The optimum ordering strategies for the coded V-BLAST system with capacity achieving temporal codes on each stream are studied in this thesis. Mathematical representations of the optimum detection ordering strategies for the coded V-BLAST under instantaneous rate allocation (IRA), uniform power/rate allocation (URA), instantaneous power allocation(IPA) and instantaneous power/rate allocation (IPRA) are derived. For two transmit antennas, it is shown that the optimum detection strategies are based on the per-stream before-processing channel gains. Based on approximations of the per-stream capacity equation, closed-form expressions of the optimal ordering strategy under the IRA at low and high signal to noise ratio (SNR) are derived. Necessary optimality conditions under the IRA are given. Thresholds for the low, intermediate and high SNR regimes in the 2-Tx-antenna system under the IPRA are determined, and the SNR gain of the ordering is studied for each regime. Performances of simple suboptimal ordering strategies are analysed, some of which perform very close to the optimum one.

The thesis deals with the issue of low achieving readers and appropriate corrective approaches. The theoretical part addresses in detail the characteristics and difficulties of low achieving readers as well as suitable corrective action. In the research part pupils are divided into groups according to their shortcomings and in each group the pupil´s qualitative and quantitative errors in their reading performance are analyzed and then a corrective action is proposed. The research survey is carried out using comprehensive reading diagnostics for pupils in the third class at elementary school.

The optimum ordering strategies for the coded V-BLAST system with capacity achieving temporal codes on each stream are studied in this thesis. Mathematical representations of the optimum detection ordering strategies for the coded V-BLAST under instantaneous rate allocation (IRA), uniform power/rate allocation (URA), instantaneous power allocation(IPA) and instantaneous power/rate allocation (IPRA) are derived. For two transmit antennas, it is shown that the optimum detection strategies are based on the per-stream before-processing channel gains. Based on approximations of the per-stream capacity equation, closed-form expressions of the optimal ordering strategy under the IRA at low and high signal to noise ratio (SNR) are derived. Necessary optimality conditions under the IRA are given. Thresholds for the low, intermediate and high SNR regimes in the 2-Tx-antenna system under the IPRA are determined, and the SNR gain of the ordering is studied for each regime. Performances of simple suboptimal ordering strategies are analysed, some of which perform very close to the optimum one.

Sparse regression codes (SPARCs) are a recently introduced coding scheme for the additive white Gaussian noise channel, for which polynomial time decoding algorithms have been proposed which provably achieve the Shannon channel capacity. One such algorithm is the approximate message passing (AMP) decoder. However, directly implementing these decoders does not yield good empirical performance at practical block lengths. This thesis develops techniques for improving both the error rate performance, and the time and memory complexity, of the AMP decoder. It focuses on practical and efficient implementations for both single- and multi-user scenarios. A key design parameter for SPARCs is the power allocation, which is a vector of coefficients which determines how codewords are constructed. In this thesis, novel power allocation schemes are proposed which result in several orders of magnitude improvement to error rate compared to previous designs. Further improvements to error rate come from investigating the role of other SPARC construction parameters, and from performing an online estimation of a key AMP parameter instead of using a pre-computed value. Another significant improvement to error rates comes from a novel three-stage decoder which combines SPARCs with an outer code based on low-density parity-check codes. This construction protects only vulnerable sections of the SPARC codeword with the outer code, minimising the impact to the code rate. The combination provides a sharp waterfall in bit error rates and very low overall codeword error rates. Two changes to the basic SPARC structure are proposed to reduce computational and memory complexity. First, the design matrix is replaced with an efficient in-place transform based on Hadamard matrices, which dramatically reduces the overall decoder time and memory complexity with no impact on error rate. Second, an alternative SPARC design is developed, called Modulated SPARCs. These are shown to also achieve the Shannon channel capacity, while obtaining similar empirical error rates to the original SPARC, and permitting a further reduction in time and memory complexity. Finally, SPARCs are implemented for the broadcast and multiple access channels, and for the multiple description and Wyner-Ziv source coding models. Designs for appropriate power allocations and decoding strategies are proposed and are found to give good empirical results, demonstrating that SPARCs are also well suited to these multi-user settings.

The optimum ordering strategies for the coded V-BLAST system with capacity achieving temporal codes on each stream are studied in this thesis. Mathematical representations of the optimum detection ordering strategies for the coded V-BLAST under instantaneous rate allocation (IRA), uniform power/rate allocation (URA), instantaneous power allocation(IPA) and instantaneous power/rate allocation (IPRA) are derived. For two transmit antennas, it is shown that the optimum detection strategies are based on the per-stream before-processing channel gains. Based on approximations of the per-stream capacity equation, closed-form expressions of the optimal ordering strategy under the IRA at low and high signal to noise ratio (SNR) are derived. Necessary optimality conditions under the IRA are given. Thresholds for the low, intermediate and high SNR regimes in the 2-Tx-antenna system under the IPRA are determined, and the SNR gain of the ordering is studied for each regime. Performances of simple suboptimal ordering strategies are analysed, some of which perform very close to the optimum one.

