<p> High employee turnover in the apartment rental housing management industry is a critical issue. Employee turnover is very costly to organizations in all industries. One factor, which may lead to employee turnover, is an employee&rsquo;s perception of training benefits. The purpose of this quantitative, explanatory, nonexperimental, cross-sectional, survey study was to analyze employee turnover in the rental housing management industry by assessing the relationship between employees&rsquo; commitment to the organization and employee training. The research literature on the theory of organizational commitment indicates a gap in organizational and management research regarding the research problem in this study concerning the turnover rate of employees in the apartment rental housing industry. The research literature has identified a relationship between organizational commitment and employee training, but the research literature was nonexistent for Meyer and Allen&rsquo;s (1984) conceptualization of organizational commitment modeled for apartment rental housing professionals. Therefore, a direct comparison of findings from the current study with findings from the literature was not possible. Through multiple linear regression, the goal of this study was to examine the relationship between employees&rsquo; commitment to the organization, employees&rsquo; perception of the benefits of training, and demographic characteristics. The findings of the study are indicative that a relationship exists between training and organizational commitment in the rental housing management industry. The only employees&rsquo; perception of training variable that was a significant predictor of employee commitment was personal related benefits of training. One recommendation for future research is to investigate a possible connection between employees&rsquo; organizational commitment to the organization and other variables, such as salary, job satisfaction, and supervisory support.</p><p>

<p> A detailed account and analysis of a six week theatrical devising workshop and culminating performance event which occurred in March and April of 2017 in the Theatre Arts Department at California State University, Long Beach. <i> In The Telling</i> was an independent project that utilized movement-based ensemble practice and improvisation techniques to develop text and movement into an immersive theatrical storytelling event. Through the synthesis of contemporary theatre making practice and traditional rehearsal techniques, a diverse group of student participants collaborated to create an original work based on personal narrative and the theme of &ldquo;change&rdquo;. </p><p> Rooted in a broader discussion regarding the ideal foundational elements for contemporary performance training, this project report poses the question: how can performance educators train the next generation of theater makers to excel at creating vibrant, inclusive and innovative work? The <i> In The Telling</i> project posits that theatrical devising practice as performance pedagogy is one approach.</p><p>

<p> Digital clay is a virtual material that exists currently in many 3D design software applications. Coupled with the rapid development of 3D printing technology, clay forms designed with a computer can now be externalized into the physical world as 3D prints or, vice versa, as digital scans. Recently, advanced tools have become available to artists and designers as affordable systems marketed to the professional consumer. As a response to these developments, my research examines the learning that occurs for eight artists who have been asked to play with physical and digital clay. This research employs a multiple case study methodology to understand the challenges of learning to work with digital clay and the supporting role of physical material engagement in this process. By interviewing participants and thematically analyzing their responses, I presented the subjective experience of the artists through portraiture showcasing the educational role play assumes when engaging across physical and digital media. Findings of the study suggest that engaging physical and digital materials calls upon a broad scope of cognitive processes including recollection and mental wanderings that contributed to reflection and discovery of novel ideas. Details from unstructured interviews were presented through narrative reporting as this research also strives to make sense of the participants' experience and situate the details of the study&rsquo;s context.</p><p>

<p> This was a quantitative, non-experimental, cross-sectional research study that surveyed California homeschooling parents with children in grades K-6 during the 2016&ndash;17 academic year. The purpose was to discover the methodologies and activities California homeschooled K-6th grade students received and experienced in the four arts disciplines: music, dance, theater and fine art. The data was collected through an online survey and a random representation of the research participants. The data collected included collecting specific information regarding arts activities and lessons, the approximated time and hours of instruction, and the locations or places where the lessons and activities were conducted. There were a total of 178 responses collected from the research participants. The overall participation rates within the four arts disciplines for this sample population of California homeschooling students in grades K-6 during the 2016&ndash;17 year in music was 80.34%, dance was 48.32%, theater was 52.81% and visual arts was 94.39%. The specific activities, lessons, time and locations were analyzed and discussed. This research concluded that the sample population participates in visual arts activities and lessons mainly in the home, and music, dance, and theater activities and lessons are experienced at private studios or theaters. It was additionally noted that just over 11% of the California homeschooling parents participating referenced the VAPA standards.</p><p>

The Common Core State Standards for English Language Arts (CCSS-ELA) call for a greater focus on informational reading and nonfiction writing during high school instruction. The ELA standards assume that teaching reading and writing will become a shared responsibility within a school and include standards for teachers of science and social studies as well as English. However, not all teachers may be prepared to incorporate informational reading and nonfiction writing into their curriculum and instruction. Using a basic qualitative research methodology, this study examined how educators in one Maryland school district—including English, science, and social studies teachers and school administrators—made sense of the CCSS-ELA and how these educators worked, or did not work, to incorporate more informational reading and nonfiction writing into their classrooms. Educators’ understanding of the CCSS-ELA was shaped, in part, by their district’s curriculum frameworks and a district-required literacy project. This study found (a) that while most of the educators interviewed supported the Common Core, teachers were generally overwhelmed with multiple competing or conflicting polices that made it difficult to focus on implementing the standards; (b) educators had mixed responses to the district-offered supports intended to help them implement the CCSS-ELA; (c) the departmentalization inherent in most high school structures limited collaboration around the standards among teachers of different subjects (d) improving student writing proved to be particularly difficult. The study suggests a need for increased policy alignment at the district and state levels to facilitate implementation of key aspects of the Common Core. Another implication is the continued need for differentiated professional development and other implementation supports based on the subject taught and level of teacher experience.

Kunskapsöversiktens syfte är att undersöker hur elever och lärare konstruerar kön ibildklassrummet. Detta görs utifrån frågeställningen: Hur konstrueras kön i bildämnet? Medhjälp av en systematisk sök- och urvalsprocess valdes sex källor ut i artikelform. Sökningarnagjordes i en engelsk kontext i de internationella databaserna Education resources informationcenter (ERIC) och Education research complete (ERC). Utöver artikelsökningar gjordes detsekundära sökningar på författare som uppstod från de valda artiklarna. Totalt har nio källoranvänts. Kunskapsöversiktens resultat delades in i två olika teman som behandlar hur eleverkonstruerar kön i bildsalen och hur lärare konstruerar kön baserat på deras lektionsuppläggutifrån artiklarnas studier. Resultatet visar att bildämnet kan uppfattas könat både från lärareoch elevernas synhåll. Det kan bygga på olika faktorer såsom åsikter om att bildämnet ärfeminint strukturerat och inte anses manligt, men även indikerar artiklarna att lärarna kan haen stor påverkan på hur eleverna förhåller sig till könsrollerna i klassrummet.

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