Researchers are finding that the No Child Left Behind legislation's mandatory testing provision has resulted in many schools reducing art instruction (Abrams, Madaus, & Pedulla, 2003). In addition to the reduction of art instruction in formal curricula, incorporation of art into classroom teaching strategies has also declined (Barksdale-Ladd & Thomas, 2000). While many schools neglect art to focus on subject areas addressed by No Child Left Behind mandated tests, others have embraced the arts as an instructional strategy to improve test scores (Rabkin & Redmond, 2006). Mississippi's Whole Schools Initiative, a school improvement program that infuses art throughout the curriculum, has stimulated and enriched student learning when it is seriously and systematically implemented (Corbett, Morse, & Wilson, 2004). This study investigated the process through which art infusion is taking place in a Mississippi Whole Schools Initiative model school. The research design was descriptive. The participating school was purposively selected. The emerging analysis of collected data directed the selection of key informants. Observations, interviews, informal conversations, and an examination of documents and other artifacts were used to collect data. The study found the following: (a) the school's staff felt art infusion is a more effective way to teach because it motivates students, involves parents and the community, addresses student learning styles and multiple intelligences, and enhances staff morale; (b) the site administrator was particularly concerned with hiring staff, staff development, planning, finances, and parental and community support; and (c) staff development, planning, specialists, artists in residence, fund raising, resources, parental and community support, classroom management, and instructional strategies are particularly important areas in infusing art throughout the curriculum. Recommendations are the following: (a) making Mississippi educators aware of the potential of art infusion as a school improvement strategy, (b) including art infusion instruction strategies in teacher education programs, (c) including art infusion strategies in local school district's professional development plans (d) employing at least one certified art teacher in every Mississippi public school, (e) increasing funding for Mississippi schools addressing school improvement through art infusion, and (f) conducting further research on specific strategies for enhancing instruction through art infusion.

The purpose of this study was to examine the teacher factors which influence the program effectiveness for Agricultural and Environmental Science and Technology (AEST) programs in Mississippi. These factors included educational characteristics of the teachers and suggested instructional strategies from the AEST curriculum framework. During the 2009-2010 school year, a total of 54 AEST teachers participated in the MS - CPAS2 testing. Of the 39 AEST teachers responding to the survey, 32 (82.1%) were male and 7 (17.9%) were female. The mean age of the AEST teacher respondents was 37.93 years (SD = 10.98). The mean years of teaching for AEST teacher respondents was 5.34 (SD = 3.29). This study utilized a correlational design. The alpha level was set at .05. The regression analysis was employed to examine the relationship between program effectiveness and each of the following variables: teachers’ reported level of use of the suggested instructional strategies found in the curriculum framework, teacher-perceived level of effectiveness of the suggested instructional strategies found in the curriculum framework, and teacher-perceived level of competence in using the suggested instructional strategies. When comparing the use and perceived level of effectiveness of the 14 instructional strategies based on the perceived level of use, the perceived level of competence, and the perceived level of effectiveness, the Spearmen rho Correlation Coefficients was used. The coefficients were interpreted using Davis’s conventions for interpreting measures of associations (Davis, 1971). Based on the findings, the AEST teachers level of use and perceived level of effectiveness indicated as the teachers’ level of use of the instructional strategies decreased so did the teachers’ perceived level of effectiveness of the instructional strategy. Based on the findings, the AEST teachers’ perceived level of effectiveness and perceived level of competence indicated as the teachers’ level of effectiveness of the instructional strategies decreased so did the teachers’ perceived level of competence of the instructional strategy. Based on the findings, the AEST teachers perceived level of competence and level of use indicated as the teachers’ level of use of the instructional strategies decreased so did the teachers’ perceived level of competence of the instructional strategy.

The traditional style of teaching (teachers solely in charge of the classroom) seems to be a thing of the past, due in part, to the increasing diversity of students in the classroom. How can teachers abandon their traditional roles and adapt to the trends of teaching to promote more meaningful learning for students? To respond to the above question, the researcher investigated the degree of readiness of selected foreign language teachers teaching in culturally diverse classrooms at the secondary level in central Mississippi. All participants were purposefully selected. Methods and procedures employed were limited to observations of teachers, teacher-student interaction in the classroom, face-toace interviews, telephone interviews, transcribed audio taped interviews of the participants and classroom artifacts. Results indicated that all of the teachers interviewed were sensitive to the needs of their students; had traveled to the country where their foreign language was the official language; and indicated that they frequently used a variety of instructional methods including cooperative learning, peer tutoring, integrated technology, and direct instruction. Therefore, it was concluded that teachers such as the ones involved in this study could serve as excellent role models and mentors for novice teachers in secondary schools.

