The performance measures from the Progress in International Reading Literacy Study revealed no measurable growth in the U.S. average reading scores of 4th graders for the period between 2011 and 2016. Therefore, the diverse learning needs of students need to be customized if the education system is to accomplish its goal to graduate well-informed individuals capable of sustaining a lifestyle conducive to a democratic society. The purpose of this study was to investigate the effect of differentiated instruction on 3rd graders' reading comprehension. The theoretical foundation for this teaching approach was Vygotsky's zone of proximal development. The research question focused on a comparison of differentiated and nondifferentiated instruction and the effects on 3rd graders' Partnership for Assessment of Readiness for College and Careers (PARCC) reading comprehension scores. In this cross-sectional, quasi-experimental causal comparative study with N = 128 3rd-grade students, archival PARCC reading scores for the years 2015, 2016, and 2017 were analyzed with several 2-tailed independent sample t tests to determine the differences between the groups. The students in the experimental group (n = 64) received differentiated instruction, students in the non-experimental group received nondifferentiated instruction (n = 64). The duration of the intervention lasted for the entire school year. The statistical analysis results revealed that differentiated instruction significantly improved the students' PARCC reading scores in all 3 years. The intimation for positive social change is allowing stakeholders to provide opportunities to teachers to learn and apply differentiated instruction for their students, thus helping them to become proficient readers, which in turn might increase the human capital contributing to and competing in a global society.

La notion d'identité implique certains présupposés de droit privé dont latendance est marquée par certains «généricismes». L'on peut entendre par là lesconceptions qui limitent la définition du genre humain à des traits catégoriels etabstraits, sans suffisamment prendre en compte des particularités sexuellementdifférenciées. Pourtant, le sujet de droit lorsqu'il est féminin doit impliquer la prise enconsidération de singularités liées à son sexe, qui ne peuvent être les mêmes quecelles d'un sujet de droit masculin.Sous couvert de l'égalité des sexes, le droit engage alors la société à uneuniformisation des intérêts cependant divergents et propres à chaque sexe. Il s'agitalors de montrer à la fois l'apport de ces conceptions, mais aussi leurs limites et doncla nécessité de s'ouvrir à l'exigence de conceptions plus «universalistes». En effet, ildoit être démontré que seule une universalité peut garantir la reconnaissance desparticularités et des différences féminines, telle qu'une identité juridique fémininel'admettrait. Si cette étude fera face à divers courants et auteurs de philosophie dudroit, elle prendra pour point de départ le droit positif établi dans ses différentesdisciplines, du droit pénal à certains aspects du droit du travail ou du droit desassurances.L'intérêt de la question est de permettre une évaluation plus précise desqualifications autour de la femme comme sujet de droit singulier, et en intégrant lescritiques contemporaines, qui ont pu montrer l'insuffisance d'une pensée simplementgénérique pour traiter de questions aussi graves que la différenciation sexuelle quece soit en droit civil ou en droit social- critiques qui, néanmoins, n'ont guère assuméla voie épistémologique de la philosophie du droit dans sa spécificité. / The notion of identity involves the presuppositions of private law withwhich the trend is marked by some «genericisms». That means conceptions who limitthe human gender's definition in specific and abstract features and withoutconsidering the sexually differentiated peculiarities. Nevertheless, the subject of rightwhen it's a feminine subject implies the considering of sexual characteristics, whichcannot be the same that those of the male subject.On the pretext of the gender equality, the right submits then the society to astandardization of the divergent interests and peculiar to every sex. It is then aquestion of showing at the same time the contribution of these conceptions, but alsotheir limits and thus the necessity of opening to the requirement of more«universalist» conceptions. Indeed, it must be demonstrated that only a universalitycan guarantee the recognition of the peculiarities and the feminine differences, suchas a feminine legal identity would admit it. If this study will face diverse currents andauthors of philosophy of the right, it will take for starting point the substantive lawestablished in its various disciplines, the criminal law with certain aspects of the laborlaw or the insurance law.The interest of the question is to allow a more precise evaluation of thequalifications around the woman as the subject of singular right, and by integratingthe contemporary criticisms, who were able to show the insufficiency of a simplygeneric thought to deal with questions so grave as the sexual differentiation in thecivil or labor law- criticisms who, however, hardly accepted the epistemological wayof the philosophy of the right in its specificity.

