Doctor of Philosophy / Curriculum and Instruction Programs / Marjorie R. Hancock / The No Child Left Behind Act of 2001 (PL 107-110) drives today's teaching environment. With the pressure not to leave any student behind, classroom teachers often request struggling students to attend summer school. This qualitative case study sought to gain a deeper understanding of how visualization embedded in the writing process may influence struggling learners in a kindergarten through fourth grade summer writing camp. The 3 1/2 week summer writing camp was based on Donald Graves' (1983/2003) writer's workshop and writing process. The selected 19 students (K - 4) and 5 teachers in a Midwestern school district participated in the visual, learning, and literacy-rich environment. During the writing workshop, teachers gave Lucy Calkin's (1994) inspired mini-lessons to teach struggling students how to use visualization embedded in the writing process. Students participated in 4 community-based field experiences, which served as inspiration for drawing and writing. Mental imagery has powerful effects on reading comprehension (Sadoski, 1983, 1985) and students recalled information and images from the field experiences by observing digital photographs, and then drawing and writing. Thirty-nine student art/writing samples were analyzed using Lowenfeld and Brittain's (1975) stages of artistic development, Northwest Regional Educational Laboratory (2004) writing levels, and Piaget and Inhelder's (1969/2000) stages of cognitive development. Drawing in the writing process created tangible images to help student authors in the primary grades increase their Six-Trait Analytical (Spandel, 2004) writing scores for Ideas, Organization, and Conventions. Students in the intermediate writing group also increased their writing scores in Ideas, Voice, and Conventions. In addition, the data revealed the student's stage of artistic development reflects his or her writing level and stage of cognitive development. The involved teachers believed aspects of the summer writing camp could be incorporated throughout the school year, and they wanted to learn more about using visualization in the writing process. This study provided insight essential to better understand how visualization embedded in the writing process influences struggling learners.

The purpose of this study was to examine the difference in student success by retained students who participate in the Hamblen County (Tennessee) Credit Recovery Program [HCCRP] in the year prior and following their participation. HCCRP is an alternative intervention for students who have been retained in the middle grades of Hamblen County School System. Student success was defined and assessed in the areas of academic proficiency, discipline, and student absenteeism. Student information regarding each area was obtained from the Hamblen County School System, coded, and analyzed through quantitative testing. This study was guided by 8 research questions and 8 corresponding null hypotheses. Five of the null hypotheses were tested for significance using a paired sample t tests, 2 were tested using a chi square testing, and 1 was tested using a single sample t test. The population of this study was 94 students who had participated in the HCCRP in the 2010- 2012 school years. The analysis of data showed no significant difference in student science scores, number of discipline referrals, or absenteeism in comparing the year prior and the year following the students’ participation in HCCRP. The paired sample t test did reveal significant increases in both student math and reading/language arts scores. A chi squared test showed a significant number of low socioeconomic students within the population. Additionally, a single sample t test showed a significantly higher number of days students missed prior to attending HCCRP and the acceptable level of absenteeism. The result of this study indicates that students who have attended HCCRP as an alternative to grade level retention benefited academically in math and reading/language arts.

Sommarskolan används för att uppnå godkänt betyg för de elever som ej har uppnått godkänt betyg under den ordinarie skolan. Det finns statistik på hur många som går på sommarskola, och hur många som klarar av att uppnå godkänt betyg, men det finns väldigt lite forskning om vad det är för undervisning och lärande som sker på sommarskolan. Syftet med detta examensarbete är att få bättre kunskap om matematikundervisningen på sommarskolan, vilket lärande som möjliggörs där och elevers uppfattningar om sitt lärande. En kvalitativ studie av matematikundervisningen på en sommarskola i Sverige har utförts, där data består av intervjuer, observationer och en skriftlig utvärdering. Tematisk analys har använts för att hitta mönster inom studiens data. Analysresultatet pekar på att elevernas arbetsinsats är mycket bättre på sommarskolan jämfört med den ordinarie skolan och uppfattas av eleverna själva som mycket bättre på grund av högre motivation och bättre studiemiljö. Den högre motivationen kan relateras till att eleverna har en kort och tydlig målsättning. / Summer schools in Sweden are used to achieve a pass grade for those students who have not achieved a pass grade during the regular school. There are statistics on how many people go to summer school, and how many people achieve pass grades, but there is very little research on what kind of teaching and learning takes place at summer schools. The purpose of this thesis is to gain better knowledge of mathematics teaching at summer schools, what learning is made possible there and students' perceptions of their learning. A qualitative study of mathematics teaching at a summer school in Sweden has been performed, where the data consists of interviews, observations and a written evaluation. Thematic analysis has been used to find patterns within the study data. The analysis results indicate that the students' work effort is much better at summer school compared to the regular school and is also perceived by the students themselves as much better because of higher motivation and a better study environment. This higher motivation can be related to the students having a short and clear objective.

