This qualitative descriptive case study examines the pedagogical teaching and instructional practices of fifth, sixth and eighth grade Texas public school English/reading teachers. This study shares the description of each teachers' English and Reading pedagogy, instructional practices, and their successes and/or challenges prior to and during the pandemic. The participants of the study were from two different school districts in Texas. The study utilized surveys and semi-structured interviews as sources of data that revealed reading pedagogy and a self-assessment of reading pedagogy practices prior to and during the COVID-19 pandemic. Three conclusive themes emerged after analysis of the data: importance of social emotional wellness of students, teaching and learning became a one size fits all approach, and varied levels of student engagement. Recommendations from this study for educational practitioners include a need to value the importance of the teacher-student relationship and the powerful role it plays in each student's emotional wellness and learning. Practitioners will need to reflect on what the COVID-19 pandemic taught the educational system about digital platforms and learning. Practitioners in the field should consider how the lingering effects of the COVID-19 pandemic will impact instructional design, teaching, content pedagogy, student academic gaps and academic progress or lack thereof for years to come. Implications for future research include more descriptive reading pedagogy studies that replicate this study and are inclusive of a larger sampling population of teachers, inclusive of students' and parents' experiences throughout more districts in the state of Texas post the COVID-19 pandemic.

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Durum growers were surveyed in cooperation with the USDA’s National Agricultural Statistics Service to determine production practices and their effects on yield and protein in the 2006 growing season. The survey was conducted in three regions: West (Yuma and La Paz counties), Central (Maricopa, Pinal, and Pima counties), and East (Cochise and Graham counties). Most of the durum in Arizona is grown in these three regions. We obtained responses from 83 out of an estimated 166 durum growers (50%) representing 46,331 out of 79,000 acres (59%). Durum was grown following cotton (41%), vegetables (27%), lettuce (16%), or other crops. The major varieties were Orita (30%), Kronos (25%), Ocotillo (16%), and Sky (11%). Herbicide was applied on 64% of the acreage. Flood irrigation systems accounted for 69% of the acreage, followed by furrow (17%). The crop was irrigated 6-7 times on average. The predominant soil texture was a sandy clay loam (36%), followed by sandy loam (35%) and clay loam (12%). The average planting date (germination irrigation applied) was December 21 in the Central region, January 4 in the West region and February 7 in the East region. The seed was planted at an average rate of 165 lbs/acre. Phosphorus was applied to only a third of the acreage, but when it was applied, the rate averaged 71 lbs P2O5/acre. Nitrogen rate averaged 224 lbs N/acre. Increased yield was associated with amendment application in the West region; certain varieties, amendment application, seeding rate between 120 and 159 lbs/acre, and nitrogen rate over 200 lbs N/acre in the Central region; and a seeding rate between 140 and 159 lbs/acre in the East region. Increased grain protein was associated with a previous crop of lettuce, lack of phosphorus application, and irrigation number in the West region; and a seeding rate of 140 to 159 lbs/acre and lack of phosphorus application in the East region. This survey documents associations, not cause-and-effect relationships, among durum production practices, yield, and protein.

Durum growers were surveyed in cooperation with the USDA’s National Agricultural Statistics Service to determine production practices and their effects on yield and protein in the 2006 growing season. The survey was conducted in two regions: West (Yuma and La Paz counties) and Central (Maricopa, Pinal, and Pima counties). These two regions represent about 95% of the durum acreage. We obtained responses from 85 out of an estimated 170 durum growers (50%) representing 40,580 out of 70,000 acres (58%). Durum was grown following vegetables (42%), cotton (41%), lettuce (12%), or other crops. The predominant soil texture was a sandy clay loam (47%), followed by sandy loam (30%) and clay loam (16%). Herbicide was applied on 52% of the acreage. The major varieties were Kronos (26%), Ocotillo (20%), Alamo (16%), and Orita (16%). Flood irrigation systems accounted for 87% of the acreage, followed by furrow (11%). The crop was typically irrigated 6 times. The average planting date (irrigation applied) was December 27 in the Central region and January 4 in the West region. The seed was planted at an average rate of 160 lbs/acre. Phosphorus was applied to only a quarter of the acreage, but when it was applied, the rate averaged 65 lbs P2O5/acre. Nitrogen rate averaged 224 lbs N/acre. Increased yield was associated with previous crops other than cotton in the West region, certain varieties, lack of herbicide application, planting in January in the West region and November or December in the Central region, a seeding rate between 100 and 160 lbs N per acre, and an N rate between 200 and 300 lbs N per acre. Increased grain protein was associated with a previous crop of vegetables or lettuce in the West region, lack of herbicide application in the Central region, manure application, clay loam or sandy clay loam soil, December planting in the West region, lack of phosphorus application, and fewer irrigations. This survey documents associations, not cause-and-effect relationships, among durum production practices, yield, and protein.

