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The Supreme Court of the United States has recently determined that assigning students to schools and classrooms based on racial identity is unconstitutional. However, it also left the door open for further and different rulings. If researchers are able to show that lack of consideration of race has deleterious effects on federally mandated programs and initiatives, the ruling may be modified or opened up to specific circumstances. Among its many consequences, this ruling brings a focus onto the question of student-teacher matching in classrooms. Over the years, there has been a great deal of discussion in the literature about matching teacher and student by race, ethnicity, gender, and language. Some people claim that matching is crucial for student success while others dispute this claim. The current study examines the question of racial and ethnic matching empirically in the context of a large-scale randomized controlled study of an innovation for middle school mathematics learners. It extends the literature by (1) focusing on the relationship between student-teacher match and a specific, heavily documented situation with targeted learning goals, (2) adding information about Hispanic students to the discussion, and (3) helping evaluate factors that may be important in determining the validity of large-scale experiments. Alone and in conjunction with other similar empirical evidence, it will also have a significant effect on federal and state educational policy. The sample consists of the 92 teachers and 1576 7th grade students on 76 school campuses throughout 8 Texas regions who participated in the Scaling-Up SimCalc project. Teachers and students either used SimCalc Mathworlds™ curriculum and technology or a control for a two-week replacement unit. The crux of the current analysis was a match between aggregated and individual teacher and student characteristics and an inquiry into how these matches influence student math performance in the classroom within and between our experimental and control group. Hierarchical Linear Modeling (HLM) analysis was used to investigate the differences in student mathematics performance, modeled as students nested in classrooms nested in schools. / Ph. D.

S'agissant d'un pays où, en raison de l'effort de construction du second après-guerre, l'essentiel du parc de logements des années 2000 correspond à un héritage du 20ème siècle, ce travail vise à retracer un parcours français dont le caractère singulier a conformé le bâti. Revenant sur les modalités de la genèse au fil du siècle, on retient trois dimensions déterminantes : les spécificités de l'urbanisation française, les contraintes qui résultent d'un cumul de près de trente années d'engagements militaires de nature et d'intensité diverses, et une intervention publique tardive où l'État tient une place éminente. Après avoir examiné comment le modèle antérieur de développement du logement s'est brisé durant le premier vingtième siècle, on concentre l'attention sur la période d'intense construction nouvelle des années 1950-1980, et on s'appuie sur des archives inédites de l'État pour prendre la mesure de cet héritage architectural et urbain, dans sa forme comme dans sa consistance.

This thesis consists of three empirical studies. The first study, Rationales to Language-in-Education Policies in Postcolonial Africa: Towards a Holistic Approach, considers two issues. First, it explores the factors affecting the choice of an LiE policy in 35 African countries. The results show that the countries adopting a unilingual education system put different weights on the influential parameters than countries adopting a bilingual education system. Second, the study investigates how decision makers can ensure the optimal choice of language(s) of instruction by developing a non-cooperative game theoretic model with network externalities. The model shows that it is never optimal for two countries to become bilingual, or for the majority linguistic group to learn the language of the minority group, unless there is minimum cooperation to ensure an equitable redistribution of payoffs. The second study, The Role of Language in Learning Achievement: A Namibian Case Study, investigates the role played by home language and language proficiency on SACMEQ II mathematics scores of Namibian Grade-6 learners. HLM is used to partition the total variance in mathematics achievement into its within- and between-school components. Results show that although home language plays a limited role in explaining within- and between-school variations in mathematics achievement, language proficiency (proxied by reading scores) plays a significant role in the heterogeneity of results. Finally, the third study, Language Skills and Economic Returns, investigates the economic returns to language skills, assuming that language competencies constitute key components of human capital. It presents results from eight IALS countries. The study finds that in each country, skills in a second language are a significant factor that constrains wage opportunities positively.

