Three findings emerged: 1) students were served with a combination of services determined by each campus in the study, 2) teachers' provision of reading instruction did not align with district recommendations, and 3) students identified for reading intervention and served with either of the intervention programs were successful on measures of reading achievement but did not attain similar levels of achievement as non-identified peers.Item Resident assistants' conflict styles at Texas Tech University: a case study(Texas Tech University, 2001-05) Pysz, Dana RossNot available