The purpose of this study was to determine the immediate and long term impact of participation in the 2009 Third Grade Summer Reading Camp, as well as determine the cost-effectiveness of providing this program in comparison to the cost-effectiveness of other reading interventions as identified by Yeh (2010). All students in this study scored an achievement level one on the 2009 FCAT Reading assessment and either attended the summer reading camp or received a good cause exemption for promotion to the next grade level. Data was not available to determine immediate impact of summer school. To determine long term impact of summer school participation, 130 students who attended the program and passed were compared to a random sample of 130 students who received another good cause exemption. Results of an independent t-test indicated students who passed summer school by performing at or above the 50th percentile on the alternative assessment outperformed students who received another good cause exemption on the 2010 FCAT Reading assessment, t(258) = -9.50, p = .000, effect size r = 0.51,and 2011 FCAT Reading assessment, t(258) = -7.43, p = .000, effect size r = 0.42. Ninety percent of students who attended summer school and passed the alternative assessment for promotion made learning gains on the following year’s FCAT Reading assessment; however, the majority of students performed below grade level on the 2010 and 2011 FCAT Reading assessment. Based on school district records for the cost of salaries, benefits, transportation, materials, and supplies, the total cost of summer school was calculated and adjusted for iii inflation to 2006 dollars so a comparison could be made to Yeh’s (2010) costeffectiveness analysis of summer school and other reading interventions that annualized the cost to 2006 dollars. The adjusted cost for the 2009 summer reading program was calculated at $872,681.23. Using this number and dividing by the total number of summer school student, which were 3,012 students, the cost per student annualized to 2006 was $289.74. Data to determine the immediate impact of summer school were not available, therefore, student performance on the 2009 FCAT Reading assessment was compared to their performance on the 2010 FCAT Reading assessment by calculating a paired samples t-test, t(1225) = 40.82, p = .000, d = 1.23, effect size r = 0.52. The effect size d was divided by the cost per student which calculated an effectiveness-cost ratio of 0.004245 compared to that derived by Yeh (2010) of 0.000125. Caution should be taken when interpreting these results as methodology was not in alignment to Yeh (2010) due to the lack of an immediate post-test measure after participation in summer school and an additional year of interventions and education is reflected in the test scores. The cost per student was calculated to be $1,225.26 less than the amount of money reported in Yeh’s (2010) calculations. Based on this information, the diminishing effect of the summer school program on student reading performance in subsequent years, and the majority of students performing below grade level one and two years after summer school participation, it cannot be determined that this program is cost-effective in raising student reading achievement. It is recommended that this study be replicated with adjustments made to address the limitations identified. Further investigation should be made at the state level to iv determine if the current practice of good cause exemptions and summer school offerings perpetuates the achievement gap in reading

Dieser Konferenzband ist das Ergebnis von SPRING 2022, der Summerschool Python remote für Ienieur*innen, einer von der Technischen Unviersität Dresden organisierten Online-Summerschool, welche in der Woche vom 07.06. bis 10.06.2022 stattfand. Das erste Kapitel befasst sich mit den Rahmenbedingungen, Vorüberlegungen und der organisatorischen Umsetzung der Summerschool mit dem Ziel, die Erfahrungen der Organisator*innen mit interessierten Nachahmenden zu teilen. Das zweite Kapitel fasst die Inhalte und Übungsaufgaben der theoretischen Einheiten der Summerschool zusammen, aufgeteilt in die Inhalte für Anfänger*innen und die Inhalte für Fortgeschrittene. Im letzten Kapitel finden sich die Beiträge des Symposiums, einer Abendveranstaltung im Rahmen der Summerschool, bei der die fortgeschrittenen Teilnehmenden ihre Erfahrungen zum Einsatz von Python aus ihrem Ingenieur*innenalltag teilen konnten.:1 Organisatorisches 5 Abstract 5 1.1 Organisation einer Online-Summerschool Python für Ingenieur*innen 6 1.1.1 Motivation 6 1.1.2 Team und Teilnehmende 7 1.1.3 Ablauf 9 1.1.4 Evaluation und Ausblick 13 2 Workshops 19 2.1 Python für Ingenieur*innen - Programmiereinstieg 20 2.2 Python für Ingenieur*innen - Fortgeschrittene 27 2.2.1 Numpy-Übungen 27 2.2.2 Einschub: Effizienter Umgang mit Dokumentationen und anderen Online-Ressourcen 30 2.2.3 Matplotlib-Übungen 31 2.2.4 Pandas-Übungen 32 3 Beiträge zum Symposium 35 3.1 Automatisierte Messdatenauswertung am Motorprüfstand in Python 36 3.2 Opto-Mechatronic Screening Module for 3D Tumour Model Eng. 38 3.3 Python in der Regelungs- und Automatisierungstechnik 40 3.4 Leben mit Python 45 / This conference volume is the result of SPRING 2022, the summer school Python remote for engineers, an online summer school organized by the Technische Unviersität Dresden, which took place in the week from 07.06. to 10.06.2022. The first chapter deals with the framework conditions, preliminary considerations and the organizational implementation of the summer school with the aim of sharing the experiences of the organizers with interested imitators. The second chapter summarizes the content and exercises of the theoretical units of the summer school, divided into content for beginners and content for advanced participants. The last chapter contains the contributions from the symposium, an evening event held as part of the summer school, where the advanced participants were able to share their experiences of using Python in their everyday engineering work.:1 Organisatorisches 5 Abstract 5 1.1 Organisation einer Online-Summerschool Python für Ingenieur*innen 6 1.1.1 Motivation 6 1.1.2 Team und Teilnehmende 7 1.1.3 Ablauf 9 1.1.4 Evaluation und Ausblick 13 2 Workshops 19 2.1 Python für Ingenieur*innen - Programmiereinstieg 20 2.2 Python für Ingenieur*innen - Fortgeschrittene 27 2.2.1 Numpy-Übungen 27 2.2.2 Einschub: Effizienter Umgang mit Dokumentationen und anderen Online-Ressourcen 30 2.2.3 Matplotlib-Übungen 31 2.2.4 Pandas-Übungen 32 3 Beiträge zum Symposium 35 3.1 Automatisierte Messdatenauswertung am Motorprüfstand in Python 36 3.2 Opto-Mechatronic Screening Module for 3D Tumour Model Eng. 38 3.3 Python in der Regelungs- und Automatisierungstechnik 40 3.4 Leben mit Python 45

