Retention and special education referral practices before and after the implementation of high -stakes testing

The rewards and sanctions associated with high-stakes testing may induce educators to participate in practices that will ensure the elimination of the scores of low-achieving students from the testing pool. Two ways in which scores may be eliminated is through retention or referral to special education. ^ This study examined the use of these practices at 179 elementary schools in Miami-Dade County Public Schools, the 4th largest school district in the country. Between- and within-subjects designs were analyzed using repeated measures analysis of variance to compare retention and referral to special education practices over a five-year period of time, two years prior to and two years after the implementation of Florida's high-stakes test, the Florida Comprehensive Assessment Test, FCAT. ^ Significant main effects for referral and retention over time were demonstrated. The use of retention steadily increased over the first three years, with its usage maintained during the fourth year. While the use of referral actually decreased from the first to second years, a significant change occurred after the implementation of the FCAT. ^ Examination of the use of these practices according to student and school characteristics revealed significant differences. Increases in the use of referral across time was significant for Black, non-Hispanic and Hispanic students, all limited English proficiency population categories, medium and low socioeconomic status category schools, all grade levels, and for schools with accountability grades of A. C, D and F with the most striking absolute increase occurring for F schools. Increases in the use of retention across time were significant for all ethnic groups, limited English proficiency categories, and socioeconomic status categories, for grades kindergarten through four and by gender. Significant increases occurred for schools with accountability performance grades of C, D and F; however the most dramatic increase occurred for the F schools. A direct relationship between performance category grade of school and their use of retention was demonstrated. The results suggest that schools changed their use of referral and retention in response to the implementation of the FCAT. ^

The effect of reciprocal mapping on high-risk sixth-grade students' social studies achievement

Reading deficits in students in Grades 4 to 12 are evident in American schools. Informational text is particularly difficult for students. This quasi-experimental study (N=138) investigated sixth-grade students' achievement in social studies using the Reciprocal Mapping instructional routine, compared to sixth-grade students' achievement taught with a traditional approach. The Reciprocal Mapping instructional routine incorporated explicit instruction in text structure using graphic organizers. Students created their own graphic organizers and used them to write about social studies content. The comparison group used a traditional approach, students' reading the textbook and answering questions. Students for this study included sixth-graders in the seven sixth-grade classrooms in two public schools in a small, rural south Florida school district. A focus of this study was to determine the helpfulness of the intervention for at-risk readers. To determine students considered to be at-risk, the researcher used data from the reading portion of the Florida Comprehensive Assessment Test (FCAT), 2011-2012, that considers Level 1 and 2 as at-risk readers. The quasi-experimental study used a pretest-posttest control group design, with students assigned to treatment groups by class. Two teachers at the two rural sites were trained on the Reciprocal Mapping instructional routine and taught students in both the experimental and control groups for an equivalent amount of time over a 5-week period. Results of the 3 x 2 factorial ANCOVA found a significant positive difference favoring the experimental group's social studies achievement as compared to that of the comparison group as measured by the pre/post unit test from the social studies series (McGraw-Hill, 2013), when controlling for initial differences in students' reading FCAT scores. Interactions for high-risk struggling readers were investigated using the significance level p < .05. Due to no significant interaction the main effects of treatment were interpreted. The pretest was used as a covariate and the multivariate analysis was found to be significant. Therefore, analysis of covariance was run on each of the dependent variable as a follow-up. Reciprocal Mapping was found to be significant in posttest scores, independent of gender and level of risk, and while holding the pretest scores constant. Findings showed there was a significant difference in the performance of the high-risk reading students taught with the Reciprocal Mapping intervention who scored statistically better than students in the control group. Further study findings showed that teacher fidelity of implementation of the treatment had a statistically significant relationship in predicting posttest scores when controlling for pretest scores. Study results indicated that improving students' use of text structure through the Reciprocal Mapping instructional routine positively supported sixth-grade students' social studies achievement.

