No description available.

Progress monitoring and data analysis are essential skills needed by classroom teachers within the implementation of multi-tiered systems of support for making data-based decisions about student progress and instruction. Within the early childhood MTSS research, consideration of teacher-collected progress monitoring data followed by data-based decision-making is rare. To provide teachers with a robust progress monitoring strategy, I trained preschool teachers of inclusive classrooms to use direct behavioral observations to collect data and inform their instruction. The project experimentally evaluated teachers’ generalization of acquired behaviors within the context of a single-case research design. The project’s independent variable, teacher training, consisted of a video-based multimedia presentation and in-vivo feedback. The primary dependent variable was teachers’ implementation of teacher-directed behavior observation procedures. Results indicate that teacher training was effective for three teachers, as evidenced by teachers reaching criterion levels of performance across consecutive days and sessions. Data on the durations of teacher training activities indicate that an average of 21 minutes of in-vivo feedback was provided to the teachers throughout training. Social and ecological validity data suggest that teachers perceived the training activities to be relatively non-intrusiveness and that the target progress monitoring strategies were of value to the teachers. A functional relation was established between training and teachers’ implementation of direct behavioral observation procedures.

Les thèses de l'autonomie de la technique et l'identification du progrès au progrès technique ont exclu la notion de démocratie du champ de la réflexion de la philosophie politique sur les sciences et les techniques, au profit de conceptions technocratiques. Ce sont alors l'histoire et la sociologie des techniques qui ont essentiellement abordé les relations entre technique et démocratie. En examinant leurs travaux, nous montrons à la fois l'importance des facteurs socio-culturels pour expliquer le développement technique d'une société et l'existence d'une forme faible de déterminisme par lequel les techniques structurent les relations sociales. La possibilité et la pertinence qu'il y a à faire de la technique un objet du débat démocratique apparaît alors à double titre : d'une part, elle engage chaque société sur le chemin d'un mode de développement que les citoyens doivent pouvoir discuter et, d'autre part, elle est déjà un objet de politique puisqu'elle est concernée par des législations et constitue, sous la forme de l'innovation, un élément majeur des projets politiques nationaux et internationaux. Nous montrons que, confrontée à différentes critiques, la démocratie technique doit être complexifiée afin de ne pas s'en tenir à une réflexion sur l'expertise et la compétence et de pouvoir répondre aux enjeux des conditions juridiques, économiques et épistémiques de la production des savoirs et des innovations comme aux enjeux classiques de la démocratie en général dont elle constitue un approfondissement vers un nouveau champ, celui de la définition du progrès. / The topic of democracy has been excluded from thinking about sciences and technologies in political philosophy by the idea of an autonomous technology and the identification of technical progress to progress itself. Instead, technocratic conceptions of power have been examined. Consequently, it is in history and sociology of technology that we can find considerations on relationship beteween technology and democracy. By analysing how they conceive this relation, we show both the importance of socio-cultural factors to explain technical development of society and existence of a weak version of determinism which implies that technologies shape social relationships. Then, we can understand that there is two reasons which explain why making technology an object of democratic debate is possible and relevant: first, technology commit society on a development path that citizens should be entitled to discuss; second, it is already a political object for it is adressed by legislations and, as innovation, is a key element of national and international political objectives. We point out technical democracy, given the critics it receveid, has to become more complex in order no to be limited to thinking about expertise and skill and to be able to adress what is at stake in the economic, juridic and epistemic conditions of knowledge and innovation production as well as what is at stake in the classic thinking about democracy. For technical democracy is a way to enlarge democracy to new topics, particularly to the question of how to define progress.