The thesis introduces one of the most important personalities of the Czech musical pedagogy of the last century - professor PaedDr. Jaroslav Herden, CSc. Its aim of the thesis is to present the wide range of pedagogical activities he practiced. The thesis consists of six main chapters dealing with Herden's life with the focus on his musical activities, his education and professional growth. The chapters analyse Herden's experience at the Faculty of Education at Charles University in Prague and his publication and broadcast activities. This work also mentions the Summer School of Music, as Herden was its founder. The last part of the thesis focuses on the heritage of this extraordinary personage.

Am Ende der Dresden Summer School 2012 haben die Teilnehmerinnen und Teilnehmer eigene Ideen und Impulse zur Zukunft der Vernetzung von Kultur- und Wissenschaftseinrichtungen vorgestellt. Claudia Becker, wissenschaftliche Mitarbeiterin am Vilém Flusser Archiv der Universität der Künste Berlin, ist an neuen Wegen der Wissens- und Kulturvermittlung mit digitalen Technologien interessiert. Wissen, Wissenssammlungen und Wissensordnungen haben sich im Laufe der Jahre verändert, ebenso wie die Wissensproduktion, die Schaffung neuen Wissens, die Wissenschaft selbst. Der Baum des Wissens, „arbor porphyriana“ oder auch „arbor scientiae“ war seit der Antike eine gültige Metapher und das Klassifikationsschema für die Struktur des Wissen, die epistemologische Ordnung. So lehnte auch Denis Diderot die Ordnung seiner berühmten Enzyklopädie an die Baumstruktur des Wissens von Francis Bacon an. Wohl wissend, dass Wissen Macht ist, widmeten Diderot und seine Enzyklopädisten einen großen Teil ihrer Lebenszeit, um das Wissen aus allen Bereichen der Welt zu sammeln und aller Welt zugänglich zu machen. Diderot nutzte somit damals schon die Intelligenz des Schwarmes, seine Enzyklopädie ist ein Produkt des „Crowd Sourcing“, eines kollektiven Verbundes mehrerer Autoren, die gemeinsam an einem Werk schreiben, um Wissen im Namen der Aufklärung den Herrschenden zu entreißen und möglichst vielen zugänglich zu machen. Die Parallelen zu einem der heutigen größten und bedeutendsten Wissensprojekte – der Internet-Enzyklopädie Wikipedia – sind unverkennbar. [...]

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Many school districts consider literacy and oral language as a top priority for pre-kindergarten students. In the district under study, pre-kindergarten English language learner (ELL) students are encouraged to attend a special summer school program to increase their oral language ability in English. This study compared three groups of children: ELL students attending summer school v. ELL students not attending summer school v. English speaking students not attending summer school. The students' primary reading inventory scores from the end of pre-kindergarten to the middle of kindergarten in the areas of reading, writing and oral language were compared. As expected, ELLs who attended summer school showed significant growth in oral language development from the beginning of summer school to the end of summer school. While it was hypothesized that ELL students attending summer school would show more improvement in oral language than other children over time, there was no significant difference between summer school and non-summer school children's scores by the middle of kindergarten.

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