<p>A majority of special education students—64%—spend 80% or more of their time in regular education classes. The primary method of delivering special education services is by creating co-taught classes. Despite its popularity, literature suggests that most co-teaching relationships never meet their full potential due to a number of factors. The purpose of this study was to explore the nature of co-teaching in one high school. This included an exploration into teachers’ employed strategies, their perceptions, and the challenges related to their co-taught classes. Twenty-nine teachers from an urban, public high school, in a city in the Midwest participated in the one-time anonymous survey. Results from this study suggest that most teachers rely on “One Teach, One Drift” (also known as “One Teach, One Assist” and “One Teach, One Support”) as their primary mode of implementing co-teaching in their classes. Additionally, the results from this study suggest that most teachers believe that co-teaching is an effective way to provide special education services to students with special education needs. However, 59% of teachers reported that they have not received expectations of their role and their collaborators role (65%) in co-taught classes. Participants cited lack of common planning time as the most prominent challenge that hinders successful co-teaching (70%), and lack of content knowledge (56%). Additionally, perspectives and attitudes of collaborators and lack of access to adequate resources/training presented a challenge. </p>

Problem Despite the surge of interest in economic education in the elementary school in the last two decades, there have been very few attempts to assess the ability of young children to learn economic concepts. In the primary grades, this problem is compounded by the difficulty of measuring knowledge in six and seven year old children. Objectives The primary objective of this dissertation was to determine whether first-grade children can learn the basic concepts in Our Working World: Families at Work. Since instruments suitable for assessing achievement on Families at Work were not available when this study was initiated, a secondary objective was to develop adequate achievement tests. Procedures Four Primary Economics Tests for Grade One (PET-1 ) were developed: The YES-NO, Matched-Pairs, All-NO, and Picture tests. These four tests were compared for reliability and validity. Reliability of the Matched-Pairs, All-NO, and Picture tests was adequate for the major purposes of this study, such as comparing group means. However, the Picture test lacked content validity 1n the sense that it was not comprehensive--it sampled only a few of the major concepts in Families at Work . And the All-NO test confounded acquiescence-set with knowledge of the content of Families at Work. It was concluded that the Matched-Pairs test had adequate reliability and validity for studies such as this one. To determine if elementary students could learn the concepts in Families at Work, control and experimental groups of children were selected from one urban, one rural, and two suburban areas of northern Utah. An experimental group of children was also tested in Elkhart, Indiana--where Our Working World: Families at Work was developed under the direction of Lawrence Senesh. Children were given the PET-1 tests and a test of mental ability. In comparing PET-1 means, analysis of covariance was used to adjust for differences in mental ability between control and experimental groups. Chi-square was used in item analyses to determine whether the first-grade children learned individual concepts 1n Families at Work. Conclusions The investigations of pupil learning led to five conclusions: 1. There were general indications that first-grade children can learn the content of Families at Work. In each of four studies--two which were central to this dissertation--PET-1 means for the experimental groups were significantly larger than the .01 level than for the control groups. 2. There were no major concepts in Families at Work which first-grade children did not learn. Each concept was learned by some students at at least a simple level of abstractness and complexity. 3. Families at Work was not too easy for bright first-grade children. Even very intelligent children failed to demonstrate complete mastery of the major concepts in Families at Work. No student obtained a perfect or near-perfect PET-1 score. 4. Families at Work was not too difficult for slow students. Slow students demonstrated that they learned some of the content of Families at Work. Those students in the experimental groups who were at least six months below grade-level obtained significantly (.01 level) higher PET-1 scores than did similar students in the control groups. 5. Special training or experience does not seem to be necessary in order for teachers to adequately instruct fist-grade children in the content of Families at Work. PET-1 means for students in Elkhart, Indiana did not differ at the .05 level of significance from PET-2 means for the other experimental groups.

