Call number: LD2668 .T4 1963 B57 / Master of Science

Call number: LD2668 .T4 1985 V464 / Master of Science

No description available.

The composition and some qualitative aspects of ground beef offered for sale in Corvallis, Oregon were studied. Samples were purchased from six retail markets twice weekly throughout a six week test period. Three stores were independently owned and operated and three were chain stores. Differences in moisture, fat and protein levels of ground beef samples among the six stores and between chain and independently owned stores were statistically significant. Differences in composition between sampling days (Tuesday versus Friday) and between replicate weeks were generally not significant. Ground beef from chain stores was generally characterized by higher moisture and protein levels and lower fat levels. Thirty-two percent of all samples (50 percent of the independent stores and 14 percent of the chain stores) exceeded the legal limit of 30 percent fat. Moisture:protein ratios ranged from 2.53 to 4.24 while the average value was 3.59. About 28 percent of all samples had ratios in excess of 3.70. Differences in moisture:protein ratios between chain and independent stores were not significant. Although differences in extract-release volume (ERV) of ground beef obtained from the various stores were significant, differences between sampling days, replicate weeks and chain versus independent stores were not. Resazurin reduction times of ground beef among individual stores, between sampling days, replicate weeks and chain versus independent stores were not significantly different. The correlation between ERV and resazurin reduction time was low (r = 0.21) suggesting a poor relationship between these two procedures for assessing microbial contamination in ground beef. Differences in nonprotein nitrogen (NPN) levels of samples among stores and between sampling days were statistically significant. Only minor differences in NPN levels between store types and replicate weeks were observed. Soluble protein levels appeared to be a reflection of total protein. Iodine numbers of ground beef fat ranged from 43.7 to 53.6 and were significantly higher in ground beef purchased from chain stores. Price per pound of ground beef and price per pound of protein were significantly different among the six stores. The price per pound of meat was significantly higher in the chain stores than in the independent stores. However, price per pound of protein and price per pound of soluble protein were essentially the same for the two types of stores. Recommendations for quality control of ground beef sold at the retail level are discussed. / Graduation date: 1968

No description available.

Call number: LD2668 .T4 1957 W48 / Master of Science

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Research has shown that giving quality feedback to students, which is an aspect of formative assessment, is a high-yield strategy that educators can use to advance academic achievement and support students in their learning process. The study took place in a Virginia school division where formative assessment was not a division-wide initiative used to increase student achievement. Therefore, the purpose of this qualitative case study was to identify the perceptions of teachers and students concerning formative feedback and distinguish the types of written feedback that may influence student learning. Bandura's social cognitive theory of self-efficacy and motivation provided the conceptual framework for this study. Teachers' and students' perspectives and student work samples were analyzed to determine the types of feedback that influenced students' learning in mathematics and to gain an understanding of teachers' and students' perceptions of written formative feedback. Data were collected through interviews with 10 elementary teachers and 20 elementary third through fifth grade students at 2 elementary schools and by collecting 318 work samples of these students. Themes emerged from inductive coding, and teachers' feedback was categorized using a feedback typology to determine the types of feedback teachers gave students. The teachers' and students' understanding of written formative feedback varied but both groups found written descriptive feedback aligned with learning outcomes were most beneficial. The results could serve to improve professional development for teachers on formative feedback, which could increase student learning.

The purpose of this study was to determine if a teacher's knowledge of a sixth grade student's prior academic performance affects the teacher's grading of the student's work on math papers. This study attempted to isolate the singular characteristic of a teacher's prior knowledge of a student's academic performance as a possible source for grading discrepancies.Four math papers were developed following the guidelines from the Indiana Statewide Test of Educational Progress (ISTEP) in mathematics for sixth grade. Four selected report cards representing high academic performance and four representing low academic performance were attached to the four student papers along with the appropriate answer keys. One-third of the instruments had high academic performance attachments, one-third had low academic performance attachments, and one-third had no academic performance attachments. The instruments were randomly assigned to experienced teachers for grading.The analysis of the data indicated that the mean number grades for high academic performance papers when compared to the control group differed significantly at the .05 level of confidence. The mean of the letter and number grade scores assigned to low academic performance papers compared to the control group did not differ significantly.Based on the findings of this study, conclusions were drawn. Among the conclusions reported were:1. Teachers' grades on the same math papers were remarkably varied.2. Number grades assigned to the same math papers differed significantly for high academic performance.3. The range for letter and number grades for each paper was extremely broad over all independent variables.4. The scoring discrepancies for letter and number grades created a question regarding grading validity.

The assessment reform movement has focused on classroom assessment and grading practices as a potential means to improving teaching and learning. Many researchers agree that the best way to enhance learning for a diverse range of students is through appropriate, reliable, and valid classroom assessment and grading practices. This is of particular importance in Saskatchewan because the inclusive philosophy has been mandated for all schools. Classroom teachers are responsible for the instruction, assessment, and grading of students with mild disabilities, learning, emotional, and behavioral challenges, and other needs that require specific attention. This study examined secondary classroom teachers assessment and grading practices in one urban school division. A survey instrument adapted from the work of Duncan and Noonan (2007) and McMillan (2001) asked current secondary teachers, within inclusive classrooms, to indicate their current assessment and grading practices. Evidence from the survey demonstrated that teachers in this division have diverse assessment and grading practices and that they have begun to explore the potential for assessment to assist all students in their learning. This study has provided data to move forward with some professional development opportunities for teachers and further research in assessment and grading with particular focus on students with special needs in inclusive classrooms.