The purpose of this two-part study is to examine how to improve introductory level non-majors biology courses to improve student attitude and learning gains in the sciences. The first part of this study examines the collective effect of three different pedagogies (service learning, concept mapping and guest lectures) on student attitude and learning gains in a freshman, non-majors biology course. Two classes, one with the three pedagogies, and one without, were compared. Data were collected from two classes in Fall 2008 (one treatment and one control) and two similar classes replicated in Fall 2009. Learning and attitude gains were measured by a pre and post biology assessment and the Student Assessment of Learning Gains (SALG) survey. Our findings indicate that the treatment methods did not improve student learning or attitudes compared to the control group. However, there was a significant increase in variability in the treatment group, indicating that the students exposed to the three pedagogies either had a very positive experience or a negative one, whereas the control group did not have this variability. Thus, the treatment did have a positive effect on some students. Both treatments experienced significant gains from pre to post on the biology assessment and SALG survey. The second part of the study investigated what concepts are considered by students and faculty to be most important to teach in introductory non-majors biology courses. A survey with 17 biology concepts was given to life science professors at BYU and UVU and biology students at BYU. Participants were asked to rank the concepts from most to least important. There were significant differences between professor and student mean rankings for 11 of the 17 biology concepts. This study showed a large discrepancy between what professors want students to learn and what students feel is important. It was particularly noteworthy that students ranked ecology and evolution as least important. This was especially alarming since evolution is considered to be the capstone of all biology and ecology is vital for capturing the "big picture" in biology.

The present study was designed to understand the retrospective account of the learning experience of four successful learners of Russian who made substantial oral gains as measured by the ACTFL Oral Proficiency Interview (OPI) during a semester study abroad (SA) program in Moscow, Russia. Each participant made as much as two sublevels' improvement on the ACTFL scale, even those who began with Advanced level proficiency. Specifically, the study examines what students believe, how they exercise their agency, cope with constraints, and take advantage of affordances in out-of-class contexts. The qualitative data includes semi-structured interviews while quantitative data consists of pre- and post-program OPI scores. This research addresses the question of second language learning in a foreign language immersion program through thick description and through cross-case analyses. Findings were interpreted in relation to van Lier's theory of the ecology of language learning (2004) and the notion of affordances which suggests that if learners are proactive and outgoing (or initiate interactions) they will perceive language affordances as valuable and will use them. This theoretical approach provides a means to understand how most students were able to improve in oral performance while lacking meaningful contact with native speakers (NSs) or struggling to make friends with them. Regardless of the difficulties encountered during their time in Russia, students exercised their agency through participating in more self-initiated non-interactive activities without being directed by others. Each of the students perceived the meaning of his or her learning experience in a different way, demonstrating how the SA experience is highly individualized. This study argues that regardless of students' individual differences, they have one key principle in common: autonomous behavior. Further research is needed to investigate what fosters learners' autonomy and contributes to learners' self-efficacy.

As the learning outcomes movement gains strength, the need to effectively measure learning outcomes becomes more important. This study looked at the effectiveness of self-reported mastery in measuring learning outcomes by examining the correlations between (a) self-reported mastery, (b) self-reported gains, and (c) objective measures of learning outcomes. The objective measures of learning outcomes were final exams for two classes, Calculus (consisting of two forms) and Statistics. The self-reported mastery and self-reported gains items were taken from the pilot student ratings form and the old student ratings form. A total of 848 undergraduate students completed the final exam and the two student ratings forms. The summed total of the self-reported mastery items correlated at a medium strength with objective measures of learning outcomes (Calculus Form A: r = .436; Calculus Form B: r = .361; Statistics: r = .416). The relationship between self-reported gains and objective measures of learning outcomes was weaker than that of self-reported mastery and objective measures of learning outcomes (a difference of .276 for Calculus Form A, .138 for Calculus Form B, .110 for Statistics). The relationship between self-reported gains and self-reported mastery was stronger than the other two relationships (Calculus Form A: r = .473, Calculus Form B: r = .500, Statistics: r = .628). A confirmatory factor analysis produced even stronger relationships between the three latent variables, including differences between the two forms of the Calculus exam. Self-reported mastery may be more effective at measuring objective measures of learning outcomes than self-reported gains, but self-reported mastery cannot completely serve as a proxy for objective measures of learning outcomes. Administrators or researchers measuring learning outcomes on a large scale may benefit by administering self-reported mastery items instead of self-reported gains items.