Effects of sex, third grade reading achievement and motivation as predictors of fourth grade reading achievement of Hispanic students: A path analysis

This study explored the topic of motivation for intermediate students combining both an objective criterion measure (i.e., standardized test scores) and the self-report of students on self-concept and value of reading. The purpose of this study was to examine how third grade reading achievement correlated with the motivation of fourth grade boys and girls, and, in turn, how motivation related to fourth grade reading achievement. The participants were fourth grade students (n=207) attending two public, elementary schools in Miami-Dade County who were of primarily Hispanic origin or descent. Data were collected using the Reading Survey portion of the Motivation to Read Profile (1996) which measures self-concept and value of reading in order to measure motivation and the Third and Fourth Grade Reading Florida Comprehensive Assessment Tests 2.0 (FCAT 2.0) to assess achievement. First, a one way Analysis of Variance (ANOVA) was conducted to determine whether motivation differed significantly between fourth grade boys and girls. Second, a path analysis was used to determine whether motivation mediated or moderated the association between FCAT 2.0 third and fourth grade scores. Results of the ANOVA indicated that motivation, as measured by the Motivation to Read Profile did not differ significantly by sex. Results from the path analysis indicated that the model was significant and that third grade FCAT 2.0 scores accounted for a significant amount of the variance in fourth grade FCAT 2.0 scores once motivation was entered. Results of the study demonstrated that motivation partially mediates, but does not moderate the relationship between FCAT 2.0 third and fourth grade scores. In conclusion, it can be determined that past student achievement for fourth grade students plays a role in current student achievement when motivation is also considered. It is therefore important in order to improve the quality of fourth grade student's current performance to take into account a student's motivation and past achievement. An effort must be made to address students' motivational needs whether through school wide programs or at the classroom level in addition or in conjunction with cognition. Future research on the effect of self-concept in reading achievement is recommended.

The relationship between selected standardized test scores and performance in advanced placement math and science exams: Analyzing the differential effectiveness of scores for course identification and placement

There is a national need to increase the STEM-related workforce. Among factors leading towards STEM careers include the number of advanced high school mathematics and science courses students complete. Florida's enrollment patterns in STEM-related Advanced Placement (AP) courses, however, reveal that only a small percentage of students enroll into these classes. Therefore, screening tools are needed to find more students for these courses, who are academically ready, yet have not been identified. The purpose of this study was to investigate the extent to which scores from a national standardized test, Preliminary Scholastic Assessment Test/ National Merit Qualifying Test (PSAT/NMSQT), in conjunction with and compared to a state-mandated standardized test, Florida Comprehensive Assessment Test (FCAT), are related to selected AP exam performance in Seminole County Public Schools. An ex post facto correlational study was conducted using 6,189 student records from the 2010 - 2012 academic years. Multiple regression analyses using simultaneous Full Model testing showed differential moderate to strong relationships between scores in eight of the nine AP courses (i.e., Biology, Environmental Science, Chemistry, Physics B, Physics C Electrical, Physics C Mechanical, Statistics, Calculus AB and BC) examined. For example, the significant unique contribution to overall variance in AP scores was a linear combination of PSAT Math (M), Critical Reading (CR) and FCAT Reading (R) for Biology and Environmental Science. Moderate relationships for Chemistry included a linear combination of PSAT M, W (Writing) and FCAT M; a combination of FCAT M and PSAT M was most significantly associated with Calculus AB performance. These findings have implications for both research and practice. FCAT scores, in conjunction with PSAT scores, can potentially be used for specific STEM-related AP courses, as part of a systematic approach towards AP course identification and placement. For courses with moderate to strong relationships, validation studies and development of expectancy tables, which estimate the probability of successful performance on these AP exams, are recommended. Also, findings established a need to examine other related research issues including, but not limited to, extensive longitudinal studies and analyses of other available or prospective standardized test scores.

