Intraspecific Behavioural Diversity in a Freshwater Zooplankton: A study of the fitness consequences of vertical migration behaviour for distinct morphs of Daphnia pulicaria

The literature on niche separation and coexistence between species is large, but there is widespread variation in behavioural strategy between individuals of the same species that has received much less attention. Understanding what maintains this diversity is important because intraspecific behavioural diversity can affect population dynamics and community interactions. Multiple behavioural strategies can arise either as phenotype-dependent ‘conditional strategies’, where phenotypic variation causes individuals to adopt different strategies for optimizing fitness, or as internally-independent ‘alternative strategies’, where multiple fitness peaks exist for individuals and strategic ‘choice’ remains plastic. Though intraspecific variation in stable phenotypes is known to maintain intraspecific behavioural diversity through conditional strategies, when internal conditions are highly plastic or reversible, it is not clear whether individual behaviours are maintained as conditional strategies, or as alternative strategies of equal fitness. In this study, I combine an observational and experimental approach to identify the likely mechanisms maintaining behavioural diversity between hemoglobin-rich and hemoglobin-poor morphs in a natural population of Daphnia pulicaria. In Round Lake, individuals with low hemoglobin migrate daily from the hypolimnion to the epilimnion, whereas individuals with high hemoglobin remain in the hypolimnion. Using high-resolution depth and time sampling, I discovered behavioural diversity both within and among hemoglobin phenotypes. I tested the role of hemoglobin phenotype in maintaining behavioural diversity using automated migration robots that move individuals across the natural environmental gradients in the lake. By measuring the fitness of each morph undergoing either a natural migration behaviour, or the migration of the opposite morph, I found that the fitness of hemoglobin rich and poor morphs in their natural behaviour does not differ, but that Hb-rich individuals can obtain equal fitness from either behaviour, while Hb-poor morphs suffer substantial drops in survivorship in the alternate migration behaviour. Thus, migration behaviour in this system exists as a conditional strategy for some individuals, and as alternative strategies of equal fitness for others. The results of this study suggest that individual limits in the expression of highly flexible internal conditions can reinforce intraspecific behavioural diversity. Few studies have measured the fitness consequences of switching migration strategies and this study provides a rare example in the field.

Contextes de formation formel, non formel ou informel: développement de compétences de direction d’école de langue française au Canada

Pour parfaire les compétences des nouvelles directions d’école, nous constatons l’émergence de programmes de formation proposés par des universités, des districts scolaires, etc. Le but de notre étude est d’identifier les contextes de formation formel, non formel ou informel qui ont le plus aidé les nouvelles directions d’école dans le développement de leurs compétences d’une part, et ceux qui seraient mieux à même de les aider à l’avenir. Dans le cadre de cette recherche qualitative, 101 acteurs-trices de l’éducation ont été interrogé-es. Les résultats montrent que les trois contextes de formation (formel, non formel et informel) semblent avoir contribué au développement des compétences des nouvelles directions, alors que le contexte non formel, et plus particulièrement les ateliers et le soutien du district scolaire, s’avère être celui pouvant le plus aider les nouvelles directions à développer leurs compétences dans le futur. (DIPF/Orig.)

L’inclusion scolaire dans l’enseignement primaire: L’évaluative formative comme source de progression collective?

Ce travail s’inscrit dans le champ des recherches concernant les pratiques inclusives en milieu scolaire ordinaire dans l’enseignement primaire. En France, le système éducatif propose de scolariser les élèves à besoins éducatifs particuliers soit en classe ordinaire, soit en classe spécialisée, bien que les gouvernements valorisent l’accueil en milieu ordinaire depuis la loi de 2005. Or, ceci questionne les pratiques des acteurs de l’école sur la prise en charge de ces élèves. Partant des travaux montrant que les enseignants utilisant l’évaluation formative gèrent mieux la diversité des élèves, nous étudions ici dans quelle mesure cette fonction de l’évaluation aiderait les élèves présentant des besoins éducatifs particuliers à acquérir des connaissances grâce aux feedbacks émis lors d’évaluations orales et de corrections collectives. L’analyse des données recueillies à l’aide d’entretiensavec des enseignants et d’observations d’élèves fait ressortir les attitudes des acteurs, les interactions et les régulations. (DIPF/Orig.)