Households in rural Ecuador face several challenges. One of them is the severe deprivation that reaches alarming percentages in the countryside. Unequal distribution and limited assets constrain households from improving their economic conditions. These factors induce households to overexploit natural resources. Poor households engage in a variety of livelihood strategies. Livelihood strategies are characterized by the allocation of assets (natural, physical, financial, public, social and human), income-earning activities (on farm, off farm), and outcomes (food, income, security). Together these determine the well-being attained by an individual or households. We used data collected by INIAP as part of the SANREM-CRSP project to identify livelihood strategies, their determinants, and well-being implications of adopting a particular livelihood. These data were from a comprehensive survey of 286 households collected during September and November, 2006. Livelihood strategies for the Chimbo watershed were identified using qualitative and quantitative methods. The methods provide similar results and identified four main livelihoods: households engaged in diversified activities, agricultural markets, non-farm activities, and agricultural wage work. Most households are engaged in agricultural markets followed by households in diversified activities. Households engaged in agricultural markets own higher amounts of natural and physical resources, while households engaged in non-farm activities have, on average, more human capital. Households participating in agricultural wage work are mainly from the down-stream watershed and posses less natural, physical and human assets. Factors influencing the selection of livelihood strategies were examined using a multinomial logit model. Variables such as access to irrigation, amount of farm surface and value of physical assets were statistically significant determinants of livelihood selection. Households with higher endowments of natural and physical assets are more likely to engage in agricultural markets and less likely to participate in non-farm activities. Secondary education tends to decrease participation in the agricultural sector while increasing engagement in non-farm activities. Several geographic variables like watershed location, altitude, and distance to rivers and cities are statistically significant determinants of livelihood strategies. The well-being associated with each livelihood strategy was estimated using least squares corrected for selection bias. Since participation in each livelihood is endogenously selected it was necessary to correct for selection. We use the Dubin- McFadden (1984) correction, based on the multinomial logit model. In our models of well-being few variables were statistically significant; this may be due to data limitations. Credit is statistically significant and has a positive effect on wellbeing. A similar positive effect is shown by education but the variable is not statistically significant. An odd result was found in the coefficient of irrigation access. This coefficient appears to decrease household well-being for those engaged in agricultural markets. This result is hard to explain, as we would expect that irrigation would be positively associated with well-being. The lack of access to water in irrigation systems in the region (noted by many respondents) might explain this negative effect. Most households that access irrigation do not have enough water, and access to irrigation does not provide the advantages that it might otherwise. The selection models were used to estimate the amount of well-being that households currently engaged in other livelihoods might receive if they selected a different livelihood. For example, what level of wellbeing would be attained by households currently engaged in agricultural markets if they instead engaged in non-farm activities. Results indicate that most households might achieve higher well-being if they engaged in non-farm activities. However households that want to engage in this sector require special skills or assets that are not easy to obtain; thus there are constraining barriers to diversification in the watershed. Several policy changes were simulated to determine their impacts on livelihood choice and household well-being. First a policy change that provides wider education to households in the region was assumed, with more education livelihood strategy selection moves towards the non-farm sector and away from agricultural wage work. These changes generate positive effects on household well-being. The second policy change was creating wider access to irrigation. This change moves livelihood strategies towards agricultural production and away from diversification and non-farm activities, and it had the effect of decreasing household well-being. This was unexpected but it is explained by the negative coefficient of irrigation access in the well-being model. These two policy changes were made to variables that are not statistically significant determinants in the well-being models but were highly significant determinants of livelihood strategies. The third and final policy was wider access to formal credit. Although credit is not a variable that affects the selection of livelihood strategies, it has an important effect on well-being. This policy change generates the highest increment in average well-being. However even though credit is available, if it is not used for productive purposes, it might represent an unnecessary cost for the households instead of being beneficial. / Master of Science / LTRA-3 (Watershed-based NRM for Small-scale Agriculture)

L2 learner's use of communication strategies (CSs) has received an attention since 1970s (Faech & Kasper, 1983; Tarone et al., 1983). Previous studies have focused on identification and classification of CSs, the effectiveness and teachability of CS, the uses of CSs by different proficiency levels in different tasks, and individual differences in CS use. In spite of the varieties in focus of the previous researches, no research has address whether the use of CSs affects L2 acquisition over and beyond the level of sustainment of communication. Recent studies in classroom acquisition have shown beneficial effects of negotiation during peer conversation on L2 grammar acquisition. However, previous studies in peer interaction focus primarily on how a listener's negotiation move or corrective feedback helps a speaker to repair his/her erroneous utterances. One the other hand, CS research concerns with a speaker's voluntary action to make him/her understood at the time of communication difficulty. In other words, both negotiation strategies and CSs occur in the same conversational context. Even so, no research has ever investigated the relationship between them. Therefore, the purpose of the present study is to investigate the relationship between the use of CSs and negotiation strategies on L2 acquisition. Twenty four students enrolled in the intermediate and advance Japanese language courses are asked to engage in two types of communicative tasks, and their development of vocabulary and grammar knowledge are examined through pre- and posttests of the target linguistic items. Also, conversations during the tasks are transcribed and qualitatively analyzed to examine the pattern of CS use and the rate of successful repair moves. The results indicate that some CSs such as appeals and code switching are beneficial, with or without a negotiation move from the interlocutor, but others may be detrimental to L2 development.