The purpose of the study was to examine the impact of school and student related factors on scientific literacy skills of Turkish students in the Programme for International Student Assessment &amp / #8211 / PISA 2006. 4942, 15 year-old Turkish students from 10 primary schools, 88 general high schools and 66 vocational high schools participated in this assessment. Among the student factors considered were gender, student background, motivational factors, science self belief, value belief regarding science, science-related careers, science teaching and learning, scientific literacy and the environment. Some of the school factors discussed were proportions of girls at school, school size, school academic selectivity, teacher-student ratio, school activities for learning environmental topics and learning of science, quality of educational resources, teacher shortage (negative scale), general high school &amp / #8211 / vocational high school and average class size. The responses of Turkish students and principals from the database of the PISA assessment were used in Hierarchical Linear Modeling (HLM). The result of the study showed that the impact of school and student related factors on scientific literacy skills of the Turkish students varied from school to school. It was observed that the PISA index of economic social and cultural status, general value of science and science self-efficacy impacted on every aspects of the scientific literacy. In addition, it is evident that the general high school students were more successful than the vocational high school students after adjusting for selected student and school characteristics.

The purpose of study is to investigate the effects of school characteristics on students&rsquo / mathematics achievement across Turkey by analyzing the data collected from school questionnaire, student background questionnaire and mathematics achievement test in Trends in International Mathematics and Science Study 2007. The analyzed sample was comprised of 4,498 students in 146 schools. Student level factors were highest level of education of either parent, students speak the language of test at home, students&rsquo / parents born in country, books in home, computer and internet connection, computer use, index of time students spend doing mathematics homework in a normal school week, index of students&rsquo / positive affect toward mathematics, index of students&rsquo / valuing mathematics, index of students&rsquo / self confidence in learning mathematics. School related factors were principals reports on the percentages of students in their schools coming from economically disadvantaged homes, principals report on the percentage of students having the language of test as their native language, index of good attendance, principals time spent on various school related activities, schools encouragement of parental involvement, index of school resources for mathematics instruction, index of principals perception of school climate. Hierarchical Linear Modeling (HLM) was used for analysis. The result of the study showed that 45% of variance between schools, 54.6 % of variance was in schools, 57.33 % of school variance in mathematics achievement accounted by principals&rsquo / report on percentages of students coming from economically disadvantaged homes, parents to volunteer for school programs, school resources for mathematics instruction and principals&rsquo / perception of school climate.

This study investigates the students&rsquo / characteristics and school characteristics and their influences on scientific literacy skills of 15-year-old students across Turkey, Canada, and Sweden, through the use of data from Organisation for Economic Co-operation and Development&rsquo / s (OECD&rsquo / s) Programme for International Student Assessment (PISA) 2006. The purpose of this study is to gain a more complete understanding of the effect of human and physical resource allocations and their interaction on students&rsquo / scientific literacy skills using Hierarchical Linear Modeling (HLM) techniques. By PISA 2006 results, in terms of scientific literacy, Canada is a high performing country whereas Turkey is far below the average and Sweden has a rank in the average. For modeling scientific literacy, student-level characteristics determined by student questionnaire, and school-level characteristics determined by school questionnaire were used. Results of the present study indicated that there were significant between-school differences in scientific literacy skills of students for all three countries. Turkey had the highest between-school variance and it was more than half of the total variance whereas in Canada and Sweden they were far lower. School type and size were common school factors affecting students&rsquo / scientific literacy skills in Canada and Sweden / however, in Turkey school admittance policies, educational resources, science promotional activities, and teacher qualities were school characteristics which have impact on scientific literacy. Enjoyment of learning science, self-efficacy in science, general value given to science, awareness of environmental issues, responsibility for sustainable development, and confidence in use of information technologies were common student factors affecting development of scientific literacy skills in the three countries. Finally, in all three countries cross-level interactions of student and school characteristics for developing scientific literacy skills were observed.

