Block scheduling is a newer school scheduling structure, first appearing at the middle school level in the mid-1990's (Juvonen, Le, Kagenoff, Augustine, & Constant, 2004). Middle school advocates have supported block scheduling because research shows it meets the social-emotional and developmental needs of middle school children. Yet, little research on the impact of block scheduling on middle school standardized test scores currently exists. Using a sample of classrooms from a suburban public school in New Jersey, this study sought to compare standardized test scores in math, language arts literacy, and science of 8th grade students before and after the implementation of the block schedule. Twenty-seven one-way ANOVAs (accounting for subject, gender, and special education population) were conducted to assess for significant differences between testing years. Post hoc analyses were also conducted when differences were found. Overall, the study found no significant differences in standardized test scores in the area of science. A planned comparison of pre and post block scheduling standardized test scores revealed statistically significant decreases in mathematics and language arts literacy scores, but a second planned comparison which used data from fewer years revealed only significant decreases in language arts literacy scores which is believed to be a result of the 50% decrease in language arts literacy class time. Varied results by gender were also found. In contrast, special education students' test scores remained the same in all content areas over the seven years. While there are many limitations to the generalizability of these results, it is clear that further research on block scheduling at the middle school level could inform educational practice in these times of high stakes testing. / School Psychology

The purposes of the study were: to determine the relationship between class size and academic achievement among university students in first-semester calculus classes, and to compare opinions about the instructor, course, and classroom learning environment of university students in small first-semester calculus classes with those in large classes. The sample consisted of 225 university students distributed among two large and two small sections of first-semester calculus classes taught at the University of Texas at Arlington during the fall of 1987. Each of two tenured faculty members taught a large and small section of approximately 85 and 27 students, respectively. During the first week of the semester, scores from the Calculus Readiness Test (CR) were obtained from the sample and used as the covariate in each analysis of covariance of four periodic tests, a comprehensive final examination, and final grade average. The CR scores were also used in a logistic regression analysis of attrition rates between each pair of large and small sections of first-semester calculus. Three semantic differentials were used to test the hypotheses relating to student opinion of the instructor, course, and classroom learning environment. It was found that for both pairs of large and small first-semester calculus classes there was no significant difference in the adjusted means for each of the four periodic tests, the final examination scores, the final grade averages, and the attrition rates. It was also found that the means of the student evaluation of the course by students in small and large classes were not significantly different, and the results of the student evaluations of the instructor and classroom learning environment by students in small and large first—semester calculus classes were mixed.

The problem of this study was to determine the value of Scholastic Aptitude Test scores and high school percentile rank for predicting a student's achievement in American history at North Texas State University. The study also sought to determine what, if any, difference existed between male and female students, students of different ethnic backgrounds, and students of different semester classification with respect to learning achievement in American history.

Syftet med denna studie är att med hjälp av Bourdieus kapitalbegrepp synliggöra hur nyanlända elever upplever de hinder och möjligheter som uppstår när eleverna arbetar med det koncept som Ung Företagsamhet har utformat samtidigt som de studerar på Språkintroduktionen. Genom semistrukturerade intervjuer har elevernas berättelser tolkats med hjälp av Bourdieus begrepp med fokus på kulturellt kapital, utbildningskapital, språkligt kapital och habitus. Studien har visat att nyanlända elever arbetar hårt med att finna sin nya identitet (habitus) eftersom de upplever att de har mycket att lära sig i sitt nya land oavsett om det handlar om det kulturella kapitalet, utbildningskapitalet eller språkliga kapitalet. Eleverna beskriver arbetet med Ung Företagsamhet med positiva termer då eleverna upplever att deras tidigare tillgångar blir användbara men också att de får en bättre inblick i det svenska samhället. / The aim of this study is, by using Bourdieu's capitalconcept, visible how newly arrived students experiencing the obstacle and opportunities that arise when the students work with the concept that Junior Achievment Program has designed while they study at the program languageintroduction. Through semi-structured interviews the students stories have been interpreted by using Bourdieu's concept with focus on cultural capital, educational capital, linguistic capital and habitus. The study has shown that newly arrived students are working hard to find their new identity (habitus) because they feel like they have a lot to learn in their new country whether it is about culture capital, educational capital or linguistic capital. Students describe their work with Junior Achievment Program only in positive terms because they feel like their previous skills become useful but also that they learn more about the Swedish country.