I replicated a nesting study carried out 40 years ago in southern Utah to assess reasons for long-term population declines of mourning doves (Zenaida macroura) in the western United States. I compared current nesting patterns to similar data collected in 1952. I saw little difference in nest success and nest predation, but reproductive output and nest density decreased dramatically. The number of young fledged per pair of adults was only 64% of that estimated in 1952. A 1-2 week delay in the nesting season contributed to this decrease, but cannot explain it entirely. Nest density was about 20% of that in 1952 and total reproductive output for the study area about 12-19%. Underlying causes for these changes are uncertain, but patterns of delayed nesting, high nest abandonments, and low reproductive output are similar to those seen in stressed bird populations (e.g., food/nutrient limitation or increased toxicant levels). Finally, highest nest density occurred in a habitat type (i.e., Chalk Creek) considered unimportant for doves in 1952. Nests in Chalk Creek suffered higher predation and abandonment rates than those in irrigation ditches. I also examined the effect of perch sites on nest density and distribution in two ways. First, I demonstrated a significant correlation between nest density and perch s:te density in riparian plots. Second, I erected artificial perch sites in the second year of the study and recorded changes in nest densities. For the year of the study only, nest density was higher in the experimental plots, but the difference was not statistically significant. From the levels recorded the previous year, however, nest densities increased in the experimental plots and decreased in the control plots. This difference was statistically significant, suggesting that mourning doves use the presence of perch sites as cues for habitat selection. Finally, in comparing the presence of other avian species, I found significantly more blackbirds (Aqelaius phoenicus and Euphaqus cyanocephalus) and western meadowlarks (Sturnella neglecta) in experimental plots than in control plots.

The study investigates what the EU and Swedish legislation indicate about pollution, how the polluter-pays principle is used, and how the legislation has been applied in two Swedish municipalities. The purpose of the study was to identify if the legislation is a support or a barrier regarding accountability and financing of remediation of old pollution areas, and how polluted areas are handled in practice.The case study investigation was done through a literature study in combination with 7 respondent interviews with representatives from two County Administrative Boards, two municipalities, one consulting company, one private company and one university researcher. The results show that the most explanatory factors of why old pollution still remains are the ambition and will of all actors in the society regarding priority lists and procrastination, and inertia between different actors in society. Other explanatory factors are demarcation difficulties when assessing liability, lack of competence in assessments of liability and justified extent, lack of investigation resources, and lack of money. Improvement options were found in the Swedish application model and in the cooperation model between the actors in society. This demonstrates that the explanations found for why old pollution still remains are attributed less to legislation and more to other factors. / <p>2023-06-01</p>

Teaching students about the nature of science is an important and necessary part of secondary science curricula. The Utah State Office of Education has provided specific guidelines called intended learning outcomes (ILOs) to teachers in the state. The ILOs are based on the national standards presented in the Project 2061 publications of the American Association for the Advancement of Science in 1990 and 1993. The ILOs are not tied to any one scientific discipline such as biology or chemistry, but are intended as global statements describing what scientists do and how scientific knowledge is gained. ILO 6 prescribes that students be taught about the nature of scientific inquiry and the nature of the resulting knowledge claims. State education officials currently assess knowledge of the ILOs through items which are embedded in content-specific, multiple-choice items. This practice confounds knowledge of the nature of science with the content knowledge from a particular course. This project describes the development of an instrument to assess high school students' knowledge of the nature of science separate from their knowledge of any particular scientific discipline. The resulting questionnaire largely meets its intended goal, but still needs improvement. The current questionnaire has 24 items with an internal consistency reliability estimate of .74. Students participating in the pilot administration may have exhibited some apathy which may have affected the reliability estimate obtained from their responses. Factors such as this may help explain the low internal consistency reliability estimate of this questionnaire and will make the validity of the questionnaire difficult to demonstrate. In spite of this and other shortcomings, the questionnaire may still be useful to secondary science teachers to gain an understanding of their students' knowledge about the nature of science. Based on this knowledge, teachers may be able to design specific instruction to teach students correct knowledge about the nature of science. Since internal consistency reliability estimates are low, the validity of this questionnaire is tenuous. Therefore, caution should be exercised in making judgments about students that would affect measures of academic performance.

