abstract: ABSTRACT School districts in the United States have undergone large changes over the last decade to accommodate No Child Left Behind (NCLB). Arizona accommodated NCLB through Arizona's Instrument to Measure Standards (AIMS). Expectations were established for all students, varying by group of students based on grade, special education status, free/reduced lunch status, and English Language Learner (ELL) status. AIMS performance for subgroups has been scrutinized, due to the high stakes for schools and districts to meet expectations. This study is interested in the performance of ELL students, when compared with non-ELL students. The current study investigated AIMS performance of students in grades three through six from a large Arizona school district with predominantly low SES, Hispanic students. Approximately 90% of the students from this district were classified as ELL during their first year in the district. AIMS scores in Math and Reading were compared for ELL and non-ELL students across the years 2008, 2009, and 2010. Results suggest that there are differences in performance for ELL and non-ELL students, with ELL students scoring lower in both Math and Reading than non-ELL students. Additionally, ELL and non-ELL students showed similar performance across time in Math, with an increasing number of students Meeting or Exceeding the standards from year 2008 to 2009 for both ELL and non-ELL students. Student performance in Math for ELL and non-ELL students did not continue to improve from 2009 to 2010. On Reading performance, greater proportions of students scored as Meets or Exceeds across time for ELL students but not for non-ELL students. Non-ELL students scored at Meets or Exceeds at equal proportions across time, although non-ELL students scored at Meets or Exceeds in higher proportions than ELL students for all three years. Results suggest the need for continued research into the appropriateness of the AIMS for ELL students and more detailed comparisons of ELL and non-ELL students within and across districts with high proportions of ELL students. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2012

abstract: In 2007, Arizona voters passed House Bill (HB) 2064, a law that fundamentally restructured the Structured English Immersion (SEI) program, putting into place a 4-hour English language development (ELD) block for educating English language learners (ELLs). Under this new language policy, ELL students are segregated from their English-speaking peers to receive a minimum of four hours of instruction in discrete language skills with no contextual or native language support. Furthermore, ELD is separate from content-area instruction, meaning that language and mathematics are taught as two separate entities. While educators and researchers have begun to examine the organizational structure of the 4-hour block curriculum and implications for student learning, there is much to be understood about the extent to which this policy impacts ELLs opportunities to learn mathematics. Using ethnographic methods, this dissertation documents the beliefs and practices of four Arizona teachers in an effort to understand the relationship between language policy and teacher beliefs and practice and how together they coalesce to form learning environments for their ELL students, particularly in mathematics. The findings suggest that the 4-hour block created disparities in opportunities to learn mathematics for students in one Arizona district, depending on teachers' beliefs and the manner in which the policy was enacted, which was, in part, influenced by the State, district, and school. The contrast in cases exemplified the ways in which policy, which was enacted differently in the various classes, restricted teachers' practices, and in some cases resulted in inequitable opportunities to learn mathematics for ELLs. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2013

Dans cette thèse on étudie certains phénomènes d'interactions entre caractéristique positive et caractéristique nulle. Dans un premier temps on s'occupe du problème de relèvement locale d'actions de groupes. On y montre des conditions nécessaires pour l'existence de relèvement de certains actions du groupe Z/pZ x Z/pZ. Pour une action d'un groupe fini quelconque, on y étudie les arbres de Hurwitz, en montrant que chaque arbre de Hurwitz admet un plongement dans le disque unitaire fermé de Berkovich et que ses données de Hurwitz peuvent être décrites de façon analytique. Dans une deuxième partie nous construisons un analogue de la représentation de Weil à coefficients dans un anneau intègre, et nous montrons que cela satisfait les mêmes propriétés que dans le cas de coefficients complexes / In this thesis, we study the interplay between positive and zero characteristic. In a first instance, we deal with the local lifting problem of lifting actions of curves. We show necessary conditions for the existence of liftings of some actions of Z/pZ x Z/pZ. Then, for an action of a general finite group, we study the associated Hurwitz tree, showing that every Hurwitz tree has a canonical metric embedding in the Berkovich closed unit disc, and that the Hurwitz data can be described analytically.In the last chapter, we define an analog of the Weil representation with coefficients in an integral domain, showing that such representation satisfies the same properties than in the case with complex coefficients

