The education spectrum includes many different modes of instruction or organizational models. The following are examples of organizational models available to school leaders: self-contained, departmentalized, team-teaching, collaboration, changing classes, and rotating classes. In this spectrum, the self-contained classroom and the departmentalized classroom are the most frequently used organizational models. The self-contained classroom involves one teacher instructing a group of students in all academic subjects. In contrast, the departmentalized classroom is a setting where educators teach in one area of specialization and students move from one classroom to another for instruction. When considering effective organizational models, it is imperative for administrators to pay attention not only to the quality and content of a lesson but also to the organizational structure in which the instruction is presented. This study included 94 schools using either a self-contained or a departmentalized classroom organization model. The purpose of the study was to identify the organizational model, either departmentalized or self-contained, that had a significant difference in measures of students' academic performance on reading and mathematics VSL pass rates for fourth graders in Region II of Virginia. Analysis of variance (ANOVA) was used to test the hypothesis and results revealed that there is no evidence of a significant difference between the two classroom organizational models on either reading or math VSL test pass rates for fourth graders. The findings suggest that no significant differences in reading and math VSL pass rates existed among schools with the two different classroom organizational models. Controlling for school size and the presence or absence of school Title I status (40% or more of its students come from families who qualify as low income under U.S. Census definitions) did not have an effect on the comparison related to fourth-grade general education students' pass rates on the 2009–2010 school year reading and math VSL pass rates. / Ed. D.

Urgency of the work. The conception of learning recently varies, because varying of learning. Learning is treating like training oneself, social skills development and training of cognitive validities (Dalin, Rolff ir Kleekamp, 1999; Teresevičienė, Oldroyd ir Gedvilienė, 2004). Contemporary culture of leraning is prescriptived like students‘ freedom to choose the ways, sources, environment of lerning, self-communion and evolutive of selfhood. New conception of the learning is changing rules and bearring of learning, emphasizes the variety of learning environment and sources, self-dependent cognitive student’s activity – it means the learning on the basics of competencies. Subject of Investigation: Clildrens‘ Self-Contained Learning Culture in Homes‘ Environment. Target of the Work: the work is aimed to substantiate theoretically and to investigate empirically children’s self-contained learning dispersion in homes’ environment through the adults’ educational culture representations. Tasks: 1. To sift theoretical (sociological, pedagogical, psychological, philosophical) literature and to substantiate the modern learning culture conception, children’s and adults’ learning cultures point of interaction and the internal. 2. To do the empirical, educational researche and to inquire children’s self-contained learning dispersion in homes’ environment and to estimate the internals of adults’ representations. 3. To investigate educational significance for the children’s... [to full text]

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The depositional styles of sediment gravity currents depend, in part, on the relationship of flow magnitude to the scale of topographically controlled containment and range from unconfined lobes to fully contained deposits. Determining the degree of containment is important for understanding depositional processes, land to ocean sediment transfer and subsurface reservoir characterization/prediction. Depositional models of the fully contained (commonly referred to as 'ponded') end member have been developed (e.g. fill-and-spill model). However, fully contained deposits represent only a portion of deepwater deposits and little work has been done identifying and examining the degree of containment of the more complex, partially contained deposits in outcrop. Here, I document the sedimentological facies and stratigraphic architecture of the Zorrillo Unit, a partially contained system exposed at Cerro Solitario within the Upper Cretaceous Tres Pasos Formation of the Magallanes Basin. The evolution of partial containment at this outcrop is expressed as: 1) bypass in the proximal zone and flow stripping in the distal zone, 2) backstepping and blanketing of the outcrop, followed by 3) renewed bypass. The partially contained system at Cerro Solitario deviates from the widely used fill-and-spill model due to subtle relief. This record of infilling provides insight into the overall evolution of the depositional system. Within the Magallanes Basin, the partially contained and linked depocenters along the Chingue Clinoform represent the dying breaths of the Cerro Toro axial conglomerate channel system as the canyon-fed point source collapsed and choked off the sediment routing system out to the distal basin. / Master of Science / Subaqueous sediment gravity flows are responsible for moving large quantities of sediment from off the continent to the oceanic abyssal plain and the resulting deposits serve as some of the largest hydrocarbon reservoirs in the world. These deposits vary in a number of ways depending on numerous variables, including containment. Containment is related to how the sediment gravity flows interact with the seafloor topography. Models have been created describing at one end of the spectrum sediment gravity flows that have been fully contained (i.e., the fill-and-spill model) where the flows are trapped and not able to escape the confining topography. The other end of the spectrum is where flows do not experience any containment (unconfined lobes). There is a lack of work done addressing the middle ground of partial containment of sediment gravity flows and their resulting deposits. The Zorrillo Unit crops out at Cerro Solitario within the Late Cretaceous Magallanes Basin in southern Chile and offers a perfect location to study partially contained deposits. The architecture (the structure of the rocks) and facies (the character of the rocks) were identified. By characterizing and understanding the processes that created the partially contained outcrop, this outcrop can now be used as an analog for other similar depositional systems. Oil and gas companies use these outcrop analogs to aid in reservoir prediction for comparable deposition systems in the subsurface. Regionally, the context of the Zorrillo Unit within the Magallanes Basin is ambiguous and by characterizing it, details are added to this part of the basin’s history.

