The applied dissertation was designed to investigate the three models of grade span configurations of sixth grade and the effects grade span configuration has on results of the standardized achievement scores of sixth grade students in private, Florida schools. Studies that have been conducted on sixth grade students and grade span configuration have provided mixed results on the impact of standardized scores. Exploration of the topic that supports the connection is outdated and current research has yet to examine the impact on students who are in private, parochial schools in Florida. The use of data from the TerraNova, Third Edition on grade span configuration has not been evaluated. The correlation between grade span configuration and the results on the sixth grade student standardized achievement scores examines the following three models: kindergarten to sixth grade model (K6), kindergarten to eighth grade model (K8), and the sixth to eighth grade model (6-8, MS). The researcher will use one standardized collection instrument to obtain data in the study and will collect data from Florida schools that administer the TerraNova, Third Edition to sixth grade students in the spring of 2015. Three grade span configuration models will be evaluated by the mean score of sixth grade student performance on the test. Mean scores will be requested by the researcher from the school administrators of private schools in Florida.

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The purpose of this study was to determine if there were differences in standardized test scores, expressed as percentage passing, in math, reading-language arts, science, and social studies by comparing 6th grade students in K-8 schools with those in 6-8 schools. The data were gathered from an analysis of 6th grade student' scores on the 2006-2007 TCAP standardized assessment test in the state of Tennessee. The relationship between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the below proficient, proficient, or advanced level in each subject area was examined. The analysis was based on 5 research questions. A t-test for independent samples was used to identify the relationships between the independent variables, configuration of the school (K-8 or 6-8), and the dependent variables, the percent of students scoring below proficient, proficient, or advanced. A chi square analysis was used to identify the relationship between the proportion of K-8 schools meeting AYP versus the proportion of 6-8 schools meeting AYP. The study showed no relationship between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the below proficient level in math, reading-language arts, and social studies. Similarly, there was not a significant difference between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the proficient level in math and reading-language arts and the advanced level in math, reading-language arts, and science. However, there was a significant relationship between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the below proficient level and the proficient level in science and the percent of 6th grade students scoring at the proficient level and advanced level in social studies. In science, a lower percentage of 6th grade students in K-8 schools scored below proficient than did 6th grade students in 6-8 schools. In science, a higher percentage of 6th grade students in K-8 schools scored proficient than did 6th grade students in 6-8 schools. In social studies, a higher percentage of 6th grade students in K-8 schools scored proficient than did 6th grade students in 6-8 schools. However, a higher percentage of 6th grade students in 6-8 schools scored advanced than did 6th grade students in 6-8 schools. The study showed a significant difference in the proportion of K-8 schools meeting AYP versus the proportion of 6-8 schools meeting AYP.

Purpose . The purpose of this study was to examine student perceptions of the impact of grade-level retention on students who experienced retention the first time during 7 th or 8 th grade and who continued with their education into their 10 th -grade, 11 th -grade, or 12 th -grade year. Procedure . Ten high school students in grades ten, eleven, or twelve participated in this phenomenological study. Each of the participants experienced grade-level retention for the first time during their seventh or eighth grade year. At the time of the interviews, each student was earning the necessary credits to be on target to graduate from high school. Qualitative methods were employed to allow an in-depth exploration of each participant's experience. Tape-recorded interviews were conducted. Interview questions addressed five general areas: (a) student reflections regarding middle school; (b) student reflections on their high school experience; (c) student perceptions on the impact of their grade level retention; (d) student perceptions of the effectiveness of grade-level retention, especially at the middle school level; and (e) factors that contributed to each student's academic resilience. Standardized open-ended interview questions minimized variation in the questions posed to participants. Follow-up and probing questions allowed further exploration into each participant's descriptions and reflections. Findings . Participants in this study perceived that their academic success in high school stemmed from their grade-level retention experience. Students recognized a lack of maturity, poor attendance, and an inability to focus their attention on academics, rather than the social aspects of school, as factors that contributed to their retention. Evidence presented in this study suggests that students can experience academic resilience after experiencing grade retention. Self-determination was the single most obvious theme dominating student perceptions of factors that contributed to their academic resilience. Students perceived that they had some degree of control over their academic destiny; each student reflected that a lack of commitment to school, or laziness contributed to their failure. Thus, each student perceived an ability to overcome failure through a commitment to complete work, focus on school, and improved attendance.