Made available in DSpace on 2014-06-12T16:31:55Z (GMT). No. of bitstreams: 2 arquivo6191_1.pdf: 1304520 bytes, checksum: a83bab1006e18b1f8f045ccd53a7eb36 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2007 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / A política nacional de medicamentos genéricos (Lei n° 9.787 de 10 de fevereiro de 1999) é um instrumento que vem ampliando o acesso a medicamentos de qualidade (seguros e eficazes). Para tanto é necessário que métodos de análise em matrizes biológicas com uma maior seletividade e sensibilidade para quantificação de fármacos e/ou metabólitos sejam desenvolvidos e validados para posterior utilização em estudos de farmacocinética comparada (bioequivalência). No Brasil ainda é escasso o número de profissionais com formação acadêmica (Técnico-científica) para a condução de estudos de biodisponibilidade comparada, sobretudo na etapa analítica. Com o intuito de colaborar com a implementação desta política, o presente trabalho tem como objetivo desenvolver e validar métodos de análise de duas classes de antibióticos (Sulfonamidas e Fluoroquinolonas) em plasma humano e posterior aplicação na avaliação biofarmacêutica de diferentes formulações. Durante a formação foi realizado um aumento da complexidade das técnicas utilizadas desde a extração líquido-líquido (ELL) e utilização de cromatografia líquida de alta eficiência com detecção por absorção no ultravioleta (CLAE-UV), extração em fase sólida (EFS) com auxílio de CLAE-UV e EFS seguida de cromatografia líquida de alta eficiência com detecção por espectrometria de massas em tandem (CL-EM/EM). O desenvolvimento e validação de métodos bioanalíticos vai desde a seleção de sistemas cromatográficos e de detecção, técnica de extração e clean-up que gerem cromatogramas de qualidade, avaliação da estabilidade de fármacos na matriz biológica até o cumprimento dos critérios de aceitação das seqüências analíticas contendo amostras dos voluntários. Dentre as fluoroquinolonas o objeto de estudo foi o norfloxacino (NFX) comprimido de 400mg. Para extração e clean-up das amostras em plasma humano utilizou-se o método por ELL seguido de quantificação por CLAE-UV. Em meio às muitas sulfonamidas o objeto de estudo foi composto de duas formulações da associação de sulfametoxazol + trimetoprima (SMZ + TMP). Determinou-se simultaneamente a SMZ + TMP em plasma humano após administração da forma farmacêutica (FF) cápsula (400mg + 80mg) através de método de extração e clean-up em fase sólida off-line com posterior quantificação por CLAE-UV e após a administração da FF suspensão (400mg + 80mg / 10mL) por CL-EM/EM com ionização à pressão atmosférica através da técnica de eletronebulização ( Electrospray, ESI ) em modo positivo. A biodisponibilidade dos fármacos, a parir das formas farmacêuticas, foi avaliada através da análise estatística de parâmetros como Área sob a Curva (ASC), concentração plasmática máxima (Cmáx) segundo as normas (RE 898 de 29 de maio de 2003) da ANVISA. Os métodos analíticos foram desenvolvidos e validados segundo a RE 899 de 29 de maio de 2003 da ANVISA mostrando-se lineares, precisos, exatos e robustos frente ao elevado throughput de amostras. O método EFS-CL-MS/MS mostrou-se mais robusto pela maior limpeza dos interferentes da matriz plasmática e pelo menor tempo de análise (2.5 min) por amostra, diminuindo os resíduos de solventes da fase móvel bem como no procedimento de extração mostrando-se menos tóxico aos analistas e ao meio ambiente. Todos os métodos desenvolvidos se configuraram como ferramentas suficientemente capazes de discriminar a biodisponibilidade comparada dos medicamentos testados

