The purpose of this study was to investigate the effectiveness of a method of motivational enrichment that may be applied to a structured art program when teaching the visual element, value, to fourth, fifth, and sixth grade children.

DANTAS, Rennan Ferreira. Problemas de código de identificação em grades. 2014. 69 f. Dissertação (Mestrado em ciência da computação)- Universidade Federal do Ceará, Fortaleza-CE, 2014. / Submitted by Elineudson Ribeiro (elineudsonr@gmail.com) on 2016-07-12T16:18:54Z No. of bitstreams: 1 2014_dis_rfdantas.pdf: 1037258 bytes, checksum: ba52dfcc5e4297fcfb7a3690e788cc4e (MD5) / Approved for entry into archive by Rocilda Sales (rocilda@ufc.br) on 2016-07-21T16:06:22Z (GMT) No. of bitstreams: 1 2014_dis_rfdantas.pdf: 1037258 bytes, checksum: ba52dfcc5e4297fcfb7a3690e788cc4e (MD5) / Made available in DSpace on 2016-07-21T16:06:22Z (GMT). No. of bitstreams: 1 2014_dis_rfdantas.pdf: 1037258 bytes, checksum: ba52dfcc5e4297fcfb7a3690e788cc4e (MD5) Previous issue date: 2014 / The identifying code problem was introduced in 1998 by Karpovsky as a way to help fault diagnosis in multiprocessor computer systems Since then the study of this problem and its variants has been developed Antoine Lobstein maintains a bibliography with more than 200 articles on this subject The idea of the problem is to identify any vertex of the graph using just its identifying set which are the vertices of its closed neighborhood in the identifying code Many recent papers have investigated infinite graphs and then the main objective is to obtain identifying codes in these infinite graphs with the smallest possible density In 2005 Ben-Haim and Litsyn proved that the density of an optimum identifying code in the infinite rectangular grid is 7/20 In this dissertation we present a bibliographical study showing several existing results and we provide an alternative proof to the density 7/20 for optimum identifying codes in infinite rectangular grids using the discharging method. / O problema do código de identificação foi introduzido em 1998 por Karpovsky com a finalidade de ajudar no diagnóstico de falhas em sistemas computacionais com multiprocessadores Desde então o estudo sobre esses códigos e suas variantes tem sido desenvolvido Antoine Lobstein mantém uma bibliografia com mais de 200 artigos sobre o assunto A ideia do problema consiste em identificar qualquer vértice do grafo utilizando apenas o seu conjunto de identificação que são os vértices de sua vizinhança fechada que estão no código de identificação Muitos estudos recentes se concentraram em grafos infinitos e com isso o objetivo é obter códigos de identificação nesses grafos infinitos com a menor densidade possível Em 2005 Ben-Haim e Litsyn provaram que a densidade de um código de identificação ótimo da grade retangular infinita é 7/20. Nessa dissertação fazemos um estudo bibliográfico apresentando vários resultados existentes e fornecemos uma prova alternativa para a densidade 7/20 de códigos ótimos em grades retangulares infinitas usando o método da descarga.

The purpose of the current study was to examine how well the Narrative Language Measure (NLM) of Listening predicts the NLM Reading measure and the extent to which brief narrative-based listening and reading comprehension assessments administered to first, second, and third grade students demonstrate symmetry and equity. A total of 1039 first graders, 395 second graders, and 501 third graders participated in this study. The students were administered the NLM Listening and NLM Reading, and their scores were examined to address the research questions. Students with incomplete data sets and students who performed 1.5 standard deviations (7th percentile based on the local dataset norms) below the mean within their respective grade using local norms on a either the first or second winter benchmark reading fluency measure were removed from the participant pool. A correlation and regression analysis indicated that the NLM Listening was weakly predictive of NLM Reading. The means and standard deviations of listening comprehension and reading comprehension were compared, with the expectation that the means from both tasks would not be significantly different. This was examined using repeated measures ANOVA. Results indicated that for the first, second, and third-grade students, while removing those who scored at or below the 7th percentile, there was a statistically significant difference between the means for both the NLM Listening Benchmark 1 and NLM Reading Benchmark 1, as well as the NLM Listening Benchmark 2 and NLM Reading Benchmark 2. An equipercentile analysis determined the first-grade students scored higher in the listening comprehension than reading, and the second and third-grade students scored higher in the reading comprehension. While the data from this study indicate that the NLM Listening is not an adequate proxy for the NLM Reading measure, this study is another step in laying a foundation that a narrative-based assessment with carefully constructed parallel forms that reflect written academic language has the potential to produce scores in listening and reading comprehension that are symmetrical and equitable, in order to justify the use of one measure as proxy for the other.

To live intelligently in our rapidly changing society, every member of our society needs to acquire knowledge and skills in the field of mathematics, not only in specialized fields, but in all areas of everyday living.

