Hurricane Katrina struck the Gulf Coast on August 29, 2005 and drastically altered the city of New Orleans causing the most damage to minority and low socioeconomic status communities such as the Lower Ninth Ward. Prior to Hurricane Katrina, African American women in the New Orleans constituted the group most marginalized in society. Following Hurricane Katrina, several studies have explored Hurricane Katrina and disaster recovery in New Orleans. However, few studies have explored gender as it relates to natural disasters and recovery. Therefore, this study explores the experiences of African American women with disaster recovery in the Lower Ninth Ward.

This is a research-based thesis building upon the study conducted over the past two years with Dr. Elizabeth English on the Buoyant Foundation Project (BFP). The BFP is currently developing an amphibious foundation system to retrofit vernacular wooden ‘shotgun’ houses in the Lower Ninth Ward in New Orleans. This neighbourhood was chosen because of its unique cultural heritage and the severe, but recoverable, damage incurred in the aftermath of Hurricane Katrina. The BFP system will allow homes to float when flooding occurs, rising and descending vertically to avoid flood damage. It provides an alternative solution to permanent static elevation, the mitigation strategy currently recommended by the United States federal government. The thesis will demonstrate how the Buoyant Foundation Project is a culturally supportive, technically feasible, economical, sustainable and resilient form of flood mitigation for post-Katrina New Orleans.

This is a research-based thesis building upon the study conducted over the past two years with Dr. Elizabeth English on the Buoyant Foundation Project (BFP). The BFP is currently developing an amphibious foundation system to retrofit vernacular wooden ‘shotgun’ houses in the Lower Ninth Ward in New Orleans. This neighbourhood was chosen because of its unique cultural heritage and the severe, but recoverable, damage incurred in the aftermath of Hurricane Katrina. The BFP system will allow homes to float when flooding occurs, rising and descending vertically to avoid flood damage. It provides an alternative solution to permanent static elevation, the mitigation strategy currently recommended by the United States federal government. The thesis will demonstrate how the Buoyant Foundation Project is a culturally supportive, technically feasible, economical, sustainable and resilient form of flood mitigation for post-Katrina New Orleans.

In this study a phenomenographic theoretical perspective is taken as departure for research on manifested critical thinking in civics among Swedish ninth-grade compulsory school students. According to the phenomenographic perspective students’ manifestations of critical thinking are linked to the way of experiencing the phenomena inducing a manifestation of critical thinking. Thus differences between students’ manifestations of critical thinking are linked to differences in the way of experiencing the phenomena inducing a manifestation of critical thinking. The empirical investigation in this study revolves around how 19 ninth-grade students experience four different tasks designed to induce manifestations of critical thinking. In broad terms the main aim of the study is to describe the students’ different ways of experiencing each specific task and furthermore, to link each specific way of experiencing a specific task to a specific type of manifested critical thinking in relation to that task. A more overarching aim is to offer and test the phenomenographic theoretical perspective as a way of conducting research on manifested critical thinking. The empirical results show how the way of experiencing a specific task plays a decisive roll for the type of manifested critical thinking, made possible in relation to the specific task. A more complex way of experiencing the task can be linked to a more complex manifestation of critical thinking in relation to the task. A less complex way of experiencing the task can be linked to a less complex manifestation of critical thinking in relation to the task. The study also suggests how these empirical results can be used in a pedagogical situation in order to enhance students manifested critical thinking in civics. Concerning the more overarching aim the study strongly points to a further use of the phenomenographic perspective when conducting research on students manifested critical thinking.

xi, 69 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Research has identified the construct of student engagement as an antecedent to positive academic outcomes. In this study, the Student Engagement Instrument (SEI) was administered to 371 9th grade students at a comprehensive high school to measure the cognitive and affective engagement of students. Exploratory factor analyses were conducted on the 35-item SEI with best model fit matching previous research in which a five-factor model was found. Logistic and multiple regression analyses were then utilized to explore the relationships among cognitive and affective engagement and student achievement and behavioral outcomes. Findings generally supported the significance of the student engagement subtypes of cognitive and affective engagement in predicting educational outcomes. Results suggest that further study of the affective and cognitive subtypes and their development over the course of a student's education would enhance the understanding of the student engagement construct and lead to the development of interventions to mediate the effects of these subtypes. / Committee in charge: Edward Kameenui, Chairperson, Educational Methodology, Policy, and Leadership; Keith Zvoch, Member, Educational Methodology, Policy, and Leadership; Keith Hollenbeck, Member, Educational Methodology, Policy, and Leadership; Robert Davis, Outside Member, Romance Languages

This study investigates how a group of English teachers in Sweden teach and assess pronunciation to ninth graders as a part of oral skills. The method applied in the study is qualitative semi-structured interviews with six teachers from different cities and schools in Sweden. The results show that teaching English pronunciation is included in different speaking and listening contexts and is not taught separately. However, the teachers do formative pronunciation assessments in almost every lesson, but summative assessment is rarely given in each semester. This case study views how the participants teach English pronunciation to ninth graders and concludes that communicative language teaching methods have an overwhelming role in the teaching of pronunciation, as pronunciation is included in other language skills and happens mostly without direct focus, which is typical in a communicative approach.

No description available.

The purpose of this study was to identify student progress during the 9th grade year by evaluating student data prior to and after the implementation of a 9th grade academy in 2 east Tennessee high schools. The testing variables included the number of core credits earned, the number of elective credits earned, number of absences, and grade point average. Grouping variables included all 9th grade students and 9th grade students by gender prior to and after implementation of the 9th grade academy. Data were collected over 5 years (2005-2010). Paired-samples t-tests were used to make comparisons prior to and after the implementation of the 9th grade academy for each variable for the high schools. Independent-samples t-tests were used to make additional comparisons between gender on each variable prior to and after implementation of the 9th grade academy. An additional analysis was conducted to determine how many 9th grade students were enrolled in basic math or Algebra I prior to and after the implementation of the 9th grade academy. Based on the findings of this study, more core and elective credits were earned after the implementation of the 9th grade academy, but there was very little difference in GPA. Number of absences improved in 1 school after the implementation of the 9th grade academy and not in the other school. Additionally, there was little positive impact in Algebra I credits earned after the implementation of the 9th grade academy.

No description available.

The problem with which this investigation was concerned was that of determining the effects that an achievement motivation program had on changing the self-concepts and academic achievement among ninth-grade students in a triethnically mixed junior high school. The subjects for this study were ninth-grade students from a large southwestern city. The experimental program was conducted in a junior high school composed of Anglo, Mexican-American, and Negro students of approximately 30 per cent, 40 per cent, and 30 per cent ratios, respectively. The comparison school was an adjoining area with approximately the same ethnic mixture. In measuring changes in self-concept, the Piers-Harris Children's Self-Concept Scale was used. Teacher-assigned grades converted to numerical equivalents were used in measuring changes in academic achievement. All hypotheses were tested at the .05 level of confidence by using two by three analysis of covariance. All data were entered on computer cards, using computer services of North Texas State University.