Résumé La présente thèse doctorale vise à déterminer sous quelles conditions la garde non-maternelle est associée (positivement/négativement) au niveau de stress et au développement cognitif des enfants. Elle comporte une recension des écrits et trois articles empiriques. Le premier article présente une recension des écrits (de type méta-analytique) qui synthétise les études portant sur le stress des enfants en services de garde et ayant utilisé le niveau de cortisol comme indicateur. Les résultats montrent que la garde non-maternelle est associée au niveau de stress des enfants, se reflétant dans des concentrations de cortisol élevées. Les niveaux de stress élevés s’observent particulièrement chez les enfants qui au départ ont tendance à être retirés, anxieux ou qui sont gardés dans un milieu de faible qualité. Cependant, certains éléments indiquent que les élévations de cortisol à la garderie sont temporaires et qu’elles disparaissent au fur et à mesure que l’enfant s’adapte à son milieu. Le deuxième article de thèse, réalisé dans le contexte de l’Échantillon longitudinal national des enfants et des jeunes [ELNEJ] (n = 3093), vise à déterminer dans quelle mesure l’association entre la fréquentation des services de garde et l’acquisition du vocabulaire réceptif au préscolaire dépend du milieu familial de l’enfant. Les résultats indiquent qu’à l’intérieur du groupe d’enfants défavorisés, ceux ayant été gardés à temps plein dans la première année de vie obtiennent des scores supérieurs sur une mesure de vocabulaire réceptif administrée à 4 ½ ans, comparativement aux enfants restés à la maison avec la mère (d=0.58). Le troisième article, réalisé dans le contexte de l’Étude longitudinale des enfants du Québec [ELDEQ]; (n=2,120), vise à documenter les bénéfices à long terme de la fréquentation des services de garde par les enfants issus de milieux désavantagés sur la préparation scolaire et les compétences académiques. Les résultats révèlent que les enfants dont la mère n’a pas terminé ses études secondaires obtiennent de meilleurs résultats sur une mesure de préparation scolaire cognitive (d=0.56) et de vocabulaire réceptif (d=0.30) en maternelle, et de connaissance des nombres (d=0.43) en première année, s’ils ont fréquenté un service de garde sur une base régulière. Par ailleurs, la garde non-parentale n’est pas associée aux compétences cognitives des enfants de milieux sociaux favorisés. L’objectif du quatrième article est d’examiner les facteurs de sélection quant à l’utilisation des services de garde dans le contexte de l’ELDEQ. Les résultats montrent que l’absence d’emploi de la mère pendant la grossesse, le faible niveau d’éducation de la mère; le revenu insuffisant de la famille, avoir plus de 2 frères et sœurs, la surprotection maternelle, et le faible niveau de stimulation cognitive sont associés à une faible utilisation des services de garde (30.7% de l’échantillon québécois). En d’autres termes, les enfants qui sont les plus susceptibles de retirer des avantages des services de garde sur le plan du développement, en raison de la présence de facteurs de risque dans leur milieu familial, sont aussi ceux qui utilisent le moins les services de garde. / Abstract The present doctoral thesis aims at determining under which conditions child-care experiences may be associated (positively or negatively) with children’s stress levels and cognitive development. It comprises one literature review and three empirical studies. The first study is a literature review (meta-analysis type) which summarizes the studies on child-care experiences and children’s stress (as indexed by cortisol) in order to identify individual and environmental conditions under which child-care is associated with elevated cortisol concentrations. Findings suggest that child-care may be more stressful, as reflected in higher salivary cortisol concentrations, for children who are less socially competent or who received low quality child-care services. However, some pieces of evidence suggest that cortisol elevations in child-care are transient and fade out as children grow older The second study uses data from the National Longitudinal Survey of Children and Youth [NLSCY]; (n=3093). The goal is to determine whether the association between non-maternal care and receptive vocabulary skills depend upon children’s home environment. Results show that children from low socioeconomic status who received full-time (< 25 hours/week) child-care services in their first year of life obtain higher scores on a measure of receptive vocabulary at 4 ½ years than those who were cared for by their mothers (d=0.58). The goal of the third study is to document further the longer-term benefits of early child-care attendance on disadvantaged children’s school readiness and school achievement. This study uses data from the Quebec Longitudinal Study of Child Development [QLSCD]; (n=2120). Findings reveal that child-care services produce benefits over maternal care for children from low educated mothers on a measure of receptive vocabulary (d=0.30) and cognitive school readiness (d=0.56) in kindergarten, and number knowledge in first grade (d=0.43). Overall, child-care services produce no advantage or disadvantage for children who do not experience risks in their home. The objective of the fourth study is to identify key family factors associated with low child-care services utilization, using the QLSCD sample. Results show that maternal unemployment during pregnancy, low levels of maternal education; insufficient household income, having more than two siblings, high levels of maternal overprotection, and low levels of cognitive stimulation are associated with lower child-care services use (30.7% of the Quebec sample). In sum, children who are the most likely to benefit from child-care services in terms of their development are also those who are less likely to receive it.