Electronic Technology in NL Schools: An Environmental Scan, 2015-16

This study was designed to obtain information on the prevalence of electronic technology—in terms of availability and use—in classrooms in Newfoundland and Labrador. An online survey was developed and delivered electronically to a randomly chosen sample of 800 k-12 educators in Newfoundland & Labrador’s English School District during Winter, 2016. In total, 377 surveys were completed. Among other things, the findings showed that SMART Boards and iPads were receiving significant usage while the usage of computer labs and of various social media tools was not particularly high.

An exploration of parent ivolvement in Response to Intervention (RTI) in Title I schools

Research demonstrates that parental involvement positively impacts student achievement and enhances targeted instruction. Notably, however, little research currently exists on how schools involve parents in Response to Intervention (RTI), a framework for implementing targeted, tiered, research-based instruction. The purpose of this study was to interview selected parents, teachers, RTI specialists, and principals in three Title I elementary schools in one school district, plus one district-level administrator, in order to examine how elementary schools currently involve parents in RTI prereferral interventions, and to understand the factors that might facilitate or challenge such parent involvement. I employed a comparative case study qualitative design with each elementary school as the main unit of analysis. I conducted individual, in-depth interviews that lasted approximately 45-60 minutes with a total of 33 participants across the three school sites, including 11 parents, 12 teachers, and six RTI specialists, three principals, and one district-level administrator. I also analyzed documents related to RTI processes that are available through websites and participants. I used Strauss and Corbin’s (1998) three-step scheme for thematic/grounded theory analysis, and Atlas.ti as the electronic tool for management and analysis. Analyses of the data revealed that personnel across the sites largely agreed on how they explain RTI to parents and notify parents of student progress. Parents mostly disagreed with these accounts, stating instead that they learn about RTI and their child’s progress by approaching teachers or their own children with questions, or by examining report cards and student work that comes home. Personnel and parents cited various challenges for involving parents in RTI. However, they all also agreed that teachers are accessible and willing to reach out to parents, and that teachers already face considerable workloads. It appears that no district- or school-wide plan guides parent involvement practices in RTI at any of the three schools. Finally, I present a discussion of findings; implications for teachers, RTI implementation leaders, and Title school leaders; study limitations; and possibilities for future research.

Veto of R249, S.1297

This veto message from Governor Nikki Haley vetoes a bill that unconstitutionally sets forth how the members of the Chesterfield County School District Board receive per diem.

Occupational compensation survey--pay only.

Some issues have title: Occupational compensation survey--pay and benefits. Springfield, IL.

A Longitudinal Exploration of the Relationship Between Oral Reading Fluency and Reading Comprehension Achievement Among a Sample of Diverse Young Learners

Exploring the relationship between early oral reading fluency ability and reading comprehension achievement among an ethnically and racially diverse sample of young learners from low-income families, attending elementary school within a large public school district in southeast Florida is the purpose of this longitudinal study. Although many studies have been conducted to address the relationship between oral reading fluency ability and reading comprehension achievement, most of the existing research failed either to disaggregate the data by demographic subgroups or secure a large enough sample of students to adequately represent the diverse subgroups. The research questions that guided this study were: (a) To what extent does early oral reading fluency ability measured in first, second, or third grade correlate with reading comprehension achievement in third grade? (b) To what extent does the relationship of early oral reading fluency ability and reading comprehension achievement vary by demographic subgroup membership (i.e., gender, race/ethnicity, socioeconomic status) among a diverse sample of students? A predictive research design using archived secondary data was employed in this nonexperimental quantitative methods study of 1,663 third grade students who attended a cohort of 25 Reading First funded schools. The data analyzed derived from the Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency (DIBELS ORF) measure administered in first, second, and third grades and the Florida Comprehensive Assessment Test of the Sunshine State Standards (FCAT-SSS) Reading administered in third grade. Linear regression analyses between each of the oral reading fluency and reading comprehension measures produced significant positive correlations. Hierarchical regression analyses supported the predictive potential of all three oral reading fluency ability measures toward reading comprehension achievement, with the first grade oral reading fluency ability measure explaining the most significant variance in third grade reading comprehension achievement. Male students produced significant overall differences in variance when compared to female students as did the Other student subgroup (i.e., Asian, Multiracial, and Native American) when compared to Black, White, and Hispanic students. No significant differences in variance were produced between students from low and moderate socioeconomic families. These findings are vital toward adding to the literature of diverse young learners.