This study was undertaken in order to compare the self-contained classroom with team-teaching organizations according to pupil behavior and personal-social adjustment in children of first- and second-grade level. A comparison was made of pupil behavior and personal-social adjustments between (1) children in the first grade after one year in the self-contained classroom and children in the first grade after one year in a team-teaching organization and (2) children in the second grade after two years in the self-contained classrooms and children in the second grade after two years in team-teaching organizations.

The study investigated the relationship among three cognitive styles and summarization abilities. Both summarization products and processes were examined. Summarizing products were scored and a canonical correlation analysis was performed to determine their relationship with three cognitive styles. Summarizing processes were examined by videotaping students as they provided think aloud protocols. Their processes were recorded on composing style sheets and analyzed qualitatively. Subjects were sixth-grade students in self-contained classes in a suburban school district. Summarizing products were collected over a two week period in the fall. Summarizing processes were collected over an eight week period in the spring of the same school year. The results of the summarizing products analysis suggest that cognitive styles are related to summarization abilities. Two canonical correlations among the two variable sets were statistically significant at the .05 level of significance (.33 and .29). The results further suggest that students who are field independent, reflective, and flexible in their attentional style may be more adept at organizing their ideas and using written mechanics while summarizing. Students who are impulsive and constricted in attentional style may exhibit strength in expressing their ideas while summarizing. Results of the summarizing processes analysis suggest that students of one cognitive style combination may exhibit different behaviors while summarizing than those of other cognitive style combinations. Students who are field independent, reflective, and flexible in their attentional style seem to display more mature, interactive behaviors while summarizing than their peers of other cognitive style combinations.

Abstract Streblow, Heike (2022). Autism in School - Evidence Based Methods to Develop Writing Skills of Students with AutismType of Essay: Master’s thesis (15 credits) Master’s degree, 120 credits, Malmo University, Department of School Development and Leadership Malmo University  There is a great number of international and national studies on younger pupils with autism. Some research indicates that there is a gap between what research results show and what impact it has on classroom activities. Aim: The aim of this study is to find out what evidence-based methods four students with autism and four teachers find successful when developing students’ writing skills. The participating students of this study were between 14 and 15 years old. Research questions: 1.                      What methods do students use to develop their writing skills? 2.                      What methods do students consider helping them the most? 3.                      What methods do teachers use to develop students' writing skills? 4.                      What methods do teacher consider helping students with autism to develop their writing skills? 5.                      How do teachers describe successful teaching to develop students' writing skills in mainstream classrooms versus self-contained classrooms? Theoretical framework: Dewey's democracy and education and learning by doing (hands-on thinking), Vygotsky's sociocultural theory and Bandura's social cognitive theory are used when analyzing the results. Method:This study uses triangulation with both quantitative (questionnaires) and qualitative (semi-structured interviews) methods. Results:The results of this study show that there are similarities but differences, too, in what evidence-based methods students or teachers use to develop the students’ writing skills. Students for example rate to use technical devices (with text-to-speech and speech-to text software), writing in pairs and to have extended time when writing highest, their teachers on the other hand rate supporting questions, model texts and goalsetting highest. Teachers consider modelling and scaffolding as being very important.The results of this study also show that effective methods proven by Asaro-Saddler et al. (2017) are both used in mainstream and self-contained classrooms in Sweden.Teachers point out that each student with autism is an individual and that there isn´t one solution that fits all because of that. They discuss furthermore that there should be flexible circumstances in school organization that make it possible to act quickly. Future Research: Future research should be conducted on older students with autism and their development of writing skills.  Implications for special education: The results of this study show the importance of:·      organizing school environments in a way that students with ASD can participate in the curriculum, ·      providing them with digital assistant devices and if necessary,·      giving them the opportunity to fulfill their education in self-contained classrooms.Special educational needs coordinators need to organize, together with the principals, rich opportunities for teachers to plan their lessons together in a way that students with ASD will meet the same teaching scaffolding methods to develop and improve their writing skills. It is also important to have a dialogue with teachers to deepen their understanding of working with students with ASD.It is necessary to build consistent relationships between the students and their teachers.

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Disgraced novelist Dan Alistair is reeling from a recent public scandal when he meets beguiling first-time author Evan Verde at a secluded writer’s retreat. When Evan uses their shared experiences to tell a twisted story, Dan becomes obsessed with uncovering his ulterior motives. Is there truth to Dan’s paranoia, or will his theories prove delusional?