The aim of this dissertation is to examine how teachers perceive the reading goals stated in the syllabus for English, and how they work towards the goals for year 9 that emphasize reading comprehension and reading strategies. Reading comprehension in English among students in year 9 had weakened in the period in-between the latest national survey of the Swedish school-system NU03, which was carried out in 2003, and the national survey done in 1992. The period in-between these two surveys saw the introduction of a new curriculum, a new syllabus and a new grading system. Thus questions arise about the role and status of the new syllabus, and how the teachers perceive the goals for reading and choose to work towards these. Through the use of qualitative interviews, this paper investigates how three teachers at a secondary school in the south of Sweden interpret the goals to attain, and how they work on increasing the reading comprehension and improving the reading strategies of their students.

Thesis advisor: Rebecca Schendel / Higher education institutes have seen massive growth over the decades in terms of student enrollment. To maintain the quality of education provided to students, scholars, and practitioners have advocated for students to submit an entrance exam as a part of the admission application. This study analyzed trends in all national and standardized entrance exams (N= 119) to see which areas of knowledge and methods of assessments are most commonly utilized in entrance exams around the world. The areas of knowledge that were looked at in this study: English, Language Arts, Math, History, Government Studies, Religion, and Hard Science. The methods of assessment that were looked at in this study: Supplied response, Selected response, Practical, and Oral. Data was collected through publicly available documents and entered into a database to then analyze and recognize trends. The findings of this study show that the most common area of knowledge that is tested is Language Arts (N = 107) and the most common method of assessment is supplied response (N = 81). / Thesis (MA) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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Bakgrund: Sjuksköterskans roll inom den akuta verksamheten är att se till att de mest allvarliga sjukdomstillstånd prioriteras först. När barn behöver akutsjukvård behöver sjuksköterskan bemöta barnet på deras nivå och anpassa sitt förhållningssätt. Bedömning av barn ser olika ut då barn är under ständig utveckling och tillväxt. Delaktighet behöver främjas för barnet och föräldrarna i akuta situationer vilket inte alltid är möjligt. Syfte: Att beskriva sjuksköterskors upplevelser av att bemöta och bedöma akut sjuka barn. Metod: En integrerad sammanställning baserad på kvalitativa artiklar med induktiv ansats. Resultat: Tema: Förhållningssätt vid första mötet med barn i akut skede. Subtema: Osäkerhet och stress, skapa trygghet, förtroende och vara ärlig samt föräldrars involvering i akutsjukvård. Tema: Utföra bedömningar. Subtema: Anpassa sig efter barnet, barn som inte utvecklat talförmåga och kunskap, utbildning och erfarenhet. Konklusion: Varje enskilt barn måste bemötas individuellt enligt deras villkor. Sjuksköterskors bemötande till akut sjuka barn måste vara anpassat efter barnet. Osäkerhet och stress är någonting sjuksköterskor inte kommer undan. Mer utbildning, kunskap ocherfarenheter är nödvändigt för att skapa bästa möjliga förutsättningar för att vårda akutsjuka barn. / Background: The nurse's role within the emergency department is to ensure that the most serious medical conditions are prioritized first. When children need emergency medical care, the nurse needs to respond to the child at their level and adapt her approach. Assessment of children looks different as children are constantly developing and growing. Participation needs to be promoted for the child and the parents in emergency situations, which is not always possible. Aim: To describe nurses' experiences of treating and assessing acutely ill children. Method: An integrated compilation based on qualitative articles with an inductive  approach. Findings: Theme: Approach at the first meeting with children in an acute stage. Subtheme: Uncertainty and stress, creating security, trust and being honest and parents' involvement in emergency medical care. Theme: Making assessments. Subtheme: Adapting to the child, children who have not developed speech skills and knowledge, education and experience. Conclusion: Each individual child must be treated individually according to their conditions. Nurses' treatment of acutely ill children must be adapted to the child. Uncertainty and stress are something nurses cannot escape. More education, knowledge and experience is necessary to create the best possible conditions for caring for acutely ill children.