Base rates of counterproductive work behaviors

This study provides a comprehensive assessment of base rates for counterproductive work behaviors (CWB) and examines their relationship with personality and demographic variables. The Randomized-Response Technique (RRT) was employed in order to reduce the effects of social desirability. Base rates were calculated for 66 behaviors for a student and nationwide sample. Results revealed 15 significant behaviors for the student sample and 7 for the nationwide sample. In addition, low neuroticism was found to relate to higher reporting of counterproductive behavior for both groups. Also, low conscientiousness was related to higher reports of CWB in the student sample. Finally, CWB was found to differ based on ethnicity for the student sample such that Caucasians reported higher rates of CWB than Hispanics.

The Effects of the Use of Technology In Mathematics Instruction on Student Achievement

The purpose of this study was to examine the effects of the use of technology on students’ mathematics achievement, particularly the Florida Comprehensive Assessment Test (FCAT) mathematics results. Eleven schools within the Miami-Dade County Public School System participated in a pilot program on the use of Geometers Sketchpad (GSP). Three of these schools were randomly selected for this study. Each school sent a teacher to a summer in-service training program on how to use GSP to teach geometry. In each school, the GSP class and a traditional geometry class taught by the same teacher were the study participants. Students’ mathematics FCAT results were examined to determine if the GSP produced any effects. Students’ scores were compared based on assignment to the control or experimental group as well as gender and SES. SES measurements were based on whether students qualified for free lunch. The findings of the study revealed a significant difference in the FCAT mathematics scores of students who were taught geometry using GSP compared to those who used the traditional method. No significant differences existed between the FCAT mathematics scores of the students based on SES. Similarly, no significant differences existed between the FCAT scores based on gender. In conclusion, the use of technology (particularly GSP) is likely to boost students’ FCAT mathematics test scores. The findings also show that the use of GSP may be able to close known gender and SES related achievement gaps. The results of this study promote policy changes in the way geometry is taught to 10th grade students in Florida’s public schools.

The impact of looping of fourth grade students on their reading achievement

This study examines the effects of looping (staying with the same teacher for two grade levels) on the reading achievement of fourth graders within a large, urban, multicultural school. Looping was expected to have a positive effect on reading achievement and reading qualities. Additional benefits, such as its effect on anxiety levels and self-concept were also assumed to accrue from looping. A causal-comparative design was employed. Four existing classrooms consisting of eighty-one fourth grade students comprised the treatment and comparison groups. The two "looping" treatment groups consisted of students who had the same teacher for their third and fourth grade school years. The remaining two classes comprised the comparison groups. Pre- and post-tests for reading achievement total scores and subscores for main idea and comparisons were obtained using the Florida Comprehensive Assessment Test (FCAT). Assessments were also obtained from the State-Trait Anxiety Inventory for Children, modified to reflect reading, and the Self- Perception Profile for Children. The difference in pre- and post-test FCAT scores were analyzed via a four group simple ANOVA to examine the effects of the looping model on reading achievement and reading qualities. Similar simple ANOVAs were performed to investigate the relationship of looping to anxiety and self-concept. The findings led to the conclusion that looping was significantly related to improvement in reading achievement and reading qualities. In addition, the hypothesized relationship of lower anxiety in the looping group compared to the comparison group was supported. There were no significant effects on self-concept for any of the comparisons. The study clearly demonstrated the positive effects of looping, on total reading achievement scores, on reading qualities of fourth grade students who participated in looping classes and on differences in students' anxiety. Looping did not have an effect on general self-concept. The results demonstrate the effects of looping on teaching methods. In looping practice teachers have the advantage of knowing their students and the students' readiness and can make adaptations of teaching methods accordingly. From the students' perspective, the looped students do not have to adapt to a new teacher and thus, experience lower anxiety.