Denna systematiska litteraturstudie ägnas åt att undersöker vad dagens tillgängliga forskning belyser om litteraturundervisning i skolans mellanår samt om forskningen lyfter något om litteraturundervisning som kan vara fruktbar för högpresterande elever. Tidigare forskning visar att undervisningen behöver stärkas när det gäller att stimulera och utmana högpresterande elever. Samtidigt lyfter vissa studier fram undervisningsformer som kan vara användbara inom ramarna för den ordinarie undervisningen och som kan leda till att inga elever behöver falla mellan stolarna.

The purpose of this study was to identify the experiences, attitudes, and successes of a group of high achieving African American female students that impact their on-time high school graduation. On-time graduates are described as students who complete high school in four years. High achieving African-American female students completing high school on time identified factors related to family, school, and community as essential in their success. Several underlying factors are within the three themes that studies show can be used as a way to pilot programs, deter drop-outs from leaving school early, and cohesively work in communities across the United States. A qualitative approach was used to analyze a selected group of high achieving African American females' perceptions to their success in high school. The research questions were: 1. What school factors do a group of high achieving African-American female students perceive as attributing to their on-time graduation from high school with honors and advanced diplomas? 2. What family influences do these high achieving females perceive as attributes to graduating on-time with honors and advanced diplomas? 3. What community influences do these high achieving African American females' perceive as contributors to on-time graduation with honors and advanced diplomas? Twenty-four high achieving African American females' from one high school were eligible to participate in the study. Eight students participated in the study, which included open-ended interview questions and a sentence completion questionnaire. All interview questions were centered on the support provided by the school, community, or family. The results of the study showed parents; specifically the mothers of the participants had the greatest impact on the high achieving African American females' performance in high school. The teachers of the high achieving African American female students were supportive and caring. The community recognition that the high achieving African American females received was a motivating factor to varying degrees. The high achieving African American female participants, in the study, all possessed intrinsic motivation and work ethic to be academically successful. / Ed. D.

The problem addressed in this study was the inability of certain schools in a rural school district in Florida to achieve adequate yearly progress (AYP) in comparison to a neighboring school district where students consistently made AYP. Research has shown a positive relationship between student achievement and principal leadership skills. The purpose of this study was to identify patterns in elementary teachers' perceptions of their principals' leadership skills related to student achievement and elementary principals' perceptions of their own leadership practices and compare those perceptions. The conceptual framework for this qualitative case study design was instructional leadership. Twelve teachers of Kindergarten to Grade 5 from 3 high-achieving elementary schools volunteered to participate and provided data through 2 focus groups with 6 primary grade teachers and 6 intermediate grade teachers respectively. Principals at the same 3 high-achieving elementary schools provided data through semistructured interviews. Open coding and thematic analysis yielded 4 themes from the principals' responses, including instructional leadership, hands-on leadership, communication and collaboration, and management by visibility. The teachers' responses resulted in the themes of high expectations for student achievement, a supportive learning environment, consistent collection and review of student achievement data, and an overall positive school climate to promote exemplary instructional practices and student success. A positive social change that can stem from this study is implementing principal leadership practices related to the findings in low-achieving schools. This may result in gains in student achievement, leading to increased academic and economic opportunities.

This study examines the effectiveness of a community of learning, through a book club, on student performance for students underachieving in literacy. This first chapter introduces the study, the researcher and how they are situated within the research, and the context and rationale of the study. The second and third chapters detail current research in literacy, learning, and communities of learning. They detail the methodological approach and rationale. The fourth and fifth chapters explain what took place during the study, what it means, and why this is important for teachers and teacher practice. Despite its limitations, this study finds that communities of learning, established through a book club, positively affect both academic and social performance. Book clubs create interconnectedness between its members that increases student engagement, which increases the amount of authentic dialogue. From this, book club members collaboratively co-construct knowledge resulting in general improvement, both academically and socially.

This study examines the effectiveness of a community of learning, through a book club, on student performance for students underachieving in literacy. This first chapter introduces the study, the researcher and how they are situated within the research, and the context and rationale of the study. The second and third chapters detail current research in literacy, learning, and communities of learning. They detail the methodological approach and rationale. The fourth and fifth chapters explain what took place during the study, what it means, and why this is important for teachers and teacher practice. Despite its limitations, this study finds that communities of learning, established through a book club, positively affect both academic and social performance. Book clubs create interconnectedness between its members that increases student engagement, which increases the amount of authentic dialogue. From this, book club members collaboratively co-construct knowledge resulting in general improvement, both academically and socially.