Other
Permanent URI for this collection
Browse
Recent Submissions
Publication Learning Trajectory-Oriented Formative Assessment in the Early Grades: Findings from Year 2(Consortium for Policy Research in Education, 2024-12-04) Caroline B. Ebby; Karina G. Diaz; Brittany HessThis report presents the second-year results from the Learning Trajectory-Oriented Formative Assessment in the Early Grades study, funded by the Heising Simons Foundation. The study explored the impact of a professional development and formative assessment system called the Ongoing Assessment Project (OGAP) for K-2 mathematics instruction in a set of urban elementary schools. The intervention was supported in six schools in the first year and then expanded to 15 schools in the second year. Teachers in the control condition received “business as usual” or district-provided mathematics professional development, but no OGAP training. Results from Phase 1 of the study showed significant effects on a district-administered curriculum-based assessment of math competency for K-3 students in the six treatment schools. To evaluate the medium-term impacts of this intervention, Phase 2 of the study followed two cohorts: Cohort 1 treatment and control students were assessed after two years of implementation to determine the effects over a longer duration, while Cohort 2 students were evaluated after their first year of exposure and compared to a newly matched comparison group. The primary focus of the second phase of the study was to (1) continue to explore the impacts on K-3 students’ math performance; (2) explore the variation in teachers’ beliefs, knowledge, perceptions of school support, time teaching math daily, and professional development and follow-up support received; (3) begin to understand how trained teachers used the knowledge gained in OGAP training to inform their use of curriculum resources for mathematics instruction.Publication Supplementary Materials: Algorithmic Design of Kinematic Trees Based on CSC Dubins Planning for Link Shapes(2024-10-08) Feshbach, Daniel Adam; Chen, Wei-Hsi; Xu, Ling; Schaumburg, Emil; Huang, Isabella; Sung, CynthiaSupplementary materials for the paper "Algorithmic Design of Kinematic Trees Based on CSC Dubins Planning for Link Shapes", presented at The 16th International Workshop on the Algorithmic Foundations of Robotics (WAFR), 2024. Paper abstract: Computational tools for robot design require algorithms moving between several layers of abstraction including task, morphology, kinematics, mechanism shapes, and actuation. In this paper we give a linear-time algorithm mapping from kinematics to mechanism shape for tree-structured linkages. Specifically, we take as input a tree whose nodes are axes of motion (lines which joints rotate about or translate along) along with types and sizes for joints on these axes, and a radius r for a tubular bound on the link shapes. Our algorithm outputs the geometry for a kinematic tree instantiating these specifications such that the neutral configuration has no self-intersection. The algorithm approach is based on understanding the mechanism design problem as a planning problem for link shapes, and arranging the joints along their axes of motion to be appropriately spaced and oriented such that feasible, non-intersecting paths exist linking them. Since link bending is restricted by its tubular radius, this is a Dubins planning problem, and to prove the correctness of our algorithm we also prove a theorem about Dubins paths: if two point-direction pairs are separated by a plane at least 2r from each, and the directions each have non-negative dot product with the plane normal, then they are connected by a radius-r CSC Dubins path with turn angles <= pi. We implement our design algorithm in code and provide a 3D printed example of a tubular kinematic tree. The results provide an existence proof of tubular-shaped kinematic trees implementing given axes of motion, and could be used as a starting point for further optimization in an automated or algorithm-assisted robot design system.Publication Ch2ROMA: A Positive Psychology Approach to Transitioning Optimally(2024) Patricia Adelfa CantuResearchers have found that enhancing strengths and using the humanities to explore and express one's emotions increases well-being. These findings are particularly important for third culture kids (TCKs). Third culture kids are children who spend their developmental years constantly relocating and estranged from their passport or their parent ́s culture. Because of their high mobility lifestyle, TCKs face two major challenges: unresolved grief and unestablished identity. In this capstone, the author proposes the implementation of a positive intervention that teaches TCKs to harness their strengths and interact with the humanities to achieve well-being. In this intervention, TCKs will complete self-reflection activities that will help them harness the power of their strengths and develop an optimistic mindset to become more resilient while relocating.Publication Physics 5516: Electromagnetic Phenomena (Spring 2024)(2024-06-05) Nelson, Philip CThese course notes are made publicly available in the hope that they will be useful. All reports of errata will be gratefully received. I will also be glad to hear from anyone who reads them, whether or not you find errors: pcn@upenn.edu.Publication Penn GSE Fall 2014(2014) University of Pennsylvania Graduate School of EducationContents Letter from the Dean 2-2 [News] Faculty Bookshelf, Awards, and Honors 3-3 News Briefs 4-5 [Features] A Report Card for Higher Education 6-9 Celebrating 100 Years of Leadership 10-17 Powerful Partnerships 18-21 Innovating the Future 22-23 Profile 24-25 [Noteworthy] Alumni Notes 26-30 [Recess] Time Machine to 1914 31-32