School Reading by Grades Second Year

UANL

Reading model to estimate optimum economic intakes of amino acids for poultry

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

The optimal lysine and threonine intake for Cobb broiler breeder hens using Reading model

This study aimed to determine the optimal intake of lysine and threonine for broiler breeder hens. Two experiments were conducted to evaluate the responses of birds to digestible lysine (Lys) and threonine (Thr). Eight treatments were assessed in both experiments, with six replicates of eight birds in the Lys experiment and ten birds in the Thr experiment. The dietary levels of Lys and Thr were obtained by a dilution technique. The experimental period was ten weeks for each amino acid studied, which included six weeks of adaptation and four weeks of data collection. The amino acid intake, egg mass and body weight were adjusted using a Reading model. Based on the model coefficients, the cost of the synthetic amino acids sources and the price of fertile eggs determined the intake of each amino acid to maximize. The minimum intake of Lys and Thr reduced egg production by 40 and 30%, respectively, the weight of the eggs decreased by 12 and 9% with the same intake of Lys and Thr, respectively. The models generated by predicting Lys and Thr intake were as follows: Lys=11 x E+31 x W and Thr=9.5 x E+32 x W, where E=egg mass, g/bird per day, and W=body weight, kg/bird. Based on the models, 3 kg birds with an egg mass production of 50 g/day require 643 mg/bird per day of Lys and 569 mg/bird per day of Thr. The optimum economic intake was calculated at 954 and 834 mg/bird per day for Lys and Thr, respectively, reflecting a dietary concentration of 0.636% Lys and 0.556% Thr for a feed intake of 150 g/bird per day. (C) 2015 Elsevier B.V. All rights reserved.

The superintendent makes a discovery; the answer to the rural school reading problem,

"The county library plan for school service: a catechism": p. 24-27. "Printed matter available": p. 30.

School reading by grades. First[-eighth] year

On cover: Baldwin's readers.

Principal Effectiveness: Middle School Leaders' Perceptions Of Principal Practices To Improve Middle School Reading Achievement

ABSTRACT Title of Document: PRINCIPAL EFFECTIVENESS: MIDDLE SCHOOL LEADERS’ PERCEPTIONS OF PRINCIPAL PRACTICES TO IMPROVE MIDDLE SCHOOL READING ACHIEVEMENT Kathleen R. Brady, Doctor of Education, 2016 Directed By: Dr. John Norris, Department of Education The purpose of this exploratory and descriptive study was to examine school leaders’ perceptions of leadership practices that contribute to principal effectiveness in improving reading achievement in middle schools in a large public school district. The data was gathered through the use of a Web-based survey that was emailed to 97 school based leaders including 20 principals, 40 assistant principals, 17 reading department chairpersons, and 20 professional development lead teachers in middle schools with grade 6-8 and 7-8 configurations. Data were collected and analyzed in order to make inferences about principal practices at middle school. The findings of this study indicated few differences between middle school principals’, assistant principals’, reading department chairpersons’, and professional development lead teachers’ perceptions of principal leadership practices that are most important to and have the greatest impact on student reading achievement success. Furthermore, the findings indicated that participants’ three top ranked resources needed to increase the effectiveness of principals in order to improve reading achievement at middle schools include implementing a collaborative planning protocol to support literacy instruction, adding a reading coach to the middle school staff, and providing professional development activities focused on literacy instruction across the content areas. The results were used to make recommendations that may contribute to middle school principal effectiveness.

A coleção de leitura escolar: série Thales de Andrade (1928-1964) : reflexões sobre leitura escolar

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Are alphabetic language-derived models of L2 reading relevant to L1 logographic background readers?

In this paper, we argue that second language (L2) reading research, which has been informed by studies involving first language (L1) alphabetic English reading, may be less relevant to L2 readers with non-alphabetic reading backgrounds, such as Chinese readers with an L1 logographic (Chinese character) learning history. We provide both neuroanatomical and behavioural evidence from Chinese language reading studies to support our claims. The paper concludes with an argument outlining the need for a universal L2 reading model which can adequately account for readers with diverse L1 orthographic language learning histories.

School innovation in science : a model for supporting school and teacher development

‘School Innovation in Science’ represents a model, developed through working with more than 200 Victorian schools, to improve science teaching and learning. SIS works at the level of the science team and the teacher, providing resources to challenge and support the change process. Its emphasis is on strategic planning supported by a framework for describing effective teaching, materials for auditing practice and planning initiatives, and a networked support structure. Experience and results from the project, concerning the nature and extent of change, will be used to provide insight into the multidimensional nature of the change process and to suggest a number of principles concerning support for change. Arising out of this, the major elements of a School Innovation Model are identified, that supports a transformative agenda for schools more generally.

The development of a model of continuing professional development for teachers of primary science

A new science curriculum was introduced to primary schools in the Republic of Ireland in 2003. This curriculum, broader in scope than its 1971 predecessor (Curaclam na Bunscoile, 1971), requires teachers at all levels of primary school to teach science. A review carried out in 2008 of children’s experiences of this curriculum found that its implementation throughout the country was uneven. This finding, together with the increasing numbers of teachers who were requesting support to implement this curriculum, suggested the need for a review of Irish primary teachers’ needs in the area of science. The research study described in this thesis was undertaken to establish the extent of Irish primary teachers’ needs in the area of science by conducting a national survey. The data from this survey, together with data from international studies, were used to develop a theoretical framework for a model of Continuing Professional Development (CPD). This theoretical framework was used to design the Whole- School, In-School (WSIS) CPD model which was trialled in two case-study schools. The participants in these ‘action-research’ case-studies acted as co-researchers, who contributed to the development and evolution of the CPD model in each school. Analysis of the data gathered as part of the evaluation of the Whole-School, In- School (WSIS) model of CPD found an improved experience of science for children and improved confidence for teachers teaching at all levels of the primary school. In addition, a template for the establishment of a culture of collaborative CPD in schools has been developed from an analysis of the data

Brain-Based Individual Difference Measures of Reading Skill in Deaf and Hearing Adults

Thesis (Ph.D.)--University of Washington, 2015