Recent hurricane events in coastal Louisiana have emphasized the severe vulnerability of medical special needs (MSN) patients during flood disasters. MSN populations may be comprised of hospital, nursing home or hospice patients; the physically or mentally disabled; medically-dependent individuals requiring life-sustaining equipment or medicines; and frail elderly. Over 150 hospital and nursing home fatalities resulted from Hurricane Katrina in New Orleans. More than four hundred elderly over the age of seventy perished. Chronic diseases and mental health illness were among the top conditions reported in field hospitals, emergency rooms and shelters immediately following the storm. Louisiana MSN facilities and residences in the southern-most parishes continue to face daunting risks from even minor storms. Principal risks include storm surge and high winds made worse by coastal land loss. Few structures have been designed to withstand hurricane forces and many depend on coastal hurricane protection systems. Many are located in close proximity to industrial facilities or hazardous material sites. Meanwhile, MSN patients and decision-makers lack access to the latest hurricane science. This prevents them from conceptualizing their true hurricane vulnerability. Indications were that high numbers of MSN patients remained in the risk area even while Category 5 Hurricane Katrina loomed towards Louisiana. Many still plan to shelter in place for hurricanes. This manuscript reviews the health and hurricane risks of MSN patients in evacuation vs. sheltering in place in coastal Louisiana. The latest hurricane models are incorporated with critical MSN location data in a Geographic Information System (GIS) to determine threshold events. Solutions are explored to communicate risk, visualize data, and share hurricane research and GIS tools with MSN decision-makers at the local level. Based on scientifically accredited modeling and associated research, this study has determined the threshold storm event for coastal Louisiana MSN patient evacuation to be a tropical storm. Particularly, rapid hurricane intensification has historically supported that even lower order storms may intensify enough within 48 hours of landfall to create unsafe flood and wind levels. Thus, full MSN patient evacuation south of the Louisiana interstates is recommended upon a tropical storm entering the Gulf of Mexico.

This study investigates whether the Mathematics Grade 8 LEAP score can be used to predict student success in a key concept of chemistry, dimensional analysis. Mathematics Grade 8 LEAP scores of 106 ninth grade students enrolled in physical science during the 2008-09 school year were tested for correlations with student performance on a pre-test of dimensional analysis, a post-test of dimensional analysis, and student learning gain. Significant, positive correlations were observed between the Mathematics Grade 8 LEAP scores and the pre-test scores of dimensional analysis scores, the post-test scores of dimensional analysis scores, and the dimensional analysis student learning gain. To test whether student success in dimensional analysis is dependent upon mathematical ability, student performance in another academic area not related to dimensional analysis, English Language Arts mid-term grades were analyzed. The English midterm grades were not correlated with dimensional analysis. The Mathematics LEAP scores account for 12.4% of the variance in pre-test of dimensional analysis scores, 21.5% of the variance in post-test of dimensional analysis scores, and 6.1% of the variance in student learning gains, suggesting that the LEAP scores are not a stronger predictor of student success in dimensional analysis. Students were separated into ability groups based on their Mathematics Grade 8 LEAP scores to test how mathematics ability relates to student performance in dimensional analysis. Mean pre-test scores of dimensional analysis, post-test scores of dimensional analysis, and student learning gains were compared in high ability and low ability groups using a Mann-Whitney test. Significant differences were observed in all three measures tested, mean pre-test scores of dimensional analysis, mean post-test scores of dimensional analysis, and mean dimensional analysis student learning gain.

Because technology has become prevalent in classrooms, this study was undertaken to test whether the use of integrated technology, specifically computers and online activities, affects learner outcomes in a classroom setting. The outcomes from classes taught using integrated technology were compared to classes taught with traditional teaching strategies. Students in a 7th grade life-science class were given pre-tests and post-tests to determine their learning gains on the topics of genetics and photosynthesis. Each class was assigned different activities based on the subject. Each unit was covered in four 90 minute periods. When one set of classes was using integrated technology for a topic, the other set was using traditional methods of learning such as notes, discussions and book work. The integrated technology had no detectable effect on learner outcomes. There were no significant difference between mean learning gains and the different variables tested: class size, gender and teaching styles. However, there did appear to be a positive effect on the students behavior and attitude for learning the material. The technology-based methods did not detract from student learning. Over a more extended time frame, implementation of technology-based methods in the classroom may increase learning gains and/or foster increases in engagement and class attendance.

In the United States, geometry has long been offered to high school students in the tenth grade. Attempts have been made in recent years to expand the role of geometry across grades Pre-K through twelve. However, based on the latest TIMSS results, although students in the United States made gains in most content areas, they still struggle with geometric concepts compared to their counterparts in other nations of the world, primarily those in certain Asian countries like Singapore and China. We argue that the structure of the curriculum and the instructional strategies used in these countries may lead to more progressive reform strategies for the United States curriculum. These strategies may provide the catalyst to push our students back to the head of the class when assessed locally, nationally, and internationally.

