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The purpose of this study was to investigate the information regarding the comparative relationship between the proficient mathematics scores of eighth-grade students on the 2009 state mathematics assessments and the 2009 National Assessment of Educational Progress (NAEP) mathematics assessment by state, census-defined regions and AYP subgroups. Analysis was completed and six research questions were used to guide the study. A multiple regression was used to assess the relationship between the percentage of eighth-grade students who were proficient in mathematics as assessed by the 2009 NAEP and those who were proficient in mathematics as assessed by their 2009 state assessment. A significant quadratic (non-linear) relationship between the state and NAEP levels of proficiency was determined. Several two-factor split plot (one within-subjects factor and one between-subjects factor) analysis of variance (ANOVA) were conducted to determine if region moderated the difference between the percentage proficient on the state and NAEP assessments for eighth grade students overall and in the following AYP subgroups : (a) low socioeconomic students, (b) white students, (c) black students and (d) Hispanic students. The within-subjects factor was type of test (NAEP or state), and the between-subjects factor was region (Midwest, Northeast, West, and South). Overall, the percentage proficient on state mathematical assessments was always higher than the percentage proficient on the NAEP mathematics assessments. The degree of discrepancy is discussed, as well as possible reasons for this divergence of scores.

Today's focus on high-stakes standardized tests has had a massive impact on education throughout America, and standardized test preparation is one of the ugly, open secrets of education. Ever since 2001 when President Bush signed into law No Child Left Behind (NCLB), a bipartisan reauthorization of Johnson's landmark Elementary and Secondary Education Act of 1965, students have been bombarded with standardized tests from the earliest grades. Politicians believe these measures are the only way to remedy the perceived weaknesses in the education system because "stringent accountability mandates… [provide] vital levers of change, inclusiveness, and transparency of results" (Education Week, 2011, para. 15). Yet as time progresses, the quantity and importance of the exams increase to such proportions that, by the time students are in high school, their performance dictates whether they will graduate or attend college. While proponents of such exams say that they only test the skills that students ought to be learning anyway, the reality tends to be that teachers start to focus only on the specific questions the test will cover, and thereby lose the ability to provide full, comprehensive education. "Teaching to the test" is the much-maligned experience of most high schools. In order to combat the pressure students feel to perform and teachers feel to shortchange the learning experience, a "Build Your Own Adventure" manual designed around research-based principles demonstrated to improve student learning gains will allow students to focus on the key areas needed to improve test performance, demystify the test itself, and thus help students obtain score improvement. In so doing, students will not only perform better on standardized assessments, but ultimately be able to attend more elite colleges.

<p> This paper attempts to quantify disparate growth in Hamilton's Central Area. The spatial variation over time of three economic indicators was studied to do this. These indicators were property tax assessments, and multi-family and single-family property sales. The Central Area was divided into four geographic zones so that the indicator change could be associated with different parts of the Area. The results indicate that the northeastern sections of the Central Area experienced and are continuing to experience slower economic growth compared to the southwestern sections. </p> / Thesis / Bachelor of Arts (BA)

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Clinical experience has shown that patients performing the Grooved Pegboard Test have difficulty maintaining the manualized right-to-left placement strategy with their left hand. This study sought to investigate possible differences in placement time on the Grooved Pegboard task between participants using the standardized left hand approach and a reversed manualized left hand placement strategy (i.e., left-to-right). The participants included 63 male and female undergraduate volunteers between the ages of 18 and 25 years. All participants had no history of neurologic disease/trauma, or conditions that would affect motor functioning of the right and left upper extremities. Data were analyzed using a 3-way mixed-design ANOVA. Results revealed a significant main effects for gender (F(1, 59) = 5.215, p = .026) and handedness (F(1, 59) = 6.362, p = .014). Of primary interest was the main effect for placement direction, which was not significant, F(1, 59) = .120, p = .731. No significant interaction was observed (all p > .40). Recommendations for the use of this test in applied neuropsychological settings are offered.

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No description available.

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<p>Canadian hospitals continue to adopt private sector strategies in an attempt to improve efficiency, accountability and quality. One such mandated efficiency is a computerized psychosocial assessment for mental health patients known as the Resident Assessment Instrument–Mental Health (RAI-MH). This thesis uses the RAI-MH as the gateway into exploring how neoliberal or private sector strategies are used to penetrate hospital care work resulting in the regulation and restructuring of work practices. The RAI-MH requires professionals to input specified, closed ended data about patients simplifying and narrowing their practice in an attempt to govern, measure and fund what is “value added” in the patient/professional encounter. This qualitative study uses interviews with social workers and nurses to examine the competing tensions experienced by professionals as they strive to provide client-centred care in a culture that promotes computer-centred care.</p> <p>My research findings reveal that the idealized portrayal of the 21^st century knowledge worker is in sharp contrast to the realities faced by many increasingly standardized and “leaned-out” health care professionals. Social workers and nurses report that standardization leads to increasing surveillance. A few professionals comply with the increasing standardization or regulation but most found ways to resist while striving to maintain professional autonomy. As certain areas of work become standardized some professionals find ways to increase autonomy in other areas of their work. The findings reveal differences between those who engaged in work tasks outside of paid work hours (boundary crossings) and those who did not (boundary refusals). <strong></strong></p> <p>Theoretically, this thesis contributes to the literature by illuminating the processes involved within the rapidly changing organization of hospital service delivery. Substantively, it adds to the literature on understanding the work of service providers and how they continue to find creative ways to resist the standardization process.</p> / Doctor of Philosophy (PhD)