Retention and special education referral practices before and after the implementation of high-stakes testing

The rewards and sanctions associated with high-stakes testing may induce educators to participate in practices that will ensure the elimination of the scores of low-achieving students from the testing pool. Two ways in which scores may be eliminated is through retention or referral to special education. This study examined the use of these practices at 179 elementary schools in Miami-Dade County Public Schools, the 4th largest school district in the country. Between- and within-subjects designs were analyzed using repeated measures analysis of variance to compare retention and referral to special education practices over a five-year period of time, two years prior to and two years after the implementation of Florida's high-stakes test, the Florida Comprehensive Assessment Test, FCAT. Significant main effects for referral and retention over time were demonstrated. The use of retention steadily increased over the first three years, with its usage maintained during the fourth year. While the use of referral actually decreased from the first to second years, a significant change occurred after the implementation of the FCAT. Examination of the use of these practices according to student and school characteristics revealed significant differences. Increases in the use of referral across time was significant for Black, non-Hispanic and Hispanic students, all limited English proficiency population categories, medium and low socioeconomic status category schools, all grade levels, and for schools with accountability grades of A, C, D and F with the most striking absolute increase occurring for F schools. Increases in the use of retention across time were significant for all ethnic groups, limited English proficiency categories, and socioeconomic status categories, for grades kindergarten through four and by gender. Significant increases occurred for schools with accountability performance grades of C, D and F; however the most dramatic increase occurred for the F schools. A direct relationship between performance category grade of school and their use of retention was demonstrated. The results suggest that schools changed their use of referral and retention in response to the implementation of the FCAT.

Environmental controls on bioturbation processes in marine benthic habits

Through bioturbation, the macrofauna mediate chemical, physical and biological processes in marine benthic ecosystems. Because of the importance of bioturbation as ecosystem mediator, various studies have been conducted on bioturbation intensity and depth, and the relation of bioturbation processes to environmental condition and ecosystem state. This thesis builds on those previous studies, using a standard field and analytical protocol and by expanding the geographical scale to three climatic regions along Canada’s East Coast and Arctic margins, the Arctic Archipelago, the coastal Subarctic (Labrador Fjords), and the temperate continental climate zone (Gulf of Maine and adjacent Scotian shelf/slope). This Ph.D. study provides a comprehensive assessment of environmental influences on bioturbation along gradients in latitude and ocean depth. Bioturbation intensity, mixing depth, and bioturbation structures were studied in relation to the quantity and quality of potential food sources (organic matter) and substrate characteristics to gain an understanding of the environmental controls on bioturbation in these regions. The three main research chapters of this thesis are divided based on the contrasting climatic and geographical regions studied. The analytical approach included seabed sampling with a boxcorer, describing the sedimentary fabric and bioturbation structures by X-radiography, estimating bioturbation intensity and depth applying a biodiffusion model to particle tracer profiles of ²¹⁰Pbₓs, ²²⁸Thₓs, ²³⁴Thₓs, and chlorophyll-a, and analyzing benthic organic matter and substrate characteristics. Strong regional and cross-climatic relations of bioturbation processes with combinations of environmental factors were observed. In particular, bioturbation depth and the vertical extent of bioturbation structures responded to the environmental patterns observed and, therefore, represented potentially applicable predictors of environmental conditions and ecosystem state. The results of this Ph.D. study may be further extended to other geographical regions with similar environmental characteristics to predict the effects of benthic habitat alterations through environmental stresses on a global scale. Integrated with biological data produced by fellow CHONe scientists the presented data may provide valuable information about functional roles of macrofaunal species and community traits in marine benthic ecosystems along Canada’s extensive East Coast and Arctic margins.

