Code smells are defined as poor implementation and coding practices, and as a result decrease the overall quality of a source code. A number of code smell detection tools are available to automatically detect poor implementation choices, i.e., code smells. The detection of code smells is essential in order to improve the quality of the source code. This report aims to evaluate the accuracy and quality of seven different open-source code smell detection tools, with the purpose of establishing their level of trustworthiness.To assess the trustworthiness of a tool, we utilize a controlled experiment in which several versions of each tool are scrutinized using the most recent version of the same tool. In particular, we wanted to verify to what extent the code smell detection tools that reveal code smells in other systems, contain smells themselves. We further study the evolution of code smells in the tools in terms of number, types of code smells and code smell density.

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Low-code development is an alternative to regular software development where the developer is able to build software and websites using a drag and drop interface instead of writing code. Low-code development has gained popularity in recent years, one of the reasons for this is the broader targeted audience which is citizen developers, people with no previous knowledge and experience in programming and web development. However it is unclear if low-code development can uphold the standards set by software development best practices. The purpose of this study is to investigate how low-code development corresponds to best practices in software development. Maintainability, flexibility, portability, reusability, readability, and testability are the six best practices that are specifically investigated in this study. Design and creation was used as the methodology to investigate whether these best practices can be used in low-code development. A system and a website was built in partnership with CGI, using Microsoft Power Platform as the low-code development tool.  The findings of the study indicate that low-code development has a number of limitations when compared to best practices in software development. The limited ability to customize code makes it difficult to accomplish maintainability, flexibility, and testability in low-code development. Additionally, it might be challenging to accomplish portability because low-code development platforms are not always interoperable, and reusability is limited due to the differences in implementation between platforms. Furthermore, it is often difficult to follow the logic flow of a low-code system which makes readability a challenge in low-code development.  While some best practices can be adapted to low-code development, the study draws the conclusion that low-code development still has a long way to go before it can fully live up to best practices in software development. In summary, this study highlights the limitations of low-code development in comparison to best practices for software development and proposes that additional research is required to overcome these limitations.

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During the past century the educational reform movements focused on the need for highly qualified teachers based on research surrounding the effects on student achievement related to the quality of the teacher (Busatto, 2004). The National Board for Professional Teaching Standards (NBPTS) was created in 1987 in response to the increasing focus placed on having quality teachers (Berg, 2003; Humphrey, Koppich, & Hough, 2005; NBPTS, 2011). The NBPTS is an organization governed by teachers that emphasizes sound instructional practices and improving teaching. The standards for National Board Certification are based on solid research that recognizes education practices that result in improvement in student achievement (NBPTS, 2012b). If the National Board Certification process identifies effective teachers, then the classroom practices of those teachers should demonstrate research-based best practices in their everyday instruction. The purpose of this study was to explore the everyday instructional practices of 3 Nationally Board Certified (NBC) teachers who taught grades 4 and 5 in east Tennessee. This study was a multi-site, qualitative study that included classroom observations, semi-structured interviews, and checklists to conduct descriptive and evaluative case studies involving 3 Nationally Board Certified teachers who taught in counties located in east Tennessee. Research conducted by Marzano, Pickering, and Polluck (2001) identified 9 best practices of effective teachers; those practices were used as a framework for observation. Through observations and interviews the researcher investigated the teaching strategies used by 3 NBC teachers and how those strategies compare to the 9 best practices identified by Marzano et al. (2001). Further, the researcher sought to understand how the National Board Certification process impacted those strategy choices. Findings for this study support the following 3 conclusions. First, this research study revealed that the participating Nationally Board Certified teachers use research-based best practices regularly in their classrooms. Second, the NBC process makes a positive impact on instructional practices in the classroom according to the 3 teachers in this study. Last, the NBC process made a difference in the reflective practices of the 3 participants in this inquiry.

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The purpose of this qualitative study was to examine the perceptions of school staff as to the best practices utilized in successful middle schools. The researcher used the framework of This We Believe and the School To Watch application process to determine schools worthy of the study. Each school must have been designated three times or more as a School To Watch. Three schools were selected for the study that were each in three different school divisions and three different geographical regions in Virginia. The researcher went to each site to conduct interviews with participants. Fifteen interviews via focus groups were conducted with twenty-one participants. Interviews were recorded, transcribed, and coded. The researcher analyzed interview data and determined there were three emerging concepts critical to the success of middle schools. Concepts that emerged from participants were: each school was developmentally responsive to the social and emotional needs of young adolescents, each school’s staff employed strong organizational leadership and structures to coordinate the school, and each school’s staff was purposeful in their creation of each school’s master schedule that allowed for purposeful planning. Practitioners may find the results of the study useful as many of the practices could be employed in other middle schools.

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