由於環境品質改變之成本或效益沒有一個直接的市場可以衡量，為了 克服此一問題，Rosen 於1974年提出特徵價格法完整的理論架構。其利用 差異性財貨之價值受其所具有之不同屬性數量影響，於是可用計量方法將 個別屬性之價值導引出來。本文即是利用Rosen 所提之二階段過程，分別 估計台北、台中、高雄三地區之特徵價格函數，然後利用第一階段所獲得 之價格資料進行第二階段逆需求函數的估計。本研究除了進行上述二階段 之估計，另外以高雄地區為例，計算該地區因水泥廠存在，PM10濃度增加 對當地房地產價格之影響，此一影響也就是水泥廠存在PM10濃度增加所造 成的社會外部成本。 / The measurement of the benefit of environmental improve-ments is difficult because typically there are no markets for environmental guality. However, one can observe behavior in markets that are related to environmental guality , and it is sometimes possible to measure people’s willingness to pay for the environmental goods by using data from these markets. Hedonic methods is one of several techniques for doing this. Hedonic methods are based on the realization that some goods or factors of production are not homogeneous and can differ in numerous characteristics. My study follows the theoretical model that provided by Sherwin Rosen in 1974.According to Rosen’s model, estimation requires a two-step procedure. First, estimate the hedonic price function. Second, estimate the demand function for air guality(PM10’s density). At last , I try to estimate how much the cement plant decreases houses price. In fact , the estima-tion is equal to measure the external cost caused by the ce-ment plant around Kaushang area.

<p>Armatec tillhandahåller system, produkter och funktionella lösningar inom värme, kyla och process. Företaget har lager i Sverige, Norge och Danmark. Under senare tid har företaget sett att lagret i Norge utgör en stor kostnad. Armatec har därför börjat fundera på om de skulle tjäna på att centralisera logistikstrukturen dvs. stänga lagret i Norge och utöka centrallagret i Göteborg. Syftet meddetta examensarbete är att undersöka huruvida lagret behövs i Norge eller ej. Den metod som arbetet använder sig av är Dupont - modellen eller avkastningsmodellen. Genom att använda denna modell beräknas lagerkostnaderna, transportkostnaderna, lagerstorlek, kapacitetsutnyttjande osv. Dessutom gör man en analys av leveransprecision, leveranssäkerhet, leveranstid och leverensflexibilitet. Arbetet har gått genom dessa punkter och finner att lagerräntabiliteten ökar med 13% om företaget Armatec stänger sitt lager i Norge. Detta under villkor att leveransservicenivån förbättras. Transportkostnaderna ökar något men inte markant i det här sammanhanget. Arbetet berör också andra typer av metoder som behandlar lagerlokaliserings fråga nämligen tyndpunktsmetoden, matematiska modeller samt Analytic Hierarchy Process (AHP) Uppsatsen använder sig av en differentierad lagerhållningsränta för att beräkna lagerkostnaderna. Man har dock utgått ifrån en multivariabel ABC analys för att klassificera produkterna. En kvalitativ metod nämligen SWOT- analysen dvs. Styrka ,Svaghet, möjligheter och Hot avslutar detta arbete. Slutstaten med detta examensarbete är att Armatec skulle tjäna på en centralisering av lagerstrukturerna. Författaren vill påminna läsaren att Företaget vill behålla sitt lager i Köpenhamn. Det är därför Köpenhamn inte igår i arbetet. Företaget har inget lager i Finland. Arbetet visar också att den finska marknaden inte kommer att påverkas i samband med centralisering</p>