This thesis examines the impact that third-party identity and techniques have on mediation outcome. The roles of the OAS and the Carter Center in the negotiations between the Venezuelan government and the opposition (DC), during the period 2002-2003, and the implementation of the agreement in 2004 are compared as representing track I and track II actors and styles. Using a process-tracing methodology, five conflict mappings and stages of conflict are combined with the results of focused interviews to main participants of the negotiation process. The analysis shows a significant impact of third-party identity and strategies on the outcome of mediation. Moreover, the outcome is more likely to be successful when track II actors, actually track I ½, participate as mediators in the actual negotiations. The most effective strategies used by third parties, dependent on the timing of the intervention and the stage of conflict, are communication and formulation strategies.

Among learning characteristics for L2 learners, language learning strategies are one characteristic that has the potential of being influenced by language instruction. This report attempts to review the most salient research and taxonomies for LLS to provide a comprehensive overview for those who would like to teach, learn, or conduct more research in the field. It records various definitions that have been assigned to LLS and traces the history of LLS research that has accumulated over the past thirty years. It also reviews empirical research that has been conducted by applying certain taxonomies to find relationships between other learner characteristics. Finally, it looks into ways that LLS can be applied to the four language skills: reading, listening, speaking, and writing, and discusses research designed to analyze the effectiveness of Strategy Based Instruction for the specific skills. The concluding section finds particular avenues for further research and application of LLS. / text

Research into reading strategies and strategy instruction has indicated their effectiveness and beneficial effects on reading improvement. However, additional effort and support is needed in real-world teaching environments for students to benefit from these research findings. This report reviews research on the effectiveness of the use of L2 reading strategies and strategy instruction. Based on research conclusions, this paper discusses the patterns of strategy use adopted by both proficient and less proficient readers to shed light on what kinds of strategies should be taught and how. It argues that teachers have important roles to play in selecting strategies for instruction and teaching them; teachers need to consider such factors as proficiency levels, text type and task goals. This paper concludes with pedagogical implications, suggesting teachers play roles as coaches and scaffolders, and offering nine strategies for instruction. / text

Smaller cities are the future metropolis of tomorrow, it is in them that we should plan and improve the quality of life now for the years to come. It is with this in mind that Stockholm, with 2,125,000 inhabitants and 9 different modes of transportation, was selected after an extensive research of over 500 cities around the world. Through their 'Vision 2030: The Walkable City,' Stockholm puts their attention into a long-term sustainability with several key projects, which include Hagastaden and Albano. Already in advanced stages, these proposals do not live up to the standard already demonstrated by previous projects in the city in terms of sustainability and quality of life. Their close location to each other, surrounded by three major universities and untouched nature, provides the opportunity to connect back to the landscape through a series of 'green networks' that condition the new urban form. As well, three strategies are implemented: social, transportation and sustainability strategies. The creation of a vibrant neighborhood can be achieved through a strong community with a particular focus in children, safety, mixture of uses, access to sunlight and flexible spaces. Being placed in proximity to at least five different modes of transportation provides the residents and workers the relief of car ownership; strengthened by shared vehicles located in underground parking facilities accessed via public spaces. These social and transportation strategies work together under the 'Hammarby Model' of sustainability that handles water, waste and energy in an efficient closed loop implemented in Hammarby Sjöstad (1999) and Royal Seaport (2011). / text

The aim of this study was to contribute to the scarce amount of research on self-selected Spanish foreign language (FL) vocabulary learning strategies (VLS) by adult learners of Spanish in the United States and to investigate which type of learning strategies may result in higher vocabulary gains and why. This study investigated the relationships between the type of VLS university Spanish FL students at different levels of proficiency use, the amount of time they devote to the weekly study of Spanish outside the classroom, and their vocabulary size. In addition, the correlations between the VLS used by students with high and low vocabulary test scores and their vocabulary size were investigated. A total of 477 military cadets/students at the United States Air Force Academy enrolled in Spanish courses at the beginning, intermediate, and advanced language proficiency levels participated in this study. The data were analyzed through quantitative methods using two measuring instruments: a) a vocabulary learning questionnaire used to discover students’ VLS preferences, and b) a Spanish vocabulary tests used to estimate the participants’ Spanish vocabulary size. Analyses of the data suggest that a significant relationship exits between learning strategy use and vocabulary size among advanced, more experienced Spanish learners but not among beginning- or intermediate-level students. Findings suggest that novice or inexperienced Spanish FL learners may be ineffective at the management of their own vocabulary learning. Different patterns in VLS use were also identified between advanced students with high and low vocabulary test scores. Those with higher vocabulary test scores use significantly more social and metacognitive learning strategies, while those with lower vocabulary test scores resort to memorization and other less-cognitively-demanding strategies for learning Spanish vocabulary. Pedagogical implications and limitations are addressed. / text