The ability to read is highly valued in American society and important for social and economic advancement. One of the best strategies to prevent reading difficulties is to build basic literacy skills, thereby ensuring that all children are readers early in their educational careers. The purpose of this study was to determine the relationship between third-grade students' oral reading rate and scores on the Florida Comprehensive Assessment Test. The present study examined the relationship between the independent variables of Curriculum-Based Measurement Reading (R-CBM), ethnicity and socioeconomic status and the dependent variable of performance on the reading portion of the Florida Comprehensive Assessment Test (FCAT) in 215 third-grade students. The data presented in this study were collected by the Florida Center for Reading Research (FCRR) as part of a larger assessment battery across three school districts and nine elementary schools in Florida. Student demographic variables as well as performance on three different types of oral reading probes (generic, content, and FCAT passages) were investigated in relation to each student's performance on the reading portion of the FCAT. Results of the current study were similar to investigations in other states; the correlations among the R-CBM probes and between all R-CBM probes and FCAT scores were high and statistically significant. These results indicate that student performance on any or all R-CBM probe types can be used to predict FCAT score. Ethnicity and SES were not significant predictors of FCAT score above R-CBM score. Implications for educators and specifically school psychologists are discussed including opportunities for school psychologists to train educational personnel in the use of R-CBM. As evidenced by the current study, R-CBM may help identify students who are at-risk for reading failure and FCAT failure so that intensive interventions can be implemented early and student progress frequently monitored.

<p>The main goal of this thesis is to investigate efficient searching mechanisms for searching and retrieving software components across different remote repositories and implement a supporting prototype called “Component Repository Browser” using the plug-in based Eclipse technology for PROGRESS-IDE. The prototype enables users to search the ProCom components and to import the desired components from a remote repository server over different protocols such as HTTP, HTTPS, and/or SVN. Several component searching mechanisms and suggestions were studied and examined such as keyword, facet-based search, folksonomy classification, and signature matching, from which we selected keyword search along with facet-based searching technique to help component searchers to efficiently find the desired components from a remote repository.</p>

<p>Starting with the development of an enzymatic assay, where an enzyme in solution hydrolysed a solid-phase bound peptide, a model for the kinetics of enzyme action was introduced. This model allowed the estimation of kinetic parameters and enzyme activity for a system that has the peculiarity of not being saturable with the substrate, but with the enzyme. In a derivation of the model, it was found that the sensitivity of the signal to variations in the enzyme concentration had a transient increase along the reaction progress with a maximum at high substrate conversion levels. </p><p>The same behaviour was derived for the sensitivity in classical homogeneous enzymatic assays and experimental evidence of this was obtained. The impact of the transient increase of the sensitivity on the error structure, and on the ability of homogeneous end-point enzymatic assays to detect competitive inhibition, came into focus. First, a non-monotonous shape in the standard deviation of progress curve data was found and it was attributed to the random dispersion in the enzyme concentration operating through the transient increase in the sensitivity. Second, a model for the detection limit of the quantity Ki/[I] (the IDL-factor) as a function of the substrate conversion level was developed for homogeneous end-point enzymatic assays. </p><p>It was found that the substrate conversion level where the IDL-factor reached an optimum was beyond the initial velocity range. Moreover, at this optimal point not only the ability to detect inhibitors but also the robustness of the assays was maximized. These results may prove to be relevant in drug discovery for optimising end point homogeneous enzymatic assays that are used to find inhibitors against a target enzyme in compound libraries, which are usually big (>10000) and crowded with irrelevant compounds.</p>

When Democrats and Republicans crafted the 2002 No Child Left Behind (NCLB), the bipartisan reauthorization of the 1965 Elementary and Secondary Education Act (ESEA), they did so with the best of intentions: Close our nation’s staggering achievement gap with federal leadership, accountability, flexibility, and choice. But a over a decade later, many argue the law’s flaws have outweighed its successes to detriment of our public education system, schools, teachers, and most importantly, our students. In accordance with ESEA’s traditional reauthorization cycle, NCLB was signed into law in 2002 and expired in 2007. It is now 2013, and our nation’s education policy still has yet to be reauthorized. In examining how this can be accomplished, this paper first demonstrates how our tradition of local school control developed into one of dual jurisdiction. It then examines the executive and legislative battle that produced NCLB in the 107th Congress. Next, this paper analyzes the intended and unintended consequences of NCLB, which include conflicting conservative and liberal mechanisms, perverse incentives, narrowing and homogenizing education, inadequate resources, ignoring community issues, and seeking annual educational profit over qualitative learning. The paper concludes with an outlook on reauthorization–how NCLB should be substantively improved, as well as, the political context in which this reauthorization will occur.

