Marginalijos – vienas įdomiausių knygos elementų tiek M. Daukšos Postilėje, tiek ir visose kitose senosiose knygose visame pasaulyje. Šiuo metu jų tyrimams skiriama vis daugiau dėmesio. Bakalauro darbe aptariamos marginalijų klasifikavimo galimybės, tyrimo istorija ir raida, tyrimo kryptys siejant teorinę medžiagą su darbo šaltiniu. Kadangi marginalijos Lietuvoje dar tik pradedamos tirti, darbas iš dalies skirtas supažindinimui su šiuo knygos elementu. Darbe analizuojamos Postilės pirmosios dalies marginalijos, skirstomos į tris pagrindines grupes: glosas, rubrikas ir scholijas. Pagal specialiai susidarytą marginalijų klasifikaciją šios grupės dar skirstomos į pogrupius pagal atliekamas funkcijas. Atlikus tyrimą, daroma išvada, kad marginalijos Daukšos Postilėje dažniausiai atlieka pagalbinę funkciją – nurodo, kas pasakojama tam tikroje pastraipoje, paaiškina kitos kalbos, neaiškios tarmės žodį, informuoja, iš kurio šaltinio yra cituojama. Kita marginalijų paskirtis – tai galimybė Postilės vertėjui M. Daukšai knygos paraštėse parodyti skaitytojui lietuvių kalbos grožį, jos žodyno turtingumą. Darbo priede pateikiama 120 įdomiausių marginalijų – glosų – pavyzdžių, kuriuose matomas tiesioginis ryšys su pagrindiniu tekstu. / Marginalia are one of the most interesting elements of the book not only in Postilla by Mikalojus Daukša, but also in books worldwide. Currently, researches based on marginalija attract even more attention. Research of the final work contains theory of classification and development of similar researches. As this work is fresh in Lithuania, the goal of introducing marginalia should be considered too. Analyzed marginalia are divided into three main groups: glosses, rubrics and scholias. By special classification of marginalia of this book, groups are divided into subgroups. Analysis shows that marginalia in Postilla by M. Daukša help reader to understand the text easily. Other function of marginalia of this book is that the author can show the beauty and riches of his language. In the appendix of the work there are 120 most interesting examples of glosses, where the relation between text and marginalia is shown.

abstract: ABSTRACT This Master's Thesis gives positive testament to the idea that high school students are able to develop creative choice making skills. During a yearlong study of a beginning foundational visual arts class, a pretest and a posttest self-portrait performance assessment was given to 34 students and scored by three visual art teachers from the same school. The performance results were then analyzed to ascertain evidence of the evolution of an idea and the logistic validity of assessing growth of a student's creative choice making process. Construction of an appropriate rubric to measure student growth was imperative in the process of training visual art teachers for scoring. Findings show overwhelming evidence that students’ creative choice making abilities were developed in the three weeks of instruction between pretest and posttest. Findings also suggest that with appropriate training, groups of visual art teachers can be trained to score student art performance assessments accurately and validly within the context of state required testing. / Dissertation/Thesis / Masters Thesis Art 2015

abstract: The purpose of this study was to investigate the effects of instructor response prompts and rubrics on students' performance in an asynchronous discussion-board assignment, their learning achievement on an objective-type posttest, and their reported satisfaction levels. Researchers who have studied asynchronous computer-mediated student discussion transcripts have found evidence of mostly mid-level critical thinking skills, with fewer examples limited to lower or higher order thinking skill demonstration. Some researchers suggest that instructors may facilitate increased demonstration of higher-order critical thinking skills within asynchronous discussion-board activities. However, there is little empirical evidence available to compare the use of different external supports to facilitate students' critical thinking skills performance and learning achievement in blended learning environments. Results of the present study indicate that response prompts and rubrics can affect students' discussion performance, learning, and satisfaction ratings. The results, however, are complex, perhaps mirroring the complexity of instructor-led online learning environments. Regarding discussion board performance, presenting students with a rubric tended to yield higher scores on most aspects that is, on overall performance, as well as depth and breadth of performance, though these differences were not significant. In contrast, instructor prompts tended to yield lower scores on aspects of discussion board performance. On breadth, in fact, this main effect difference was significant. Interactions also indicated significant differences on several aspects of discussion board performance, in most cases indicating that the combination of rubric and prompt was detrimental to scores. The learning performance on the quiz showed, again, the effectiveness of rubrics, with students who received the rubric earning significantly higher scores, and with no main effects or interactions for instructor prompts. Regarding student satisfaction, again, the picture is complicated. Results indicated that, in some instances, the integration of prompts resulted in lower satisfaction ratings, particularly in the areas of students' perceptions of the amount of work required, learning in the partially online format, and student-to-student interaction. Based on these results, design considerations to support rubric use and explicit feedback in asynchronous discussions to support student learning are proposed. / Dissertation/Thesis / Ph.D. Educational Technology 2012