Armatec tillhandahåller system, produkter och funktionella lösningar inom värme, kyla och process. Företaget har lager i Sverige, Norge och Danmark. Under senare tid har företaget sett att lagret i Norge utgör en stor kostnad. Armatec har därför börjat fundera på om de skulle tjäna på att centralisera logistikstrukturen dvs. stänga lagret i Norge och utöka centrallagret i Göteborg. Syftet meddetta examensarbete är att undersöka huruvida lagret behövs i Norge eller ej. Den metod som arbetet använder sig av är Dupont - modellen eller avkastningsmodellen. Genom att använda denna modell beräknas lagerkostnaderna, transportkostnaderna, lagerstorlek, kapacitetsutnyttjande osv. Dessutom gör man en analys av leveransprecision, leveranssäkerhet, leveranstid och leverensflexibilitet. Arbetet har gått genom dessa punkter och finner att lagerräntabiliteten ökar med 13% om företaget Armatec stänger sitt lager i Norge. Detta under villkor att leveransservicenivån förbättras. Transportkostnaderna ökar något men inte markant i det här sammanhanget. Arbetet berör också andra typer av metoder som behandlar lagerlokaliserings fråga nämligen tyndpunktsmetoden, matematiska modeller samt Analytic Hierarchy Process (AHP) Uppsatsen använder sig av en differentierad lagerhållningsränta för att beräkna lagerkostnaderna. Man har dock utgått ifrån en multivariabel ABC analys för att klassificera produkterna. En kvalitativ metod nämligen SWOT- analysen dvs. Styrka ,Svaghet, möjligheter och Hot avslutar detta arbete. Slutstaten med detta examensarbete är att Armatec skulle tjäna på en centralisering av lagerstrukturerna. Författaren vill påminna läsaren att Företaget vill behålla sitt lager i Köpenhamn. Det är därför Köpenhamn inte igår i arbetet. Företaget har inget lager i Finland. Arbetet visar också att den finska marknaden inte kommer att påverkas i samband med centralisering

The objective for this program of research was to retrospectively, narratively, and autobiographically examine how my professional identity shifted when I moved from the secret, safe space of my own classrooms to shared spaces with other teachers as a newly appointed Differentiated Instruction Facilitator. In education today, teachers increasingly share their classroom spaces with other professionals and often the shifts in identity of the people sharing spaces are not examined. In this inquiry, I examine my own identity by viewing the metaphorical dance floor of the Differentiated Instruction Project from both my position on the dance floor and from the balcony above. I inquire into the nature of my dancing relationships with many partners over two years on my middle and secondary school landscape and how these relationships changed how I understood myself as a teacher and as a facilitator. I look at the differentiated philosophy I was expected to deliver and the knowledge my colleagues brought into our time together and how these two knowledge realms interacted and shifted my own knowledge and, in turn, my relationships with my teacher partners and their students.<p> My professional identity within the Differentiated Instruction Project shifted often. In the beginning, I attempted to integrate voices of the conduit and their system and sacred stories with my own personal practical knowledge. In this inquiry, I explore the relationship between the conduit and my work inside classroom spaces. I inquire into the effect of stories on my own personal practical knowledge and the knowledge of my colleagues and their students. I examine the ways in which many dancers were positioned on my educational dance floor and the ways in which these voices shaped the voice of my identity. Finally, I imagine possibilities for living and reliving and then telling and retelling stories of shifting identities within shared spaces.

The objective for this program of research was to retrospectively, narratively, and autobiographically examine how my professional identity shifted when I moved from the secret, safe space of my own classrooms to shared spaces with other teachers as a newly appointed Differentiated Instruction Facilitator. In education today, teachers increasingly share their classroom spaces with other professionals and often the shifts in identity of the people sharing spaces are not examined. In this inquiry, I examine my own identity by viewing the metaphorical dance floor of the Differentiated Instruction Project from both my position on the dance floor and from the balcony above. I inquire into the nature of my dancing relationships with many partners over two years on my middle and secondary school landscape and how these relationships changed how I understood myself as a teacher and as a facilitator. I look at the differentiated philosophy I was expected to deliver and the knowledge my colleagues brought into our time together and how these two knowledge realms interacted and shifted my own knowledge and, in turn, my relationships with my teacher partners and their students.<p> My professional identity within the Differentiated Instruction Project shifted often. In the beginning, I attempted to integrate voices of the conduit and their system and sacred stories with my own personal practical knowledge. In this inquiry, I explore the relationship between the conduit and my work inside classroom spaces. I inquire into the effect of stories on my own personal practical knowledge and the knowledge of my colleagues and their students. I examine the ways in which many dancers were positioned on my educational dance floor and the ways in which these voices shaped the voice of my identity. Finally, I imagine possibilities for living and reliving and then telling and retelling stories of shifting identities within shared spaces.

