The present study uses secondary data from the Positive, Engaged, Achieving Kids (PEAK) Project which was a large-scale effectiveness trial of the Social Skills Improvement System, SEL Edition Classwide Intervention Program (SSIS SEL CIP; Elliot & Gresham, 2017 [PI: DiPerna]). The purpose of the present study was to examine the effectiveness of this intervention at further developing social-emotional competencies for a sample of linguistically-diverse students. Furthermore, this study aimed to understand the impact that various classroom contextual factors, such as teacher-student interactions and classroom composition, had on social-emotional outcomes, as well as the potential moderating role they served between the intervention condition and social-emotional outcomes. This research was guided by the following questions: (1) To what extent does a classwide SEL program, the Social Skills Improvement System, SEL Edition, Classwide Intervention Program (SSIS SEL CIP), improve social-emotional outcomes for a sample of linguistically-diverse students? (2) To what extent do teacher and classroom contextual factors (i.e., teacher-student interactions, teacher characteristics, and classroom characteristics) predict social-emotional outcomes for linguistically-diverse students? (3) Do contextual characteristics moderate the relation between SEL programming and student outcomes, such that the effects of the intervention are magnified for linguistically-diverse students when other contextual factors are also present in the classroom environment (e.g., quality teacher-student interactions)? Hierarchical linear modeling (HLM) revealed that receipt of the SSIS SEL CIP did not serve as a statistically significant predictor of social-emotional outcomes. Teachers’ emotional support positively predicted social-emotional outcomes, while classroom organization served as a negative predictor. Teacher-student interactions (i.e., emotional support, classroom organization, and instructional support) did not have a moderating effect on outcomes, but classroom composition variables did have statistically significant moderating effects such that students who received the intervention and were in classrooms with a higher percentage of racial minority or EL students had higher social-emotional outcomes. Limitations of this study which offer avenues for future research are discussed, along with implications of this study’s findings. / Psychological Studies in Education

京都大学 / 新制・課程博士 / 博士(農学) / 甲第24299号 / 農博第2528号 / 新制||農||1095(附属図書館) / 学位論文||R4||N5422(農学部図書室) / 京都大学大学院農学研究科生物資源経済学専攻 / (主査)教授 秋津 元輝, 教授 辻村 英之, 教授 久野 秀二 / 学位規則第4条第1項該当 / Doctor of Agricultural Science / Kyoto University / DGAM

French Immersion (FI) is a form of second language education with various programs in which French is both a subject and the language of curricular instruction (Canadian Parents for French [CPF], 2019). In 1965, when FI first began in St. Lambert, Québec, it was aimed at middle-class, anglophone students (Davis, 2017; Davis et al., 2019; Kunnas, 2019; Lambert & Tucker, 1972), but its population has since expanded to include culturally and linguistically diverse (CLD) learners - that is, students whose first language is neither English nor French and whose cultural and linguistic repertoires represent a strength in their learning communities. These students may be enrolled in FI programs, but their cultures and languages aren't necessarily recognized, valued, and integrated as assets for personal and collective learning - calling into question the potential for true inclusion (Mady et al., 2017). This study thus examines the inclusion of CLD learners in FI at an independent school in southeastern Ontario. Taking a multiple-case study approach, it uses critical race theory to explore the understandings, beliefs, and practices that CLD learners (n = 4), French as a Second Language (FSL) teachers (n = 3), teacher-administrators (n = 2), and parents and guardians of CLD learners (n = 12) associate with the inclusion of these students in FI. Data collection methods included semi-structured interviews, photo elicitation, in-person and virtual classroom observations, an online questionnaire, and a reflective journal. Although participants' understandings alluded to greater visibility of CLD learners, the findings suggest that these students weren't always seen in their full complexity. In terms of beliefs, CLD learners were generally viewed through an asset-oriented perspective; however, tensions remain in accepting and understanding knowledge different from the White standard. Finally, although practices were indicative of a pedagogy focused on students' academic success (Ladson-Billings, 2014), the findings showed evidence of a risk of underlying racial inequities. Implications include the need to understand the endemic nature of racism, to problematize race through dialogue and stories that counter "master narratives" (Martinez, 2014), and to address underlying racial inequities consistently and concretely. Ultimately, this research contributes to the development of culturally and linguistically inclusive learning spaces in FI.

