English Language Learners: A Correlational Study of the Relationship Between A Proficiency Level Assessment and End of Course Test Scores at one Georgia High School

Understanding the language of one’s cultural environment is important for effective communication and function. As such, students entering U.S. schools from foreign countries are given access to English to Speakers of Other Languages (ESOL) programs and they are referred to as English Language Learner (ELL) students. This dissertation examined the correlation of ELL ACCESS Composite Performance Level (CPL) score to the End of Course tests (EOCTs) and the Georgia High School Graduation Tests (GHSGTs) in the four content courses (language arts, mathematics, science, and social studies). A premise of this study was that English language proficiency is critical in meeting or exceeding state and county assessment standards. A quantitative descriptive research design was conducted using Cross-sectional archival data from a secondary source. There were 148 participants from school years 2011-2012 to 2013- 2014 from Grades 9-12. A Pearson product moment correlation was run to assess the relationship between the ACCESS CPL (independent variable) and the EOCT scores and the GHSGT scores (dependent variables). The findings showed that there was a positive correlation between ACCESS CPL scores and the EOCT scores where language arts showed a strong positive correlation and mathematics showed a positive weak correlation. Also, there was a positive correlation between ACCESS CPL scores and GHSGT scores where language arts showed a weak positive correlation. The results of this study indicated that that there is a relationship between the stated variables, ACCESS CPL, EOCT and GHSGT. Also, the results of this study showed that there were positive correlations at varying degrees for each grade levels. While the null hypothesis for Research Question 1 and Research Question 2 were rejected, there was a slight relationship between the variables.

The relationship between the teacher's experience, the teacher's college major, and the teacher's level of education in predicting classroom attitudes in high school science students

A review of the literature reveals few research has attempted to demonstrate if a relationship exists between the type of teacher training a science teacher has received and the perceived attitudes of his/her students. Considering that a great deal of time and energy has been devoted by university colleges, school districts, and educators towards refining the teacher education process, it would be more efficient for all parties involved, if research were available that could discern if certain pathways in achieving that education, would promote the tendency towards certain teacher behaviors occurring in the classroom, while other pathways would lead towards different behaviors. Some of the teacher preparation factors examined in this study include the college major chosen by the science teacher, the highest degree earned, the number of years of teaching experience, the type of science course taught, and the grade level taught by the teacher. This study examined how the various factors mentioned, could influence the behaviors which are characteristic of the teacher, and how these behaviors could be reflective in the classroom environment experienced by the students. The instrument used in the study was the Classroom Environment Scale (CES), Real Form. The measured classroom environment was broken down into three separate dimensions, with three components within each dimension in the CES. Multiple Regression statistical analyses examined how components of the teachers' education influenced the perceived dimensions of the classroom environment from the students. The study occurred in Miami-Dade County Florida, with a predominantly urban high school student population. There were 40 secondary science teachers involved, each with an average of 30 students. The total number of students sampled in the study was 1200. The teachers who participated in the study taught the entire range of secondary science courses offered at this large school district. All teachers were selected by the researcher so that a balance would occur in the sample between teachers who were education major versus science major. Additionally, the researcher selected teachers so that a balance occurred in regards to the different levels of college degrees earned among those involved in the study. Several research questions sought to determine if there was significant difference between the type of the educational background obtained by secondary science teachers and the students' perception of the classroom environment. Other research questions sought to determine if there were significant differences in the students' perceptions of the classroom environment for secondary science teachers who taught biological content, or non-biological content sciences. An additional research question sought to evaluate if the grade level taught would affect the students' perception of the classroom environment. Analysis of the multiple regression were run for each of four scores from the CES, Real Form. For score 1, involvement of students, the results showed that teachers with the highest number of years of experience, with masters or masters plus degrees, who were education majors, and who taught twelfth grade students, had greater amounts of students being attentive and interested in class activities, participating in discussions, and doing additional work on their own, as compared with teachers who had lower experience, a bachelors degree, were science majors, and who taught a grade lower than twelfth. For score 2, task orientation, which emphasized completing the required activities and staying on-task, the results showed that teachers with the highest and intermediate experience, a science major, and with the highest college degree, showed higher scores as compared with the teachers indicating lower experiences, education major and a bachelors degree. For Score 3, competition, which indicated how difficult it was to achieve high grades in the class, the results showed that teachers who taught non-biology content subjects had the greatest effect on the regression. Teachers with a masters degree, low levels of experience, and who taught twelfth grade students were also factored into the regression equation. For Score 4, innovation, which indicated the extent in which the teachers used new and innovative techniques to encourage diverse and creative thinking included teachers with an education major as the first entry into the regression equation. Teachers with the least experience (0 to 3 years), and teachers who taught twelfth and eleventh grade students were also included into the regression equation.