本研究旨在探討猝睡症患者生活品質受症狀變化及神經認知功能改變的影響情況，以及不同層次影響因素對患者生活品質的初始狀態及後續變化軌跡的影響效果。 本研究於北部一所醫學中心睡眠障礙科及兒童心智科募集確診為猝睡症之患者，經同意後進行為期五年的長期研究，募集總人數168人，完成五年資料收集人數85人。本研究使用睡眠多項檢驗（polysomnography, PSG）、多段入睡測試（multiple sleep latency test, MSLT）、人類白血球抗原檢驗（human leukocyte antigen, HLA）為基本檢驗工具，以電腦化第二版康氏持續注意力測驗（Continuous Performance Test- II）及威斯康辛卡片分類測驗（Wisconsin Card Sorting Test, WCST）為檢測神經認知功能之工具，以自填艾普渥斯嗜睡程度量表（Epworth sleepiness scale, ESS）、史丹佛睡眠問卷（Stanford sleep inventory, SSI）及簡式生活品質量表（short from-36 items of health related quality of life, SF-36）做為症狀嚴重度及生活品質的依據。資料分析以描述統計及階層線性模式（hierarchical linear models , HLM）統計方法進行。主要結果如下： 一、 猝睡症患者生活品質分為生理與心理兩個層面，患者生理層面在五年期間維持相對穩定沒有顯著變化；心理層面中之不同向度則有不同變化趨勢，心理健康與活力向度隨時間有逐漸提高的趨勢，患者此二向度生活品質接受治療後有穩定上升的趨勢，而社會功能及情緒角色限制則呈現二次方曲線變化，以及呈現先增後減的發展軌跡，患者此二向度接受治療後顯著上升，第三年後有逐年下降的趨勢。 二、 患者嗜睡程度及猝倒嚴重度變化隨時間有顯著成長軌跡，呈二次方曲線發展，轉折點在第三年，接受治療前三年症狀呈現穩定降低的軌跡，但自第三年起逐年增加，此結果與藥物治療初期症狀獲得顯著改善，後期改善幅度相對減少，及藥物效果具有關聯。 三、 個體間層次變項僅疾病持續時間、HLA對患者生活品質具顯著解釋力，其中疾病持續時間越長，患者可能發展因應症狀之策略，從而降低疾病對生活品質之衝擊。而HLA則對症狀有不同影響，HLA陽性患者初始嗜睡程度較陰性者為低，且接受治療後改善效果較陰性者顯著，猝倒嚴重度起始值較陰性者高，且接受治療後的趕善幅度較陰性者小。 四、 疾病嚴重度變化對生活品質具顯著影響，完整模式分析中，時間主效應未達顯著，但可由症狀變化及神經認知功能改變進行更佳的解釋。嗜睡程度變化僅對身體疼痛向度變化不具有解釋力外，對其餘七個向度均具顯著影響；猝倒影響層面不及嗜睡程度，但亦可解釋生理量表、生理角色限制、心理量表、心理健康、情緒角色限制、活力等向度上的變化。 五、 神經認知功能改變與否對患者生活品質具有加成效果，分析顯示患者神經認知功能改善時，其生活品質提升速率較未改善者高，影響較顯著的包括注意力、警覺度及概念反應，此結果與下視丘泌素參與的維持注意力及前額葉功能有關。 本研究依據分析結果提出猝睡症患者生活品質受嗜睡症狀及猝倒嚴重度改變直接影響，同時受人類白血球抗原屬性及神經認知功能改變調節之假設模型，作為未來研究參考依據。並根據研究結果與限制，提出對臨床實務的應用與心理介入的建議，並對未來提升猝睡症患者生活品質相關研究提供建議。 / The current study aims to: (1) examine the change of eight domains of quality of life in narcoleptics within five years, (2) investigate the impact of the change of symptom severity on different dimension of quality of life, as well as the influence associated with the change of neuro-cognitive function. There were 168 participants recruited from a medical center in northern Taiwan. 85 of them completed the 5-year annual follow-up data collection. During the follow-ups, polysomnography (PSG), multiple sleep latency test (MSLT) and human leukocyte antigen (HLA) test were conducted. Computerized neuropsychological tests of Conners’ Continuous Performance Test- II (CPT-II) and Wisconsin Card Sorting Test (WCST) were also administered to obtain attention and executive function data. The short from-36 items of health related quality of life (SF-36), Stanford sleep inventory (SSI) and Epworth sleepiness scale were applied to assess quality of life and symptom severity. Descriptive statistics and hierarchical linear models were applied for data analysis. The main results were: 1. The quality of life was divided into physical and psychological domains. The physical domain kept relatively stable during the 5-year follow up as opposed to the psychological domain. In psychological domain, the vitality and psychological health showed increasing tendency overtime. However, the social function and role functioning-emotion increased during the first 3 years then declined afterward. 2. The symptom severity also showed a tendency corresponded to quadratic curve. The daytime sleepiness together with cataplexy severity reduced immediately after treatment but rose after the third year. 3. The variables of individual characteristics that showed significant impact on quality of life were disease duration and HLA type. The longer the duration, the better quality of life one had. Positive HLA typing seemed to be a protective factor on severity of sleepiness. It also predicted better treatment outcomes, but worsen the severity of cataplexy and treatment effects. 4. The symptom severity could be a good explanation as a variable of quality of life. The daytime sleepiness altered all domain of SF-36 expect body pain. Cataplexy affected only psychological domain of SF-36. 5. The neuro-cognitive function was also found to affect quality of life. Those who improved in attention and executive function test got greater improvement on SF-36 as well. The vigilance on CPT-II and conceptualized response on WCST had most significant impact. I proposed a model of change of quality of life in patients with narcolepsy based on the results obtained. Several suggestions were also proposed for clinical and psychological intervention for narcolepsy to improve their quality of life.