The computer-based testing mode has received limited research as a task condition for elementary students as it relates to comprehension for both narrative and expository text. The majority of schools now use computer-based testing to measure students' progress for end of the year exams. Additionally, schools are also delivering state-wide assessments like the Florida Comprehension Assessment Test through computer-based testing instead of paper-pencil testing. There is little research to indicate whether computer-based assessments are an effective way to measure student progress. This study investigated the effects of an interactive computer-based reading strategy on student comprehension for both expository and narrative passages. The intervention evaluated students' percentage of learned strategy use and comprehension accuracy for expository computer-based passages. Additionally, the intervention measured whether students generalized the learned strategy when given a paper-pencil narrative passage and whether generalization of strategy use improved comprehension vi accuracy. This study used an A-B-A-B design across participants, with a follow-up phase. The results from the data showed that all students made significant increases in strategy use from baseline to follow-up. Additionally, all the students had an increase in comprehension accuracy from baseline to follow-up for both computer and paper-based passages. All students were able to generalize successfully the strategy use to narrative passages, and improved their comprehension accuracy of narrative passages. The effects of the study suggest the value of teaching students the interactive computer-based reading strategy for students who struggle with passage comprehension. / by Jamie L. Worrell. / Thesis (Ed.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

Résumé La présente thèse doctorale vise à déterminer sous quelles conditions la garde non-maternelle est associée (positivement/négativement) au niveau de stress et au développement cognitif des enfants. Elle comporte une recension des écrits et trois articles empiriques. Le premier article présente une recension des écrits (de type méta-analytique) qui synthétise les études portant sur le stress des enfants en services de garde et ayant utilisé le niveau de cortisol comme indicateur. Les résultats montrent que la garde non-maternelle est associée au niveau de stress des enfants, se reflétant dans des concentrations de cortisol élevées. Les niveaux de stress élevés s’observent particulièrement chez les enfants qui au départ ont tendance à être retirés, anxieux ou qui sont gardés dans un milieu de faible qualité. Cependant, certains éléments indiquent que les élévations de cortisol à la garderie sont temporaires et qu’elles disparaissent au fur et à mesure que l’enfant s’adapte à son milieu. Le deuxième article de thèse, réalisé dans le contexte de l’Échantillon longitudinal national des enfants et des jeunes [ELNEJ] (n = 3093), vise à déterminer dans quelle mesure l’association entre la fréquentation des services de garde et l’acquisition du vocabulaire réceptif au préscolaire dépend du milieu familial de l’enfant. Les résultats indiquent qu’à l’intérieur du groupe d’enfants défavorisés, ceux ayant été gardés à temps plein dans la première année de vie obtiennent des scores supérieurs sur une mesure de vocabulaire réceptif administrée à 4 ½ ans, comparativement aux enfants restés à la maison avec la mère (d=0.58). Le troisième article, réalisé dans le contexte de l’Étude longitudinale des enfants du Québec [ELDEQ]; (n=2,120), vise à documenter les bénéfices à long terme de la fréquentation des services de garde par les enfants issus de milieux désavantagés sur la préparation scolaire et les compétences académiques. Les résultats révèlent que les enfants dont la mère n’a pas terminé ses études secondaires