Family Background and Access to Post-Secondary Education: What Happened in the 1990's (Woking Paper 34)

This paper presents new evidence on the relationships between access to post-secondary education and family background. More specifically, we use the School Leavers Survey (SLS) and the Youth in Transition Survey (YITS)to analyze participation rates first in 1991, and then almost a decade later in 2000. Overall, post-secondary education participation rates rose over this period. However, participation is strongly related to parent’s education, and whereas participation increased for individuals with more highly educated parents (especially those who went to university), they increased rather less, or in some cases (especially for males) declined for those from lower parental education families. The already strong “effect” of parents’ education on post-secondary access became even greater in the 1990’s. Participation rates are also strongly related to family type, but whereas those from two parent families continue to have an advantage over single mother families, the gap generally shrunk in the 1990’s, especially where the mother had university level schooling. We also find a number of interesting trends by province.

Receptive Vocabulary of CLIL and Non-CLIL Primary and Secondary School Learners

CLIL instruction has been reported to be beneficial for foreign language vocabulary learning since CLIL students show higher vocabulary profiles than students of their same age in traditional EFL contexts. However, to our knowledge, the receptive vocabulary knowledge of CLIL and non-CLIL learners at the end of primary and secondary education has not been examined yet. Hence, this study aims at comparing the receptive vocabulary size 79 CLIL primary learners with the receptive vocabulary knowledge of 331 non-CLIL learners at the end of primary and secondary school. Sex-based differences were also analysed. The 2k Vocabulary Levels Test (VLT) was used for the purposes of the study. Results revealed that learners’ receptive vocabulary sizes lie within the most frequent 1000 words, non-CLIL secondary school students throw better results than primary students but the differences between the secondary group and the CLIL group are not statistically significant. As for sex-based differences, we found no significant differences among the groups. These findings led us to believe that the CLIL approach offers a benefit for vocabulary acquisition since CLIL learners have been exposed to the foreign language for a shorter period of time and the results are quite similar to their non-CLIL secondary school partners.

Viewbrics: Formative Assessment of Complex Skills with Video-Enhanced Rubrics (VER) in Dutch Secondary Education

To learn complex skills, like collaboration, learners need to acquire a concrete and consistent mental model of what it means to master this skill. If learners know their current mastery level and know their targeted mastery level, they can better determine their subsequent learning activities. Rubrics support learners in judging their skill performance as they provide textual descriptions of skills’ mastery levels with performance indicators for all constituent subskills. However, text-based rubrics have a limited capacity to support the formation of mental models with contextualized, time-related and observable behavioral aspects of a complex skill. This paper outlines the design of a study that intends to investigate the effect of rubrics with video modelling examples compared to text-based rubrics on skills acquisition and feedback provisioning. The hypothesis is that video-enhanced rubrics, compared to text based rubrics, will improve mental model formation of a complex skill and improve the feedback quality a learner receives (from e.g. teachers, peers) while practicing a skill, hence positively effecting final mastery of a skill.