No description available.

ABSTRACT The primary purpose of this study was to explore teachers’ perceptions of Aboriginal student achievement in six Saskatchewan public community schools in urban, rural, and Northern settings. Three of the schools were elementary schools, and three were high schools. Data for the study were obtained by means of teacher semi-structured interviews, and a teacher survey designed expressly for this research. The research opportunity sought to “explore in the context of selected Saskatchewan community schools, teachers’ perceptions of Aboriginal achievement, the unique and contextualized features that govern Aboriginal learning, and the efforts of teachers to enhance Aboriginal student learning.” Historically, Aboriginal student achievement has been viewed through a deficit lens. To gain a positive perspective of this phenomenon, a constructivist paradigm, a social justice theory of change governed by an ethos of appreciative inquiry were employed using a Mixed Methods Research design. Specifically, a two phase exploratory methodology where a qualitative phase followed by a quantitative one was used to best inform the research perspective. A multi-case study approach for each school and division was deemed the most effective means of exploring teacher conceptualizations of the manner and conditions under which Aboriginal students best learn. A total of nine teachers were interviewed and 28 responded to the teacher survey instrument. Member checks of the interview data were undertaken and statistical data using both Excel for Windows as well as SPSS statistical programs were employed for survey data analysis. Owing to the small survey sample, the author advises that caution be used when considering the survey results. However, it is hoped that refinement of the survey tool and its use in later research will prove to be of benefit in understanding the phenomenon of Aboriginal student achievement. A peer data analysis panel was convened to thematically analyse the four open-ended questions contained in the survey. Findings for this study indicated teachers valued the work of collaborative teams, supportive school learning environments, differentiated instruction, assessment for learning, professional development, and culturally responsive instruction and curriculum and school/division alignment to enhance Aboriginal student achievement. The study found that perceptions of Aboriginal and non-Aboriginal teachers differed where Aboriginal student achievement was concerned. As well, participants felt that heightened Aboriginal student achievement could be fashioned by determined student engagement in their academic work. Finally, participants believed that parent and community engagement in schools and the academic life of their children would also enhance Aboriginal student learning outcomes. It is hoped that this study will serve as a point of initiation for more research into the phenomenon on a wider basis in order to generate greater understanding of the means by which Aboriginal students may flourish within public schools in Saskatchewan and potentially elsewhere.