obtiennent de meilleurs résultats sur une mesure de préparation scolaire cognitive (d=0.56) et de vocabulaire réceptif (d=0.30) en maternelle, et de connaissance des nombres (d=0.43) en première année, s’ils ont fréquenté un service de garde sur une base régulière. Par ailleurs, la garde non-parentale n’est pas associée aux compétences cognitives des enfants de milieux sociaux favorisés. L’objectif du quatrième article est d’examiner les facteurs de sélection quant à l’utilisation des services de garde dans le contexte de l’ELDEQ. Les résultats montrent que l’absence d’emploi de la mère pendant la grossesse, le faible niveau d’éducation de la mère; le revenu insuffisant de la famille, avoir plus de 2 frères et sœurs, la surprotection maternelle, et le faible niveau de stimulation cognitive sont associés à une faible utilisation des services de garde (30.7% de l’échantillon québécois). En d’autres termes, les enfants qui sont les plus susceptibles de retirer des avantages des services de garde sur le plan du développement, en raison de la présence de facteurs de risque dans leur milieu familial, sont aussi ceux qui utilisent le moins les services de garde. / Abstract The present doctoral thesis aims at determining under which conditions child-care experiences may be associated (positively or negatively) with children’s stress levels and cognitive development. It comprises one literature review and three empirical studies. The first study is a literature review (meta-analysis type) which summarizes the studies on child-care experiences and children’s stress (as indexed by cortisol) in order to identify individual and environmental conditions under which child-care is associated with elevated cortisol concentrations. Findings suggest that child-care may be more stressful, as reflected in higher salivary cortisol concentrations, for children who are less socially competent or who received low quality child-care services. However, some pieces of evidence suggest that cortisol elevations in child-care are transient and fade out as children grow older The second study uses data from the National Longitudinal Survey of Children and Youth [NLSCY]; (n=3093). The goal is to determine whether the association between non-maternal care and receptive vocabulary skills depend upon children’s home environment. Results show that children from low socioeconomic status who received full-time (< 25 hours/week) child-care services in their first year of life obtain higher scores on a measure of receptive vocabulary at 4 ½ years than those who were cared for by their mothers (d=0.58). The goal of the third study is to document further the longer-term benefits of early child-care attendance on disadvantaged children’s school readiness and school achievement. This study uses data from the Quebec Longitudinal Study of Child Development [QLSCD]; (n=2120). Findings reveal that child-care services produce benefits over maternal care for children from low educated mothers on a measure of receptive vocabulary (d=0.30) and cognitive school readiness (d=0.56) in kindergarten, and number knowledge in first grade (d=0.43). Overall, child-care services produce no advantage or disadvantage for children who do not experience risks in their home. The objective of the fourth study is to identify key family factors associated with low child-care services utilization, using the QLSCD sample. Results show that maternal unemployment during pregnancy, low levels of maternal education; insufficient household income, having more than two siblings, high levels of maternal overprotection, and low levels of cognitive stimulation are associated with lower child-care services use (30.7% of the Quebec sample). In sum, children who are the most likely to benefit from child-care services in terms of their development are also those who are less likely to receive it.