Time of Flight Measurements for Neutrons Produced in Reactions Driven by Laser-Target Interactions at Petawatt level

Abstract Short intense pulses of fast neutrons were produced in a two stage laser-driven experiment. Protons were accelerated by means of the Target Normal Sheath Acceleration (TNSA) method using the TITAN facility at the Lawrence Livermore National Laboratory. Neutrons were obtained following interactions of the protons with a secondary lithium fluoride (LiF) target. The properties of the neutron flux were studied using BC-400 plastic scintillation detectors and the neutron time of flight (nTOF) technique. The detector setup and the experimental conditions were simulated with the Geant4 toolkit. The effects of different components of the experimental setup on the nTOF were studied. Preliminary results from a comparison between experimental and simulated nTOF distributions are presented.

Exploring associations between violent discipline and aggressive behavior in children ages 4-5 in The Republic of Nicaragua: A secondary data analysis of the 2011 Demographic and Health Survey

Thesis (Master's)--University of Washington, 2016-06

Dimensions of historical empathy in upper secondary students’ essays

This article examines upper secondary school students’ understanding of historical empathy. The focus is on how and to what degree they displayed in their essays historical contextualisation, perspective taking and affective connection. The study was based on the essays written by 96 students, using resource-material that comprised background information and historical sources. The students reflected on the controversial issue of Finnish children who were sent to Sweden during World War II. All the three dimensions of empathy were expressed at some level, but contextualisation was most often superficial. The dimension the students managed best was perspective taking, which was related to the affective dimension of the topic. They also applied psychological terminology to this historical issue. It could be concluded from the findings that students need instruments for and have interest in dealing with sensitive and affective historical issues.

Multi-Scale Dynamic Study of Secondary Impact During Drop Testing of Surface Mount Packages

This dissertation focuses on design challenges caused by secondary impacts to printed wiring assemblies (PWAs) within hand-held electronics due to accidental drop or impact loading. The continuing increase of functionality, miniaturization and affordability has resulted in a decrease in the size and weight of handheld electronic products. As a result, PWAs have become thinner and the clearances between surrounding structures have decreased. The resulting increase in flexibility of the PWAs in combination with the reduced clearances requires new design rules to minimize and survive possible internal collisions impacts between PWAs and surrounding structures. Such collisions are being termed ‘secondary impact’ in this study. The effect of secondary impact on board-level drop reliability of printed wiring boards (PWBs) assembled with MEMS microphone components, is investigated using a combination of testing, response and stress analysis, and damage modeling. The response analysis is conducted using a combination of numerical finite element modeling and simplified analytic models for additional parametric sensitivity studies.

Does gender make a difference? Gender-related fairness of high-stakes testing in A-level examinations in English as foreign language in the German state of North Rhine-Westphalia in the context of Educational Governance

The shift from decentralized to centralized A-level examinations (Abitur) was implemented in the German school system as a measure of Educational Governance in the last decade. This reform was mainly introduced with the intention of providing higher comparability of school examinations and student achievement as well as increasing fairness in school examinations. It is not known yet if these ambitious aims and functions of the new centralized examination format have been achieved and if fairer assessment can be guaranteed in terms of providing all students with the same opportunities to pass the examinations by allocating fair tests to different student subpopulations e.g., students of different background or gender. The research presented in this article deals with these questions and focuses on gender differences. It investigates gender-specific fairness of the test items in centralized Abitur examinations as high school exit examinations in Germany. The data are drawn from Abitur examinations in English (as a foreign language). Differential item functioning (DIF) analysis reveals that at least some parts of the examinations indicate gender inequality. (DIPF/Orig.)

Do teacher stereotypes about school tracks function as expectations at the collective level and do they relate to the perception of obstacles in the classroom and to teachers’ self-efficacy beliefs?