In this thesis we approach the concept of Rate of Change as a mathematical model, and we apply it to a few physics problems. Its main goal is to help students to bridge concepts form mathematical models and the real life applications. We begin with a review of measurements, proportionality and similarity based on Euclidean geometry; then, we review linear and affine functions, and we introduce a mathematical model for the average and instantaneous rate of change. This mathematical model is applied to problems from physics following the four representations of functions: verbal, algebraic, tabular and graphical. By doing so, the main point is to show a unifying theme for mathematics and sciences, and the strong connections between the two. This thesis is intended to be a guide for teachers and students in Algebra and Calculus classes. The thesis consists of three main parts: a review of Euclidian geometry concepts and functions related to proportional reasoning, average rate of change and instantaneous rate of change with applications in physics problems.

Ratio and proportion are central to the middle school mathematics curriculum, but the full scope and extent of this topic is not described in detail in most state curriculum standards. In this thesis, numerous textbooks from the past one hundred years are sampled, along with several state‟s standards and the Louisiana state comprehensive curriculum. These sources are used to develop a more defined map of ratio and proportion as a conceptual field and a structured collection of problems. Proportional reasoning involves three phases: 1) the comparison of two magnitudes, expressed as ratio or rate, 2) the comparison of two ratios, called a proportion, and 3) the expression of proportional relationships as functions. As we follow this progression, proportional reasoning tasks change accordingly, through ratios, rates, missing-value proportions, similarity situations, and ultimately functions that express proportionality.

Project-based learning (PBL) is an instructional strategy that allows students the autonomy to learn, explore and investigate throughout the learning process by means of projects. Many educators have seen the need for such a strategy in the classroom as a remedy for motivating students, showing relevance of students education to everyday life, preparing students for college and the work force, and the dire need for students to develop critical thinking skills to encourage future success. In my thesis I will define project-based learning, discuss its characteristics, compare PBL to traditional teaching methods and reflect on my experiences with project-based learning in the classroom. I will also show how a traditional math problem can become more interesting and applicable to students if project-based elements are incorporated.

The integration of web based learning tools into the teaching of mathematics holds much promise for engaging middle and high school students. The purpose of this thesis is to report about my experiences regarding the effectiveness of using an online homework, tutorial and assessment system as part of two of the six Algebra I math classes I taught in the 2008-2009 school year at Sherwood Middle Academic Magnet School in East Baton Rouge Parish. Comparing the two sets of classes I found that such online systems offer many potential advantages to educators, such as the ability to provide instantaneous feedback, as well as a great deal of tutorial assistance on each and every homework problem assigned. Other possible advantages include increasing student motivation to succeed, offering many students the opportunity to develop content mastery, and allowing the educator more time to teach rather than grade homework, quizzes and test. With the great wealth of online resources available, in this thesis project we decided to consider the MathXL online system by Pearson Education that is used by many major educational institutions including Louisiana State University in their College Algebra and Trigonometry classes. A major piece of the thesis project is devoted to the development of a complete Algebra I MathXL online course environment and its integration with traditional instruction in the middle school setting, along with a discussion of the implementation and concluding beliefs after testing the program on one calendar school year.

Informal science education serves as an important source for science education for both individuals and school groups. However, the effectiveness of school visits to informal science education events outside of either museums or science centers has received little investigation. This study explores the short-term effects of a hands-on learning experience on students attitude and content knowledge. Specifically, it investigates the impact of Ocean Commotion, a one-day event where exhibitors present information and hands-on demonstrations about marine environments and products, especially those important to Louisiana. Pre-tests were utilized to document students initial knowledge of and attitude toward wetlands and the ocean, as well as their attitude toward science in general. Following the event the same tests were administered again to capture any changes. The results showed that a one-day, hands-on event significantly increased student knowledge about and concern for marine environments, but did not have an impact on attitude toward science. This study demonstrates the value that transient learning events can provide and supports the development of similar events to promote not only ocean literacy, but also other topics as well.

The purpose of this study was to examine the structural framework of the EBRPSS 8th Grade Mathematics Comprehensive Curriculum and to compare its effectiveness to a set of project-based lessons that I created for Unit 4: Measurement and Geometry. Two classes participated in this study. Pretest and Posttest scores were analyzed to determine if there was a significant advantage to using my supplements. Results of the analysis revealed that there was an advantage to using the supplements, in spite of the time shortage. Hopefully, the supplements implemented in this study will serve as a model for teaching Unit 4: Measurement and Geometry.