Propuesta de evaluación de la educación física escolar en Chile

El objetivo de este estudio es diseñar una nueva propuesta como instrumento de evaluación de la calidad de las clases de Educación Física. Las variables propuestas son: Resistencia Cardiovascular, Fuerza Muscular, Agilidad y Coordinación, Habilidades Abiertas y Expresión Motriz. La validación de este instrumento se realizó por medio de: Expertos que evaluaron y aportaron a la investigación, además, una aplicación piloto en tres instituciones educacionales. Después de cada aplicación piloto, se realizaron modificaciones para lograr una mejora en la propuesta de evaluación, y proyectar un instrumento integral de evaluación de la calidad de las clases de Educación Física para alumnos de octavo año básico, que puede ser aplicado eficazmente en diferentes contextos educacionales.

Propuesta de evaluación de la educación física escolar en Chile

El objetivo de este estudio es diseñar una nueva propuesta como instrumento de evaluación de la calidad de las clases de Educación Física. Las variables propuestas son: Resistencia Cardiovascular, Fuerza Muscular, Agilidad y Coordinación, Habilidades Abiertas y Expresión Motriz. La validación de este instrumento se realizó por medio de: Expertos que evaluaron y aportaron a la investigación, además, una aplicación piloto en tres instituciones educacionales. Después de cada aplicación piloto, se realizaron modificaciones para lograr una mejora en la propuesta de evaluación, y proyectar un instrumento integral de evaluación de la calidad de las clases de Educación Física para alumnos de octavo año básico, que puede ser aplicado eficazmente en diferentes contextos educacionales.

Seawater carbonate chemistry, length, mass and otholith development of spiny damselfish Acanthochromis polyacanthus during experiments, 2011

Determining which marine species are sensitive to elevated CO2 and reduced pH, and which species tolerate these changes, is critical for predicting the impacts of ocean acidification on marine biodiversity and ecosystem function. Although adult fish are thought to be relatively tolerant to higher levels of environmental CO2, very little is known about the sensitivity of juvenile stages, which are usually much more vulnerable to environmental change. We tested the effects of elevated environmental CO2 on the growth, survival, skeletal development and otolith (ear bone) calcification of a common coral reef fish, the spiny damselfish Acanthochromis polyacanthus. Newly hatched juveniles were reared for 3 wk at 4 different levels of PCO2(seawater) spanning concentrations already experienced in near-reef waters (450 µatm CO2) to those predicted to occur over the next 50 to 100 yr in the IPCC A2 emission scenario (600, 725, 850 µatm CO2). Elevated PCO2 had no effect on juvenile growth or survival. Similarly, there was no consistent variation in the size of 29 different skeletal elements that could be attributed to CO2 treatments. Finally, otolith size, shape and symmetry (between left and right side of the body) were not affected by exposure to elevated PCO2, despite the fact that otoliths are composed of aragonite. This is the first comprehensive assessment of the likely effects of ocean acidification on the early life history development of a marine fish. Our results suggest that juvenile A. polyacanthus are tolerant of moderate increases in environmental CO2 and that further acidification of the ocean will not, in isolation, have a significant effect on the early life history development of this species, and perhaps other tropical reef fishes