The effects of individual teacher expectations have been the subject of intensive research. Results indicate that teachers use their expectations to adapt their interactions with their students to some degree (as summarized in a review by Jussim & Harber, 2005). This can in turn lead to expectancy-confirming student developments. While there are studies on the Pygmalion effect on individual students, there is only little research on teacher judgements of whole classes and schools. Our study aims to extend the perspective of teacher judgements at the collective level to stereotypes within the context of school tracking. The content and structure of teachers’ school track stereotypes are investigated as well as the question of whether these stereotypical judgements are related to teachers’ perception of obstacles to their teaching and their teaching self-efficacy beliefs. Cross-sectional data on 341 teachers at two different school types from the Panel Study at the Research School „Education and Capabilities“ in North Rhine-Westphalia (PARS) (see Bos et al., 2016) were used for two purposes: First, the structure of teachers’ stereotypes was identified via an exploratory factor analysis. Second, in follow-up regression analyses, the stereotype dimensions extracted were used to predict teachers’ perceptions of obstacles to their classroom work and their individual and collective teacher self-efficacy beliefs. Results showed that – after controlling for the average cognitive abilities and the average cultural capital of the students – teacher stereotypes were indeed related to perceived obstacles concerning their classroom work and their self-efficacy beliefs. After a discussion of the strengths and limitations of the present research, the article closes with a short proposal of a future research framework for collective Pygmalion effects. (DIPF/Orig.)

THE IMPACT OF UPPER-LEVEL PROCESSES ON THE INTENSITY AND STRUCTURAL CHANGES OF HURRICANE SANDY (2012)

The first part of this study examines the relative roles of frontogenesis and tropopause undulation in determining the intensity and structural changes of Hurricane Sandy (2012) using a high-resolution cloud-resolving model. A 138-h simulation reproduces Sandy’s four distinct development stages: (i) rapid intensification, (ii) weakening, (iii) steady maximum surface wind but with large continued sea-level pressure (SLP) falls, and (iv) re-intensification. Results show typical correlations between intensity changes, sea-surface temperature and vertical wind shear during the first two stages. The large SLP falls during the last two stages are mostly caused by Sandy’s moving northward into lower-tropopause regions associated with an eastward-propagating midlatitude trough, where the associated lower-stratospheric warm air wraps into the storm and its surrounding areas. The steady maximum surface wind occurs because of the widespread SLP falls with weak pressure gradients lacking significant inward advection of absolute angular momentum (AAM). Meanwhile, there is a continuous frontogenesis in the outer region during the last three stages. Cyclonic inward advection of AAM along each frontal rainband accounts for the continued expansion of the tropical-storm-force wind and structural changes, while deep convection in the eyewall and merging of the final two survived frontal rainbands generate a spiraling jet in Sandy’s northwestern quadrant, leading to its re-intensification prior to landfall. The physical, kinematic and dynamic aspects of an upper-level outflow layer and its possible impact on the re-intensification of Sandy are examined in the second part of this study. Above the outflow layer isentropes are tilted downward with radius as a result of the development of deep convection and an approaching upper-level trough, causing weak subsidence. Its maximum outward radial velocity is located above the cloud top, so the outflow channel experiences cloud-induced long-wave cooling. Because Sandy has two distinct convective regions (an eyewall and a frontal rainband), it has multiple outflow layers, with the eyewall’s outflow layer located above that of the frontal rainband. During the re-intensification stage, the eyewall’s outflow layer interacts with a jet stream ahead of the upper-level trough axis. Because of the presence of inertial instability on the anticyclonic side of the jet stream and symmetric instability in the inner region of the outflow layer, Sandy’s secondary circulation intensifies. Its re-intensification ceases when these instabilities disappear. The relationship between the intensity of the secondary circulation and dynamic instabilities of the outflow layer suggests that the re-intensification occurs in response to these instabilities. Additionally, it is verified that the long-wave cooling in the outflow layer helps induce symmetric instability by reducing static stability.

Cerebral misery perfusion diagnosed using hypercapnic blood-oxygenation-level-dependent contrast functional magnetic resonance imaging: a case report