This study examined the impact of grade span configuration on the academic achievement of sixth grade students in Florida public schools. Grade configuration (PK-6, PK-8, and 6-8) was the independent variable. Academic achievement, the dependent variable, was measured using 2009 Florida Comprehensive Assessment Test (FCAT) Reading and Mathematics mean scale scores and the percentage of students making annual learning gains from 2008 to 2009. School socioeconomic status (SES) was used as a covariate to equalize the effect of poverty on achievement. Random samples of schools were drawn from the population of all Florida public schools with sixth grades in 2009, and from Florida's 2009 Academically High Performing School Districts. Findings showed that there was a statistically significant difference in achievement based on grade level configuration in reading and mathematics for all schools and for schools in Academically High Performing Districts. In all cases, the PK-6 configuration was statistically significantly higher than 6-8, with varied significance between PK-6 and PK-8, and PK-8 and 6-8. The strongest practical significance for all schools was found for learning gains in mathematics, with 26% of the variance in mean learning gain percentages accounted for by grade configuration when controlling for SES. Recommendations were made that future studies address differentiating grade configurations by instructional models and other factors that could impact achievement. The degree and the fidelity to which the middle school concept is implemented in 6-8 schools should be accounted for before making conclusions about the impact of configuration on academic achievement of students in that configuration.

No description available.

It is the primary purpose of this study to determine any differences in the achievement abilities and teacher ratings of the boys and girls of equal intelligence quotients in the fifth, sixth, and seventh grades of the Alvord Elementary School, Alvord, Texas. A secondary purpose is to make a study of the environmental background of a number of pupils in order to determine certain other factors that might be considered as producing some influence upon the success or failure of the boy or girl.

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / O problema do cÃdigo de identificaÃÃo foi introduzido em 1998 por Karpovsky com a finalidade de ajudar no diagnÃstico de falhas em sistemas computacionais com multiprocessadores Desde entÃo o estudo sobre esses cÃdigos e suas variantes tem sido desenvolvido Antoine Lobstein mantÃm uma bibliografia com mais de 200 artigos sobre o assunto A ideia do problema consiste em identificar qualquer vÃrtice do grafo utilizando apenas o seu conjunto de identificaÃÃo que sÃo os vÃrtices de sua vizinhanÃa fechada que estÃo no cÃdigo de identificaÃÃo Muitos estudos recentes se concentraram em grafos infinitos e com isso o objetivo à obter cÃdigos de identificaÃÃo nesses grafos infinitos com a menor densidade possÃvel Em 2005 Ben-Haim e Litsyn provaram que a densidade de um cÃdigo de identificaÃÃo Ãtimo da grade retangular infinita à 7/20. Nessa dissertaÃÃo fazemos um estudo bibliogrÃfico apresentando vÃrios resultados existentes e fornecemos uma prova alternativa para a densidade 7/20 de cÃdigos Ãtimos em grades retangulares infinitas usando o mÃtodo da descarga / The identifying code problem was introduced in 1998 by Karpovsky as a way to help fault diagnosis in multiprocessor computer systems Since then the study of this problem and its variants has been developed Antoine Lobstein maintains a bibliography with more than 200 articles on this subject The idea of the problem is to identify any vertex of the graph using just its identifying set which are the vertices of its closed neighborhood in the identifying code Many recent papers have investigated infinite graphs and then the main objective is to obtain identifying codes in these infinite graphs with the smallest possible density In 2005 Ben-Haim and Litsyn proved that the density of an optimum identifying code in the infinite rectangular grid is 7/20 In this dissertation we present a bibliographical study showing several existing results and we provide an alternative proof to the density 7/20 for optimum identifying codes in infinite rectangular grids using the discharging method

Concerns over the academic success of first-time ninth-grade students transitioning into the high school setting continue to stimulate substantial interest in identifying the various factors that cause the ninth-grade bottleneck.  Extensive research shows that when ninth-grade students transition into the high school setting, students have a difficult time navigating the more academically rigorous, less nurturing, usually larger and anonymous high school setting.  Studies have shown that transition practices to help ninth-grade students are successful in making this transition smoother and more successful for incoming freshmen, thereby leading to more credits and a stronger chance for students to earn a diploma. This dissertation is a replication of a previous Virginia Tech study completed by Henry Johnson titled High School Transition Practices for Ninth Graders: A Descriptive Study of Maryland Public High Schools, but it focuses on public schools in the Commonwealth of Virginia.  The primary data collection method was a survey that was sent to all Virginia principals.  First, results from the survey were analyzed to develop a description of the various transition practices existing in Virginia\'s public high schools in relation to school size, demographics, and community type.  Second, the survey data were analyzed to determine the various perceptions of school officials concerning the effectiveness of reported transition practices.  The data provide a description of the transition practices in Virginia's public schools.  Results from this study give administrators and policymakers an idea of what type of transition practices exist in the various public schools in Virginia as well as the perceived effectiveness of the practices in place. / Ed. D.

The purpose of the study is to make a comparison of the achievement and personality traits of a selected group of pupils to determine differences and relationships existing between these important factors, and to study their significance for the classroom teacher.