Proposta de uma matriz de indicadores de sustentabilidade para Estarreja

Esta dissertação centra-se na elaboração de uma proposta de matriz de indicadores de sustentabilidade a aplicar ao município de Estarreja. Apesar dos mais recentes desafios e requisitos em matéria de monitorização de planos, projectos e actividades com implicações sobre o ambiente e a sustentabilidade, o acompanhamento da evolução económica, social e ambiental, de uma forma integrada, pelo município tem sido escasso. A literatura da especialidade bem como diversas experiencias municipais nacionais e internacionais têm revelado que a adopção de sistemas de indicadores de sustentabilidade tem um grande potencial não apenas para avaliar o progresso dos municípios em direcção à sustentabilidade ambiental, mas também para induzir melhores formas de governação local. O principal objectivo desta dissertação é a construção de uma matriz de indicadores que avalie a sustentabilidade do município de Estarreja ao nível ambiental. A metodologia adoptada neste trabalho consiste em cinco fases, sendo a primeira fase, a revisão da literatura, através da análise de artigos científicos da especialidade. Na segunda fase é feito o enquadramento legislativo das responsabilidades de monitorização ambiental que cabem aos municípios portugueses. Numa terceira fase, desenvolve-se o levantamento e análise de indicadores sectoriais existentes, já recolhidos e tratados por instituições do Concelho de Estarreja. Na quarta fase procede-se à construção da matriz de indicadores de sustentabilidade, agregando os indicadores já recolhidos pelas iniciativas municipais a um novo conjunto de indicadores de sustentabilidade capazes de analisar a evolução do município no que respeita às pressões sobre o ambiente e sobre os níveis de qualidade ambiental. Na quinta fase são apresentadas as principais conclusões do trabalho e feitas recomendações para tornar exequível e eficiente a monitorização da matriz. O trabalho está organizado em cinco capítulos sendo estes coincidentes com as cinco fases da metodologia. A região de Estarreja tem implantado no seu concelho um dos maiores complexos industriais do país e, em consequência disso, tem vindo a sofrer ao longo dos anos o impacto das actividades industrial e urbana. O procedimento para a construção do sistema de indicadores, bem como a identificação dos eixos temáticos necessários para descrever o contexto que influencia a sustentabilidade do desenvolvimento local, teve por base outros sistemas de indicadores de sustentabilidade local e fornece uma ampla avaliação das características ambientais do município. As dimensões ambientais incluem água, gestão de resíduos, solos, ruído, protecção da natureza, biodiversidade, qualidade do ar, energia e espaços verdes e estão distribuídas por 60 indicadores. Entre estes, 32 já estão a ser monitorizados e 28 foram acrescentados no âmbito deste trabalho. A monitorização dos indicadores propostos não exige grande investimento em capital humano e financeiro, no entanto, constitui um desafio, uma vez que pressupõe a interacção, partilha de informação e transparência por parte das diferentes entidades e empresas municipais.

Patients' satisfaction and quality of life in coronary artery disease

OBJECTIVES: To assess satisfaction of survivors of coronary artery diseases (CAD) with healthcare services and to determine whether specific components of standard health-related quality of life (HRQL) assessment tools might identify areas of satisfaction and dissatisfaction. METHOD: A specific tool developed to provide a comprehensive assessment of healthcare needs was administered concomitantly with generic and specific HRQL instruments, on 242 patients with CAD, admitted to an acute coronary unit during a single year. RESULTS: 92.5% of patients confirmed their trust in and satisfaction with the care given by their General Practitioner; even so, one third experienced difficulty getting an appointment and a quarter wanted more time for each consultation or prompt referral to a specialist when needed. Around a third expressed dissatisfaction with advice from the practice nurse or hospital consultant. Overall 54% were highly satisfied with services, 33% moderately satisfied and 13% dissatisfied.Cronbach's alpha was 0.87; the corrected total-item correlation ranged between 0.55-0.75, with trivial 'floor' score and low 'ceiling' effect. Several domains in all three HRQL tools correlated with items relating to satisfaction. The Seattle Angina Questionnaire Treatment Score correlated significantly with all satisfaction items and with the global satisfaction score. CONCLUSION: Cardiac patients' demanded better services and advice from, and more time with, health professionals and easier surgery access. The satisfaction tool showed acceptable psychometric properties. In this patient group, disease-specific HRQL tools seem more appropriate than generic tools for surveys of patient satisfaction

Microplastics in sediments: A review of techniques, occurrence and effects

Microplastics are omnipresent in the marine environment and sediments are hypothesized to be major sinks of these plastics. Here, over 100 articles spanning the last 50 year are reviewed with following objectives: (i) to evaluate current microplastic extraction techniques, (ii) to discuss the occurrence and worldwide distribution of microplastics in sediments, and (iii) to make a comprehensive assessment of the possible adverse effects of this type of pollution to marine organisms. Based on this review we propose future research needs and conclude that there is a clear need for a standardized techniques, unified reporting units and more realistic effect assessments.