Durum growers were surveyed in cooperation with the USDA’s National Agricultural Statistics Service to determine production practices and their effects on yield and protein in the 2004 growing season. The survey was conducted in two regions: West (Yuma and La Paz counties) and Central (Maricopa, Pinal, and Pima counties). These two regions represent about 96% of the durum acreage. We obtained responses from 91 out of an estimated 195 durum growers (47%) representing about 38,000 out of 95,500 acres (40%). Durum was grown following cotton (48%), vegetables (43%), or other crops. The predominant soil texture was a sandy loam (36%), followed by clay loam (26%) and sandy clay loam (26%). Herbicide was applied on 67% of the acreage. The major varieties were Kronos (20%), WestBred 881 (18%), Kofa (14%), and Duraking (11%). Border flood irrigation accounted for 77% of the acreage, followed by furrow (11%), and level basin (10%). The crop was typically irrigated 6 to 7 times. The average planting date (irrigation applied) was December 19 in the Central region and January 7 in the West region. The seed was planted at an average rate of 163 lbs/acre. Phosphorus was applied to only a third of the acreage, but when it was applied, the rate averaged 67 lbs P2O5/acre. Nitrogen rate averaged 210 lbs N/acre. Grain yield tended to be higher following crops other than cotton grown on clay loam to sandy clay loam soils. Increased yield was associated with early planting, certain varieties, high N rate, and irrigation frequency. Higher protein content was associated with previous crops other than cotton, border irrigation, early planting, and N rate. This survey documents associations, not cause-and-effect relationships, among durum production practices, yield, and protein.

Durum growers were surveyed in cooperation with the USDA’s National Agricultural Statistics Service to determine production practices and their effects on yield and protein in the 2005 growing season. The survey was conducted in two regions: West (Yuma and La Paz counties) and Central (Maricopa, Pinal, and Pima counties). These two regions represent about 95% of the durum acreage. We obtained responses from 97 out of an estimated 195 durum growers (50%) representing 42,920 out of 75,400 acres (57%). Durum was grown following cotton (38%), lettuce (24%), vegetables (21%), or other crops. The predominant soil texture was a sandy loam (42%), followed by sandy clay loam (31%) and clay loam (21%). Herbicide was applied on 57% of the acreage. The major varieties were Kronos (21%), Alamo (16%), and Orita (16%). Level basin irrigation accounted for 52% of the acreage, followed by border flood (36%), and furrow (12%). The crop was typically irrigated 6 to 7 times. The average planting date (irrigation applied) was December 28 in the Central region and January 14 in the West region. The seed was planted at an average rate of 167 lbs/acre. Phosphorus was applied to only a third of the acreage, but when it was applied, the rate averaged 71 lbs P2O5/acre. Nitrogen rate averaged 213 lbs N/acre. Increased yield was associated with previous crops other than cotton, certain varieties, level basin irrigation, early planting in the Central region, a seeding rate between 140 and 160 lbs N per acre, N rate between 100 and 200 lbs N per acre, and an irrigation number of less than six in the West and seven in the Central Region. Grain protein was associated with varieties. This survey documents associations, not cause-and-effect relationships, among durum production practices, yield, and protein.

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This thesis explores representations of the Holocaust in the Jewish Museum Berlin and the impact of commercialism on representational choices. Daniel Libeskind’s bold architectural design, which ultimately became the Jewish Museum Berlin, is in many ways a Holocaust memorial. By exploring curatorial strategies in regards to exhibition design and content, this thesis analyzes the debates within the Jewish Museum Berlin over the appropriate manner to represent the Holocaust to the museum-going public in contemporary Germany. This thesis argues that commercialism and the prospects of commercial viability played a significant role in curatorial decisions concerning exhibition narrative. Germany leads the world in acknowledging and exploring their past social crimes but, this thesis argues, an important opportunity for atonement was lost when the administration of the Jewish Museum Berlin privileged commercial success over the presentation of more difficult and uncomfortable, yet socially necessary, representations of the horror of the Holocaust.

The prevailing discourses around refugees often serve to position them as ignorant, incapable, and needing to be assimilated into the dominant culture of receiving societies. The limited research devoted to refugees shows that they struggle in schools and on standardized tests of achievement, are underemployed, and live in poverty. Refugee women, in particular, often contend with multiple linguistic, gendered, and racialized forms of discrimination, as they navigate transnational spaces and lives in resettlement. However, this qualitative study sought to counter deficit discourses around refugee women in resettlement by critically investigating and illuminating their everyday lives and literacy practices. The participants were nine refugee women, aged 16 to 31, who engaged in an out-of-school book club over a six-month period. Sociocultural, dialogic, poststructural, feminist, and transnational theories informed this study. Critical ethnographic approaches and New Literacy Studies perspectives influenced the research process and data gathering. Qualitative data were collected from audio and video recordings of book club meetings, meeting transcripts, and researcher field notes. The data were analyzed using qualitative coding and narrative methods. The themes identified from the analysis were that participants (1) shaped and used the book club as a dialogic, border practice and space; (2) navigated and negotiated shifting and changing subjectivities and took up multi/plural identities; (3) used multiple languages and literacies as practices and resources; and (4) were living here-and-there, transnational and dialogic lives. The findings suggest that educators can foster refugee women’s English language learning and multiple literacies in three key ways: by creating learning spaces that are flexible, contingent, dialogic, and collaborative; by recognizing students’ sociocultural contexts and funds of knowledge; and by affording opportunities for students to position themselves as knowers and teachers.