Syftet med vår uppsats är att utveckla en förståelse för vilka förutsättningar som råder för innovation och utveckling i Försvarsmakten samt vad som kan hindra respektive främja dessa och hur dessa förutsättningar förhåller sig till varandra.Vi har gjort detta genom en kvalitativ studie där vi intervjuat Försvarsmaktens utvecklingschefer. Efter en analys, med klassisk grundad teori som metod, av våra intervjuer växte en modell fram. Modellen heter Gränsöverskridande transformering. Den syftar just på det faktum att en transformering sker och är inledd. Att Försvarsmakten som ett resultat av den säkerhetspolitiska utvecklingen och med legitim bas i demokratiskt fattade beslut åter är i en transformering, ur ett minimalistiskt insatt insatsförsvar med professionella soldater och sjömän till att återigen utgöra ett folkligt förankrat värnpliktsbaserat försvar av den territoriella integriteten. Det sker likt det som skedde efter murens fall och som då skapade ett nytt befälssystem och pausade värnplikten. Lika nytt och omvälvande igen. Nationellt fokus och tillväxt i både volym och geografisk förekomst såväl som förmågor och personalkategorier. Detta är en transformering som i grunden påverkar alla delar av Försvarsmakten och alla dess processer, men också samhället i stort och de orter där verksamhet nu återigen blir vardag. Vi upptäcker genom modellen att utveckling som begrepp är centralt och att innovation inte används i någon större omfattning, men att utveckling ändå inte varit prioriterat under åren av minimalistiskt insatsförsvar.  Det är därför gränsöverskridande att lämna en kultur och tidsepok och gå in i en annan. Att byta sätten vi leder och leds på i vardagen, att se utveckling och kreativitet som något som får förekomma och måste få kosta, både i tid och pengar. Det är ett gränsöverskridande och en transformering som dessutom ska ske i en kontext där samhället förändrats. Teknikutvecklingen leds av civila intressen och Försvarsmakten har att finna sin plats i den globala världen av leverantörer och innovationer inom snart alla områden. Det är gränsöverskridande i att Försvarsmakten återigen bryter ny mark, att Försvarsmakten måste samarbeta med omvärlden för att kunna fullfölja och få effekt av den nya inriktning som gäller i och med tagna beslut. Här får Försvarsmaktens ledarskapsfilosofi med uppdragstaktiken och den valda ledarskapsmodellen en avgörande roll för möjligheten att genomföra en lyckad gränsöverskridande transformering. Vi drar utifrån det en sammanfattande slutsats. Att med uppdragstaktik som filosofisk och metodologisk grund för ledning i kombination med det utvecklande ledarskapet i varje ledares medvetna utövande och med tillit mellan parter så främjas goda förutsättningar för ett innovativt och utvecklande klimat. Att det krävs att innovation blir en medveten och aktiv handling och process för att kunna dra nytta av klimatet. / The purpose of this thesis is to develop an understanding about which conditions for development and innovation that is current in The Swedish Armed Forces and what can hinder or encourage these, and also how these conditions relate to each other. We have done this through a qualitative study where we have interviewed Swedish Armed Forces managers of development. After analysing the content from these interviews with Classic Grounded Theory as a method a model was created. The models name is Cross-border transformation and the aim is at the fact that a transformation is started and is ongoing. As a result of the security policy and with a legitim base in democratic decisions the Swedish Armed Forces is yet again in a transformation. From a minimalistic inset defence with employed soldiers and sailors to a democratic conscript based national defence of our territorial integrity. This is happening in the same way as it did when the wall fell, a new officers system was developed and we paused the conscription, as new and revolving yet again. Now instead the focus is again to growth in both volume, geographically as well as in capabilities and categories of personnel. This is a transformation that effects all parts of the Swedish Armed Forces and all its processes, but also the society at large and the cities where new military establishments yet again are to become part of the normal day life. We see through our model that development rather than innovation as a concept is used, but has not bin prioritised in the Swedish Armed Forces during the years of a minimalistic inset defence. It is therefore cross-border to leave a culture and an era to cross into another. To change the way we lead and are led in normal day life, to see development and creativity as something that is allowed to exist and that can cost both in time and money. It is cross-border and a transformation in addition to happen in a context where the society has changed. The technology development is led by civilian interests and the Swedish Armed Forces has to find its place in the global world of suppliers and innovations in almost all areas. It is cross-border that we yet again are breaking new ground, that we have to cooperate with the world around us to be able to carry out and get effect of the decisions of a new direction for the Swedish Armed Forces that has been made. At this point the Swedish armed forces leadership philosophy, the mission tactics and the chosen leadership model plays a decisive role for the possibility of a successful cross-border transformation. Based on this we come to a summarising conclusion that with mission tactics as a philosophical and methodological foundation for leadership, combined with developing leadership in every leaders conscious practice and with mutual trust between concerned parties will good conditions for a more innovative and developing climate be encouraged. To be able to benefit from this climate it requires that innovation becomes a conscious and active action and process.