ABSTRACT SCHOOL SIZE, SCHOOL POVERTY AND SCHOOL-LEVEL MOBILITY: INTERACTIVE THREATS TO SCHOOL OUTCOMES by Sharon M. Thompson School-level mobility is the flow of students moving in and out of schools and has been defined as the rate of student entries and withdrawals per 100 students enrolled in a school during the year (Pike & Weisbender, 1988). Stakeholders report that school mobility disrupts the delivery, pace and effectiveness of classroom instruction, causes problems associated with classroom adjustment, and renders long-term negative effects on schools’ Adequate Yearly Progress rankings (Bruno & Isken, 1996; GAO, 2007; Kerbow, 1996; Lash & Kirkpatrick, 1990; Rhodes, 2005; Sanderson, 2003). Despite these findings very few studies have been conducted to determine the effects of mobility (particularly at the school level) and how it combines with other school-level factors such as school size and school poverty to create threats to positive school outcomes. Of the few relevant studies (e.g., Bourque, 2009; Rhodes, 2007), little attention has been given to understanding mobility’s relationships to achievement in the context of size of student enrollment, degree of poverty and longitudinal examination of achievement across multiple years. To address these gaps in the research literature, this study investigated the effects of school-level mobility on middle school reading achievement after controlling for the effects of school enrollment and poverty. Findings from regression analyses indicated significant relationships between school-level mobility and reading achievement over and beyond the relationships between school size or school-level poverty with achievement. A repeated measures procedure was used to analyze long-term effects on eighth grade reading achievement for Title I middle schools that focused on three, key variables: degree of school mobility (e.g., high versus low rate), size of student enrollment (e.g. big versus small school), test administration year(s) (e.g., 2006, 2007 and 2008) and interactions between these variables. There were significant main effects for school size, school-level mobility as well as for the year of test administration. Reading test scores rose significantly from one year to the next, big schools out-performed small schools , and highly mobile schools performed significantly lower than low mobile schools in reading achievement over a three-year period. No significant interaction effects were found. Results are discussed in terms of research and policy implications.

University of Macau / Faculty of Education

In recent years, many researchers have investigated automated progress tracking for construction projects. These efforts range from 2D photo-feature extraction to 3D laser scanners and radio frequency identification (RFID) tags. A multi-sensor data fusion model that utilizes multiple sources of information would provide a better alternative than a single-source model for tracking project progress. However, many existing fusion models are based on data fusion at the sensor and object levels and are therefore incapable of capturing critical information regarding a number of activities and processes on a construction site, particularly those related to non-structural trades such as welding, inspection, and installation activities. In this research, a workflow based data fusion framework is developed for construction progress, quality and productivity assessment. The developed model is based on tracking construction activities as well as objects, in contrast to the existing sensor-based models that are focussed on tracking objects. Data sources include high frequency automated technologies including 3D imaging and ultra-wide band (UWB) positioning. Foreman reports, schedule information, and other data sources are included as well. Data fusion and management process workflow implementation via a distributed computing network and archiving using a cloud-based architecture are both illustrated. Validation was achieved using a detailed laboratory experimental program as well as an extensive field implementation project. The field implementation was conducted using five months of data acquired on the University of Waterloo Engineering VI construction project, yielding promising results. The data fusion processes of this research provide more accurate and more reliable progress and earned value estimates for construction project activities, while the developed data management processes enable the secure sharing and management of construction research data with the construction industry stakeholders as well as with researchers from other institutions.