Doctor of Philosophy / Department of Curriculum and Instruction / Michael Holen / Research shows the practice of incorporating English language learner (ELL) students’ native languages (L1) into instruction to be a major factor enhancing their success in school. In this study, 327 predominantly English-speaking (PES) teachers in the state of Kansas were surveyed on their perspectives and self-reported behaviors related to this practice. Participants were divided among three targeted teacher groups: pre-service teachers with no ESL-specific university preparation (PS), experienced teachers with no ESL-specific university preparation (No-ESL), and experienced teachers with significant (at least three courses) ESL-specific university preparation (C-ESL). Findings from descriptive analyses indicated that while teachers generally supported L1 use in instruction, they tended to show stronger support for its underlying theory than for its practical implementation. Results from a series of ANOVA’s suggested a clear link between ESL-specific university preparation and an increased support for the theory and practice of L1 use in instruction. Findings further suggested links among some combination of teaching experience and an increase in support for this practice. A series of inter-correlations produced various modest to moderate significant relationships among experienced teachers’ perspectives and demographic variables (gender, experience with ELL students). While both No-ESL and C-ESL teachers reported behaviors incorporating L1 use into instruction to some degree, results from independent samples t-tests showed that CESL teachers reported these behaviors significantly more often than No-ESL teachers. For both experienced teacher groups, inter-correlations showed modest to moderate significant relationships among a number of perspective items and behavior items. Results further indicated that although both groups shared some common relationships among variables, for the most part, the relationships shown to be significant varied considerably by group. Open-ended questions revealed a variety of approaches used by teachers as well as a number of obstacles perceived by teachers in incorporating L1 use in instruction. Findings from this study are discussed in relation to strategies and directions for teacher educators with the responsibility of preparing PES teachers to effectively serve increasing ELL student populations.

Doctor of Philosophy / Curriculum and Instruction Programs / Socorro G. Herrera / Four high schools with high ELL enrollment and a high percentage of teachers taking graduate-level ESL courses participated in this quantitative study. The content-area teachers completed a Survey of Teachers’ Knowledge and Value of Implementation of Content and Language Objectives. The survey included two sections: (a) a demographics section and (b) a support section in which respondents self-rated their knowledge and value on content and language objectives. Descriptive statistics were used to generate the mean, standard deviation, and frequency distribution of the demographics of the samples, which were independent variables of this study. Inferential statistics on the research hypotheses were calculated using multiple correlation/regression and one-way ANOVA. Results from the support section indicated respondents perceived their knowledge and value on content and language objectives were not lacking. However, results also revealed that teachers rated themselves lower on knowledge and value on implementing language objectives than they did on knowledge and value on implementing content objectives. In addition, data analysis revealed that percentage of students who were ELL last year and hours of ESL related training can be linked to the teachers’ self-rated degree of knowledge and value on implementing content and language objectives. As a result of this study, five recommendations for practice were made. Of these, the researcher believes the following to be most crucial: (1) Because the number of ELL students continues to increase, even those teachers who currently have a small number of ELL students in their classrooms must be willing to enhance their knowledge and value on content and language objectives; (2) Teacher educators for pre-service programs should place greater emphasis on the integration and implementation of content and language objectives; and (3) Staff developers should be informed of a need to increase the professional development of in-service teachers with regard to language objectives. Among other recommendations for future research, the researcher suggests the need for future studies to include more specific investigations on how teachers construct language objectives. Furthermore, future studies should pursue ways to encourage educators to participate in ESL related workshops or trainings and to form mentoring relationships with colleagues.

Par le biais d’une étude de cas portant sur un conseil scolaire anglophone ontarien, la recherche entreprise avait pour objectif l’analyse de la mise en œuvre de politiques touchant l’éducation des élèves réfugiés du niveau secondaire en Ontario, soit la politique à l’égard des élèves English language learners de 2007 ainsi que la Stratégie ontarienne d’équité et d’éducation inclusive de 2009. La réalisation d’entrevues semi-dirigées auprès d’informateurs clés du conseil scolaire, du ministère de l’Éducation de l’Ontario et d’un organisme local d’aide à l’établissement des nouveaux arrivants, l’analyse de documents publiés par les deux premières entités ainsi que l’observation non participante à des réunions de comités consultatifs du conseil scolaire ont permis l’exploration de l’impact constaté ou potentiel de la mise en œuvre de ces politiques sur la mise en place d’un modèle de système inclusif de prestation de programmes et services en matière d’éducation des élèves réfugiés du niveau secondaire.