La présente recherche vise à décrire les pratiques d’enseignement de la littératie au premier cycle du primaire en contexte montréalais d’enseignants considérés experts. Plus précisément, les trois objectifs de recherche consistent à décrire les pratiques d’enseignement de la langue écrite au premier cycle du primaire en contexte montréalais privilégiées par certains enseignants considérés experts (N=6) (objectif 1); à décrire les différentes formes de différenciation pédagogique privilégiées pour l’enseignement de la lecture et de l’écriture en contexte montréalais de certains enseignants considérés experts afin de répondre aux besoins variés de tous leurs élèves (objectif 2) et à étudier les liens possibles entre les pratiques d’enseignement de la langue écrite d’enseignants considérés experts et la progression de leurs élèves (N=100) du premier cycle du primaire en contexte montréalais, au regard de leur connaissance des correspondances phonographiques et de la norme orthographique (objectif 3). Afin de répondre aux objectifs, deux entretiens ont été menés auprès des enseignantes, de même que deux observations en classe, une à l’automne et une au printemps. Pour leur part, les élèves ont été soumis à deux tâches d’écriture à deux reprises durant l’année (une tâche de production de mots et une tâche de production de texte) permettant de mesurer leur progression en cours d’année relativement à leurs connaissances des correspondances phonographiques et de la norme orthographique. Nos résultats nous ont permis de recueillir des pratiques très diversifiées et conduites avec une fréquence fort différente d’une enseignante à l’autre. La densité des contenus abordés en classe diffère également beaucoup entre les enseignantes. En lien avec le modèle du multi-agenda de Bucheton et Soulé (2009), les cinq composantes constituant la matrice de l’activité de l’enseignant se retrouvent dans toutes les classes, mais ces préoccupations n’occupent pas toutes la même place dans les pratiques des enseignantes de la recherche. Nos résultats indiquent aussi que toutes les enseignantes différencient leur enseignement, mais de façon variable. Il semble que ce soit la différenciation des processus, des contenus et des structures qui soit la plus aisée à mettre en place en classe. En lien avec notre adaptation du modèle de différenciation pédagogique de Caron (2008), il semble que ce soit la diversification et l’offre de choix qui sont mobilisées le plus fréquemment. Les mesures d’adaptation sont rarement mises en avant dans les pratiques de classe, tandis que les mesures d’individualisation n’ont pas été constatées. En ce qui a trait aux résultats des élèves aux tâches en écriture, nos résultats indiquent que deux groupes se démarquent parmi les six. En effet, c’est dans ces deux classes que la plus forte progression est constatée. Les pratiques des enseignantes de ces deux classes sont très diversifiées et elles sont les seules à mettre en avant dans leurs pratiques tous les dispositifs dont il est question en entretiens. De plus, les contenus enseignés sont denses, ce qui est réputé pour caractériser les pratiques des enseignants efficaces (Hall, 2003). De même, ces deux enseignantes offrent un étayage de grande qualité à leurs élèves et maîtrisent parfaitement le pilotage des tâches. La présente recherche peut servir à apporter un éclairage nouveau sur les pratiques de littératie des enseignants considérés experts afin de mieux comprendre leurs pratiques, de même que la place qu’ils accordent à la différenciation pédagogique. / The present research document aims to describe the practices of literacy of teachers considered as experts in an early elementary school context in Montreal. Specifically, the three research objectives of our work are as follows: describe the teaching practices applied to written language used by some teachers considered as experts (N = 6) in an early elementary school context in Montreal (objective 1); describe the various types of differentiated teaching selected by some teachers considered as experts in a Montreal-specific context to teach reading and writing skills according to the varying needs of their students (objective 2); and investigate possible links between the teaching practices applied to the acquisition of writing skills used by teachers considered as experts and the progress made by their students (N = 100) in the first cycle of elementary school in a Montreal, in terms of their knowledge of phonographic relationships and the spelling standard (objective 3). In order to meet these goals, we conducted two interviews with teachers, and ran two classroom observations, one in the fall and the other in spring. For their part, students were subjected to two writing tasks twice during the year (one aimed at word generation and the other at text production) to measure their progress during the year as it relates to their knowledge of phonographic relationships and to the spelling standard. Results showed that teaching practices as well as frequency vary greatly from one teacher to another. The richness of the material presented in class also differs greatly. In accordance with the multi-agenda model of Bucheton and Soulé (2009), the five components of the activity matrix of the teacher were found in all classes, but did not have the same importance for every one of the teachers engaged in our research. The results also indicate that all teachers differentiate their teaching, although at varying degrees. It seems that differentiation of processes, of contents and of structures is the easiest factor to implement in the classroom. In line with our adaptation of Caron’s model of differentiated instruction (2008), it seems that the elements that were most mobilized were diversification and the offering of choices. Adaptation measures were seldom emphasized in classroom practices, while no measures of individualization were observed. In regard to student performance in writing tasks, our results indicate that two groups stand out among the six. Indeed, it is in these two classes that we observed the greatest increase. Practices used by the teachers in these two classes were very diverse and they were the only ones who used all of the methods discussed in interviews. Furthermore, the content of the course was rich, a characteristic of effective teaching practices (Hall 2003). Similarly, these two teachers offered their students a high quality scaffolding and mastered coaching tasks. This research can be used to shed new light on the practices of literacy used by teachers that are considered as experts in order to better understand these practices, as well as the importance given to differentiated instruction.