Introduction Cerebral misery perfusion represents a failure of cerebral autoregulation. It is animportant differential diagnosis in post-stroke patients presenting with collapses in the presence of haemodynamically significant cerebrovascular stenosis. This is particularly the case when cortical or internal watershed infarcts are present. When this condition occurs, further investigation should be done immediately. Case presentation A 50-year-old Caucasian man presented with a stroke secondary to complete occlusion of his left internal carotid artery. He went on to suffer recurrent seizures. Neuroimaging demonstrated numerous new watershed-territory cerebral infarcts. No source of arterial thromboembolism was demonstrable. Hypercapnic blood-oxygenation-level-dependent-contrast functional magnetic resonance imaging was used to measure his cerebrovascular reserve capacity. The findings were suggestive of cerebral misery perfusion. Conclusions Blood-oxygenation-level-dependent-contrast functional magnetic resonance imaging allows the inference of cerebral misery perfusion. This procedure is cheaper and more readily available than positron emission tomography imaging, which is the current gold standard diagnostic test. The most evaluated treatment for cerebral misery perfusion is extracranial-intracranial bypass. Although previous trials of this have been unfavourable, the results of new studies involving extracranial-intracranial bypass in high-risk patients identified during cerebral perfusion imaging are awaited. Cerebral misery perfusion is an important and under-recognized condition in which emerging imaging and treatment modalities present the possibility of practical and evidence-based management in the near future. Physicians should thus be aware of this disorder and of recent developments in diagnostic tests that allow its detection.

A longitudinal study on the lexical sophistication and sentence length in Finnish upper secondary school students’ English compositions.

The aim of the present study was to find out the level of lexical sophistication and the mean length of sentences used in compositions written by Finnish upper secondary school students of English. In addition, the present study investigated the possible relationship between the two abovementioned variables. The study at hand was longitudinal: as data, a set of 50 compositions were collected in 2014 from the same writers both in the first and the final year of upper secondary school, 25 in the first year and 25 in the final year. In the analysis, an internet-based program called VocabProfile was utilized in order to find out the lexical sophistication of the investigated students. To find out the mean length of sentence and the relationship between these two, I used Microsoft Excel. Findings of the present study include a minor decrease in the use of less frequent vocabulary and a slight increase in the use of the two most frequently appearing thousand words of English: both of these changes were 1.99 percentage points. As for the mean length of sentence, it grew by 1.28 words during upper secondary school. As for the relationship between the two variables, no clear correlations could be found. It became, however, relatively clear that the topic of the composition might have an effect on the results. Thus more research is needed to fully see the effect of lexical sophistication and mean length of sentence on one another. In addition, future research would benefit greatly if all investigated students wrote on the same topic.

The Effect of Level Testosteron e Addition in Diluents and Level Dilution on Speed Movement and Abnormality of Kedu Chicken Sperm

The research entitled “The Effect of Level Testosterone Addition in Diluents and Level Dilution on Speed Movement and Abnormality of Kedu Chicken Sperm” was conducted in Laboratory of Physiology and Reproduction, Faculty of Animal Science, UNSOED, started at August 15th to September 15th , 2001. The aims of  this research were to obtain influences of level testosterone and dilution on speed movement and secondary abnormality kedu chicken sperm and obtain interaction between the treatments. The tapped sperm from nine kedu chickens were used in this research. This Experiment was performed 4 x 3 Factorials with Randomized  Completely Block Design (RCBD) as the basic design. The treatment combinations were level testosterone 0, 300, 600 and 900 μg (t0, t1, t2 and t3) and level of dilution 4, 6 and 8 time (in a row p1, p2 and p3). The tapping period was replicated four times as a group (replicated) with two days interval. The result of this research showed that the interaction between level of testosterone addition and level of dilution gave a non-significant effect to speed movement sperm but significant to abnormality of kedu chicken sperm. The group gave a significant influence (P<0.05) to speed movement sperm and non significant to sperm abnormality. The interaction of level testosterone addition and level dilution of kedu chicken semen (T x P) has a quadratic regression to sperm abnormality with regression comparison is Y = 24.418 – 0.014 X +1.187E – 05 X², with peak point is (543.76: 20.23) of correlation coefficient (r) 0.55 and determination coefficient (R²) as 30.34%. The addition of 600 μg testosterone level with 6 level dilutions was the best to defend sperm abnormality. (Animal Production 4(2): 60-70 (2002) Key Words : Spermatozoa, Kedu Chicken, Testosterone, Dilution, Speed Movement and Abnormality