Unexpected dramatic changes in psychotherapy have been observed historically and tied to high recovery rates. Many different methodologies that identify these changes are assumed to be capturing similar or identical phenomena. This study compared three methods – Sudden Gains (SG), Percentage Increase – 50% (PI-50%), and Rapid Response (RR) - in a large database looking for similarities and differences. Results suggest that there are significant differences between SG, RR, and PI-50 as methods for operationally defining unexpected dramatic treatment response, and caution should be used when referring to SG, PI-50, and RR as the same phenomenon or interchangeable terms for unexpected dramatic treatment response. In particular, overlap in clients who experienced both a SG and RR was low. Experiencing any of the three phenomenon was associated with higher recovery rates, while differences abound in both which clients experience each of the phenomena and demographic characteristics of those clients. PI-50 identified inconsequential amounts of clients suggesting under its current methodological construction it would have limited useability. These results tying SG, RR, and PI-50 to significant rates of recovery and positive treatment change suggest possible future use as a predictive feedback tool for clients and clinicians alike to be better able to examine the effectiveness of treatment components during treatment.

The purpose of this study was to analyze the relationship that exists among instructional practice scores, value-added measures, and learning gains for the Large Urban School District (LUSD) among reading teachers in Grades 6-12 for the 2012-2013 school year. In addition, this study was also conducted to address the perceptions of secondary school principals and assistant principals regarding the relationship of the three variables and their relevance in making personnel decisions. Quantitative data were obtained from school district databases for observation scores, value-added measures, and standardized assessment achievement data to determine the relationship among the variables. In addition, a perception survey was completed by secondary school principals and assistant principals. With a sample size of 138, the survey yielded a return rate of 84%. The data were analyzed to determine actual relationships among instructional practice scores, value-added measures, and learning gains, as well as how the participants perceived each variable in isolation. The literature review supported the findings regarding the inflation of observation scores by school administrators. The only significant relationship (.48) existed between value-added measures and learning gains. Likewise, school leaders in the LUSD believed that their observations were important in analyzing the needs of their teachers and should be included in summative evaluations. Learning gains were supported by the participants more than instructional practice scores and value-added measures as evidence of effective instruction. The literature review revealed past program evaluation studies regarding the Florida Comprehensive Achievement Test (FCAT) as a valid measure for assessing grade level benchmarks. The information in this study is valuable and suggests that continued professional learning for school leaders regarding classroom observations to improve inter-rater reliability is needed. Likewise, school leaders would benefit from understanding the relationships that exist among instructional practice scores, value-added measures, and learning gains to drive conversations with teachers regarding rigorous instruction.

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This thesis consists of three empirical essays in financial economics, with particular focus on the European Union and the Eurozone. The thesis investigates topics related to market liquidity and integration. In particular, it covers the transmission of liquidity shocks across Eurozone markets, the role of market liquidity in the repurchase programme and integration of Eurozone economies in terms of welfare gains from trade. Liquidity and integration have received considerable attention in recent years, particularly within the context of global financial and macroeconomic uncertainty over the last decade. In the first empirical essay, we investigate static and dynamic liquidity spillovers across the Eurozone stock markets. Using a generalised vector autoregressive (VAR) model, we introduce a new measure of liquidity spillovers. We find strong evidence of interconnection across countries. We also test the existence of liquidity contagion using a dynamic version of our static spillover index. Our results indicate that the transmission of shocks increases during periods of higher financial turbulence. Moreover, we find that core economies tend to be dominant transmitters of shocks, rather than absorber. The second essay investigates the role played by market liquidity in the execution of open-market share repurchases in the UK which is the most active market within the EU for this payout method. Using a unique hand collected data set from Bloomberg Professionals, we find that the execution of share repurchases does not depend on the long-term underlying motive, but it rather relies on market liquidity and other macroeconomic variables. We also provide a methodological contribution using censored quantile regression (CQR), which overcomes most of the econometric limitations of the Tobit models, widely employed previously within this literature. The third essay quantifies the welfare gains from trade for the Eurozone countries. We apply a trade model that allows us to estimate the increase in real consumption as a result of trade between countries. We estimate welfare gains using two sufficient aggregate statistics. These are the share of expenditure on domestic goods and the elasticity of exports with respect to trade cost. We offer a methodological contribution for the estimation of elasticities by applying the Poisson pseudo-maximum likelihood (PPML) using a gravity model. PPML allows the estimation of gravity models in their exponential form, allowing the inclusion of zero trade flows and controlling for heteroskedasticity. Previous studies present several econometric limitations as a result of estimating gravity models in their log-linearised form. Our results indicate that joining the euro did not significantly increase trade gains for member countries. Nevertheless, differences across countries are significant and Northern economies experience a higher increase in welfare gains trade as compared to Southern economies.

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