ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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- Creators: Pan, Rong
Implicit in the design criteria of current ALT designs is the assumption that the form of the acceleration model is correct. This is unrealistic assumption in many real-world problems. Chapter 3 provides an approach for ALT optimum design for model discrimination. We utilize the Hellinger distance measure between predictive distributions. The optimal ALT plan at three stress levels was determined and its performance was compared to good compromise plan, best traditional plan and well-known 4:2:1 compromise test plans. In the case of linear versus quadratic ALT models, the proposed method increased the test plan's ability to distinguish among competing models and provided better guidance as to which model is appropriate for the experiment.
Chapter 4 extends the approach of Chapter 3 to ALT sequential model discrimination. An initial experiment is conducted to provide maximum possible information with respect to model discrimination. The follow-on experiment is planned by leveraging the most current information to allow for Bayesian model comparison through posterior model probability ratios. Results showed that performance of plan is adversely impacted by the amount of censoring in the data, in the case of linear vs. quadratic model form at three levels of constant stress, sequential testing can improve model recovery rate by approximately 8% when data is complete, but no apparent advantage in adopting sequential testing was found in the case of right-censored data when censoring is in excess of a certain amount.
This study finds that despite cultural differences, teachers are likely to share some commonalities with respect to their instructional decisions, understanding of student thinking and curricular knowledge. These similarities may reflect the convergence in teaching practice in the U.S. and China and the dedication the two countries make in improving math education. This study also finds the cross-country differences and cross-SES differences regarding teachers' PCK. On the one hand, the U.S. and Chinese math teachers of this study tend to diverge in valuing different forms of representations, explaining student misconceptions, and relating functions to other math topics. Teachers' own understanding of functions (and mathematics), standards, and high-stakes testing in each country significantly influence their PCK. On the other hand, teachers from the higher SES schools are more likely to show higher expectations for and stronger confidence in their students' mathematical skills compared to their counterparts from the lower SES schools. Teachers' differential beliefs in students' ability levels significantly contribute to their differences between socio-economic statuses.