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<p>A supply shortage of solar-grade silicon in recent years resulted from a rapid expansion of the solar cell industry. Therefore, many efforts have been done to obtain reliable metallurgical methods for production of SoG silicon from metallurgical grade silicon.</p> <p>In this research, refining of metallurgical grade silicon by chlorination treatment with the emphasis on Al removal was investigated. Thermodynamic calculations through Factsage confirmed the feasibility of Al removal in repeated steps of chlorination. Therefore, an Ar+SiCl₄ gas mixture with different flow rates was applied to the silicon melt by blowing and injection methods at different temperatures and the ICP-OES was used for analysis of the impurities in silicon.</p> <p>Results revealed that Al removal from silicon by chlorination treatment under the conditions employed in this study is first order reaction with respect to Al. By increasing the temperature in the chlorination process, the rate constant increases which is related to an increase in the liquid mass transfer rate. Also the observed higher rates of Al removal under injection conditions appear to be the result of improved stirring in the melt rather than an increase in the interfacial area.</p> / Master of Applied Science (MASc)

The primary objective of this thesis was to test the material properties of the new Grade 300, low-relaxation prestressing strand. The purpose of this testing was to verify the advertised breaking strengths and relaxation properties of the Grade 300 strand. Additional properties, such as yield strength, modulus of elasticity, and elongation, were also examined. Several tests were performed on each specific type of strand. For example, six tension and eight relaxation tests were performed on the Grade 300, 0.5 in. diameter, 0.153 square in. area strand. From the tests, it is concluded that the advertised breaking strengths and relaxation properties from Strand-Tech Martin, Inc. were accurate and meet the industry standards for low relaxation strand. The secondary objective of this project was to comment on the benefits of the Grade 300 strand as it pertains to the bridge industry. It was concluded from the tests that the Grade 300 strand had a 10 per cent larger 1 per cent elongation stress compared to the bridge industry standard Grade 270 strand. Furthermore, the amount of loss due to relaxation for the Grade 300 strand was comparative to that of the Grade 270 strand. While additional testing needs to be done to include stress-corrosion, transfer length, development length, and flexural strength, the completed testing indicates that less strand will be required using Grade 300 strand versus Grade 270 strand to achieve a set span length and transverse girder spacing. In addition, with the industry gradually progressing toward using higher strength concretes, longer span lengths and larger transverse girder spacing can be achieved by using the Grade 300 higher strength strand. The final objective of this testing was to examine the procedures and testing methods outlined by ASTM A416, Standard Specification for Steel Strand, Uncoated Seven-Wire for Prestressed Concrete (2005), ASTM E328, Standard Test Methods for Stress Relaxation for Materials and Structures (2002), and ASTM A370, Standard Test Methods and Definitions for Mechanical Testing of Steel Products (2005). The breaking strength and yield strength tables in ASTM A416 (2005) need to be updated with the new Grade 300 strand information. Based on this testing, ASTM should also remove the recommendation of simply using aluminum foil and Standard V-Grips to grip the strand. Even though the standard Grade 270 and Grade 300 regular diameter strand met the material property requirements when using aluminum foil as a cushioning material, none of these samples broke clearly within the gage length of the strand. Furthermore, all of the super area strand samples failed prematurely at the grips due to the notching effect of the V-grip teeth. Thus, an alternative method involving aluminum tubing, aluminum oxide, and epoxy were used to create a cushioning device between the V-grip and the strand in order to achieve the true ultimate breaking stress of the strand. Finally, ASTM should comment on the impact of test length on the total relaxation measurements. Three test lengths were evaluated during the 26 relaxation tests. As the test length increased, the total measured relaxation decreased. Losses due to chuck slip and frame settlement were negligible as the strand test length increased. / Master of Science

The investigator undertook to make an analytical study of boys in the sixth and seventh grades in the Trinity Heights Elementary School of Dallas, Texas, who tend to be non-participants in playground activities and, on the basis of the study, to draw implications for the future guidance of such boys in group participation in such activities.