FY 2014-15 & 2015-16 Evaluation of State-Funded Full-Day 4K, part I

This report documents the expansion of 4K and expenditure of funds in Fiscal Years 2014-15 and 2015-16; provides 2015-16 projections for the number of at-risk four-year-olds in each school district and the number of at-risk four-year-olds served in a publicly funded program using available information; details the results of the CIRCLE assessment, which was administered to children in publicly-funded four-year-old (4K) and five-year-old (5K) kindergarten during the 2014-15 school year; describes the four language and literacy assessments that measure 4K and 5K students’ abilities during the 2015-16 school year; and discusses how 4K quality can be defined and the important role of teacher-child instructional interactions in assessing quality of publicly-funded 4K.

K-12 Technology Initiative Report

In Fiscal Year 2014-15 the General Assembly funded with lottery fund revenues the K-12 Technology Initiative. The Initiative has three objectives: to improve external connections to schools; to improve internal connections within schools; and to develop or expand one-to-one computing. There is also a summary of the school district and school responses to questions on the South Carolina Technology Counts Survey for the 2015-16 reporting period that pertain directly to the K-12 Technology Initiative.

South Carolina Community Block Grants for Education Pilot Programs: Year 1 Report

The South Carolina General Assembly created the South Carolina Community Block Grant for Education Pilot Program by Proviso 1.94 in the 2014-15 General Appropriation Act. The purpose of the proviso was to encourage and sustain partnerships between a community and its public school district for the implementation of innovative, state-of-the-art education initiatives and models to improve learning. Any public school, including a charter school, was eligible to submit a grant application. The proviso asserts that the success of the grant program is best served when there is vigorous community support, which is integral to the development and implementation on innovative initiatives for young people. Through this proviso, one million dollars was allocated for the block grants with direct allocations to school districts. Grants awarded were to be implemented for a period of one year beginning July 1, 2015 until June 30, 2016.

ABSTINENCE AND ALCOHOL CONSUMPTION AMONG STUDENTS: THE INFLUENCE OF PERSONAL, FAMILY AND SOCIO-CULTURAL SPHERES

Introduction: Among young people, regular or alcohol abuse seems to ally with individual factors, which congregate to other generators behaviors health risk, in social environment, including family and school. The consumption of alcoholic beverages in the younger age groups, according to the World Development Report goes beyond 60%. In the Portuguese case, the Alentejo is the region that recorded higher consumption among schoolchildren. Objectives: This study aims to know the personal inluences of family, of belonging to the group and the school environment, on the withdrawal and consumption habits among young people. Methods: A qualitative nature of research, using comprehensive semi-structured interviews. The study was developed in a school district of Evora, Portugal. The sample consists of ten students from the 8th school grade, ive non-consumers-ive consumers aged between 13 and 15 years old. Results: The trial takes place between 12 and 14 years old as a result of curiosity, explicit or tacit motivation, “give style”, the environment, entertainment and observing behavior. Among the effects of intake indicated as motivators consumption highlight the joy of reaching states and willingness. Family members tend to encourage moderate drinking on festive occasions. family models exaggerated consumption repudiate ingestion. The elements of the group of belonging tend to motivate explicitly, the intake among consumers students. The school promotes initiatives on the theme, punctually. Conclusions: The consumption of alcohol among young people suffer the personal, family and belonging group inluences. The initiatives in school tend to have no effect.

Lluvia de hojas

Cuento Lluvia de hojas