English Language Learners (ELLs) are considered to be at higher risk for developing emotional and behavioral difficulties due to their limited English proficiency. As a result, the present study examined the identification of emotional and behavioral risk (EBR) among ELLs and non-ELLs through the use of universal behavior screening measures. The study consisted of 395 students enrolled in kindergarten through 5th grades, ranging in age from 5 years, 6 months to 12 years, 4 months. Over half of participants (52.4%) were male and a majority (42.8%) identified as Hispanic/Latino(a). Approximately one-fifth (19.7%) of students were classified as ELLs. Teachers completed the electronic version of the BASC-2 Behavioral and Emotional Screening System-Teacher Form (BESS) for each student in their classroom. Demographic student data was provided by the school via the school’s electronic database. Results showed no relationship between ELL status and EBR. However, there was a relationship between gender and the identification of EBR among ELL students, where males demonstrated increased risk levels. In addition, students' reading ability, age, and gender predicted whether ELL and non-ELL students would be identified as at-risk for emotional and behavior problems. Although results did not show a relationship between language proficiency and EBR, ELLs remain a group vulnerable for being identified as at-risk for emotional and behavioral difficulties, due to academic and/or social-emotional problems that they may experience. In practice, schools may want to consider using an integrated approach to conducting universal screening, where schools screen for reading difficulties and behavior concerns, thus allowing them to address a broader range of concerns through early intervention programs.

Researchers in schools have had differing interpretations of effective implementation of response to intervention (RTI) models that have resulted in educators' confusion and misperceptions of the programs, especially with elementary English language learner (ELL) students. The purpose of this case study of 4 schools in an urban school district in the midwest was to explore how teachers used experiential, linguistic, and culturally responsive research-based instructional strategies in their classes to meet the needs of ELLs. Additionally, the RTI team process was explored to discover what experiential, linguistic, and culturally responsive research-based indicators they considered during the RTI decision making process regarding ELLs referred for Tier 2 intervention in reading. Two conceptual frameworks, Sheltered Instruction Observation Protocol and World-Class Design and Assessment RTI2 protocol, operationalized the topic and guided the study. Results were derived from individual semistructured interviews with district instructional coaches and review of referral and recommendation documentation. Data were coded and a thematic analysis was conducted. Findings included the themes of misalignment of Tier 1 core instruction and Tier 2 intervention, inadequate teacher preparation, and limited differentiated support services. A professional learning project for teachers in the district was created based on the findings of this case study. The social change implications for results of the study and the project may be increased capacity building for teachers in inclusive classrooms and a precise and consistent understanding of the RTI model by all stakeholders. The study makes an original contribution to research on RTI implementation with ELLs at the local level and the results can be of value to other districts serving similar populations.

The Academic Vocabulary List (AVL) was produced by a rationale for word inclusion improved from the methodology used to generate Coxhead's AWL (Gardner & Davies, 2014). It offers a comprehensive view of high frequency academic vocabulary that could greatly benefit ELLs if implemented into ELL curricula (Gardner & Davies, 2014). However, because of the newness of the list, there are few learning resources currently utilizing the AVL. The major objective of this thesis project was to create digital flashcards for the first 500 words of the AVL to increase the list's accessibility to ELLs and teachers worldwide. These flashcards were made available through Quizlet's online interface. This paper describes the two types of flashcards developed: AVL words paired with simplified English (learner) definitions, and AVL words paired with L1 translations into seven languages. It further describes an evaluation of these flashcards by ESOL teachers working at a U.S. intensive English program, and concludes with suggestions for the future development of AVL learning resources.