In this study, after-death communication (ADC) is defined as spontaneously occurring encounters with the deceased. Reported occurrences of ADC phenomena range widely among published ADC research studies, so a systematic review of 35 studies was conducted. A rubric was developed to evaluate the methodological quality; final inter-rater reliability among three raters was r = .90. Results were used to rank the studies; the methodologically strongest studies were used to arrive at best estimate answers to four research questions/subquestions: (1) How common are experiences of ADC? How does occurrence vary by gender, age, marital status, ethnicity, religious practice, religious affiliation, financial status, physical health, educational level, and grief status? (2) To what extent do ADCrs report ADC experiences to be beneficial and/or detrimental? What are the leading benefits and/or detriments? (3) What is the incidence of research studies in which the researchers mentioned that the research participants appeared mentally healthy? (4) What is the incidence of sensory modalities—for example, visual, auditory, and kinesthetic—in which ADCs occur? Best estimate results were compiled into a one-page fact sheet that counselors and others can use to educate people who seek empirically-based information about ADC.

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Finding appropriate and unique repertoire for the developing singer is a daunting task and ongoing challenge in the teaching profession. There are limited resources to help guide teachers in selecting varied, yet suitable repertoire that falls outside of the standard Western European musical canon. The early years, ages 17–21, are crucial to establishing a healthy and well-rounded vocal approach to singing, while also introducing the student to a wide variety of music. African-American art song is a great option for developing singers. Repertoire should allow a student to grow musically, vocally, and artistically according to the singer’s specific stage of learning and interests. Selecting repertoire through established criteria that considers the student’s personal and cultural interests (in addition to pedagogical needs) allows for a good foundation to support a healthy vocal development. Consideration of numerous elements, such as historical, musical, physical, emotional, and vocal characteristics offers a framework for a comprehensive approach in the selection process. In Literature for Teaching: A Guide for Choosing Solo Vocal Repertoire from a Developmental Perspective, Christopher Arneson provides a wonderful base for further study, and application into repertoire selection. Through the utilization of Arneson’s suggestions, I have created a rubric that quantifies key criteria important to the evaluation of repertoire. Through this rubric, a clear evaluation and assigned difficulty level is provided for each song in the collection. This compilation of songs is only the beginning to a proposed anthology entitled: African-American Art Song for the Developing Singer. Each song offers a historical and pedagogical summary that includes the following: composer and poet biographies, text and translations, basic form, original key and other keys available, performance notes, range, tessitura, suggested voice type, tempo suggestions, difficulty level, and other available editions. This unique anthology of African-American art song offers teachers with a resource that evaluates appropriate repertoire for developing singers, between the ages of 17–21, that is clearly accessible.

The purpose of this report is to give teachers of AP Statistics a way to enrich student learning with an engaging, rigorous and relevant project. The report details the reasons necessary for student-based learning, along with examples in which projects in classrooms were successful. The project is centered on categorical data analysis involving tests of proportions, chi-squared distributions and confidence intervals. There are supplemental worksheets provided with the intent of showing students the relevance and applications of what they are learning to actual studies. Finally, a rubric is provided for students to align and focus their projects as well as for teachers to assess student learning. / text

xi, 59 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Presenting science fair projects gave students an opportunity to complete a performance assessment that comprised a meaningful task focused on process and subject to standards-based assessment. Students presented science inquiry and engineering design projects to judges at a regional science fair. The judges used the domains of the Potter Rubrics to assess the students' work and assigned a Quality score to each project. Using multiple regression, this study found that the mean scores on the Methods and Analysis domains predicted the mean Quality scores. Analyzing the technical quality of the Potter Rubrics addressed some of the measurement and generalizability concerns about performance assessments. Recommendations for future research and implications for practice were examined. / Committee in charge: Gerald Tindal, Chairperson, Educational Leadership; Paul Yovanoff, Member, Educational Leadership; Leanne Ketterlin Geller, Member, Educational Leadership; David Johnson, Outside Member, Chemistry