Depuis le début des années 2000, le coût des terrains nécessaires à la production de logements locatifs sociaux neufs a augmenté, au même titre que le coût de leur construction. Dans le même temps, l’État a considérablement réduit les subventions directes qu’il accorde à chaque opération HLM. Malgré cela, le nombre de logements locatifs sociaux livrés chaque année a connu une hausse importante et durable. Alors que 46 000 logements HLM ont été produits en 2000, plus de 100 000 le sont systématiquement à partir de 2006.La thèse explore cet apparent paradoxe, en analysant les évolutions de l’organisation institutionnelle du système de production HLM. Pour ce faire, elle s’appuie sur le traitement de données statistiques ainsi que sur une enquête réalisée auprès d’acteurs locaux de l’habitat au sein des communautés d’agglomération du Val-de-Bièvre, du Boulonnais et de la communauté urbaine de Bordeaux. Un outillage théorique spécifique est proposé, qui croise les apports de la théorie de la régulation et de recherches sur les acteurs de la production urbaine. Cela permet de montrer qu’un ensemble de décisions politiques, d’ajustements locaux et de dispositifs de coordination ont été articulés de façon originale au cours de la décennie. Ils visent notamment à faire que les organismes HLM mobilisent leurs réserves financières dans la production neuve, à distribuer inégalement dans l’espace le surplus de logements produits et à réorganiser les modalités d’accès à la ressource foncière. Le système mis en place est cependant dépendant des opérateurs à but lucratif ainsi que des évolutions des marchés immobiliers ; il participe de plus à redéfinir les bénéficiaires de l’intervention publique en France. / Since the early 2000s, social housing production in France has become increasingly more expensive: both land prices and construction costs have increased. At the same time, the State has considerably reduced the direct subsidies granted to each new development. However, the number of new social dwellings has increased significantly and lastingly. While 46,000 dwellings were produced in 2000, more than 100,000 have been produced each year since 2006. This thesis explores this apparent paradox by analyzing the evolution of the institutional organization of the French social housing production system. To do so, it relies on the processing of statistical data as well as on a survey carried out among local housing decision makers in the urban areas of Bordeaux and Boulogne-sur-Mer, and in the Val-de-Bièvre, a gathering of municipalities located south of Paris. An original theoretical framework is used, which combines regulation theory with the results of research focusing on the actors of urban production. This allows for the underlining of the fact that a set of political decisions, local adjustments and coordination mechanisms were articulated in a novel way throughout the decade. In particular, those seek to ensure that social housing organizations use their financial reserves for the production of new dwellings, that new social dwellings are unevenly distributed in space, and that access to land for social housing is reorganized. However, this system appears to depend on real estate markets and for-profit operators; it also participates in redefining the beneficiaries of public intervention in France.

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