The purpose of this study was to identify teaching techniques that could be used in college classrooms for effectively teaching two different age cohorts: Baby Boomers and Generation X students. Baby Boomers are those people born between 1946 and 1964. The subsequent generation, known as Generation X, was born between 1965 and 1981. A multi-case qualitative study was designed to include interviews with faculty, focus groups with students, and classroom observations at three different community colleges in east Tennessee. Thirty-one faculty, ranging in age from 29 to 65, comprised the faculty panel. There were 48 student participants. Half of the 24 female students were Generation Xers. Of 22 male participants, 16 were Generation Xers. Classroom observations of nine different sections were conducted. These observations included traditional lecture classes, lab classes, and a couple of multimedia classrooms. Interviews with the faculty panel revealed almost diametrically opposite classroom behaviors between Baby Boomers and Generation X students. While older students are generally more motivated, focused, and come to class prepared to learn; younger students were reported to exhibit behaviors that are antithetical to these. Some younger students indicated that they preferred to work on teams with older students for these reasons. Additionally, effective teaching techniques for the two age cohorts were also discovered to be different. While both Boomers and Xers preferred real world examples to illustrate classroom theories, what was a relevant example for one generation was not always relevant for the other. Therefore, many instructors need to ascertain what is relevant in the Xers' world as constituted by the media, the Internet, and popular culture. The modern classroom needs a variety of teaching techniques to cater to different types of learners. Perhaps a model whereby older students mentor professional behavior for the younger, and the younger teach older students how to use computer technologies would be a better learning environment. Additionally, a third of the instructors interviewed have found that they need to be entertaining to hold the shorter attention spans of the younger student. Some type of visual component is becoming the norm in most classrooms, but there was not always agreement on which visuals were most effective for the two age groups. Baby Boomers generally preferred the board for transparency viewing or note taking in outline form Conversely, while some young students liked these methods, a greater number preferred watching videos. However, the videos had to be engaging and usually no longer than 20 minutes to be effective. Furthermore, 43% of the younger students value individual attention from their instructors, indicating that it can often make the difference between passing and failing a course. A third of the faculty also noted the younger students' hunger for attention. For instance, the eldest faculty member indicated, “So many Generation Xers are needy in terms of needing lots and lots of attention [because] a lot of my Generation X students are separated from their families.” Whatever the reasons, today's college instructors have a difficult task in assimilating the many learning styles and generational differences of age cohorts present in their classrooms. Not only do they have to stay informed in their academic domains and adapt their courses to multimedia and distance learning technologies, but they have to be entertaining for younger students to make the class interesting.

Project CHILD (Changing How Instruction for Learning is Delivered) provides an avenue for educational change using a triangulated approach. Using data from the Florida Department of Education, this research studies the Project CHILD learning approach on preparing students for success on portions of the Florida Comprehensive Assessment Test (FCAT) using results from fifteen charter schools in the state of Florida, seven participating in Project CHILD and eight non-participating charter schools for the 2008-2009 school-year. Dispersion statistics such as range and standard deviation as well as independent t tests are computed to compare the percentage of students in grades three to five scoring levels 3 and higher on the reading and mathematics portions, and fourth grade students scoring a 3.5 or higher on the writing assessment of the FCAT. Project CHILD schools had smaller ranges and standard deviations in the majority of the comparisons. Descriptively, this suggests that students in the Project CHILD schools are performing closer to the school average. There were no statistically significance differences between the Project CHILD schools and non-Project CHILD schools for grade level comparisons, nor on any grade level aggregate outcomes (i.e., grades 3-5 school FCAT reading, mathematics, or writing mean). However moderate effect sizes were seen for reading in grade four and writing assessments in grade four. The non-statistically significant findings were likely due to low power, and the moderate effect sizes suggest evidence of practical significance.

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<p>This work describes an architecture which enables experiments in optimization of networks that represent systems in diverse application domains, e.g. multi-product food production plants, gasoline blending and shipment, heat exchanger networks in refineries, etc. The prototype implementation is a web-based workbench (NOPT). Design of the workbench enables instantiation of different application domains via attributes describing entities (materials, energy) flowing through network arcs, and via node models relevant to the domain. From data describing the network attributes, NOPT generates a mathematical model described by a set of linear equations and provides a user with abilities to select appropriate solution algorithms. Multi-step composite algorithms, each solving a subnetwork or an entire network for specific time periods can be constructed with input from the user. Some of the steps in the algorithm can be non-linear procedures which compute specific model parameters. Hence, the architecture enables solution of bi linear systems of type “x*y” (e.g. energy balances) by first solving for “x’ (e.g. mass flows) from some other set of equations (e.g. mass balances) and then solve for “y” since “x’ is known. Current architecture of NOPT also supports the inclusion of external node models that helps user to import his customized node models into the workbench via the feature called User Node.</p> / Master of Computer Science (MCS)

This study was designed to explore the transactional relationship between young learners and diverse texts. Students' perceptions toward difference are shaped by prior, lived experiences, and books provide students with virtual experiences of diversity, which can lead to transformative possibilities. This study explored: (1) How can children's picture books about autism be used to create transformative opportunities in an elementary classroom, and (2) What types of responses do primary students have when transacting with children's picture books about autism? Through the use of a formative experiment methodology aligned with Rosenblatt's Transactional Theory of the Literary Work (1978), interventions involving (a) a teacher read aloud, (b) student journal writing, and (c) class discussion allowed second grade students to transact both aesthetically and efferently with diverse texts about autism. Examination of student responses was a qualitative, iterative process that utilized the Constant Comparative method (Strauss and Corbin, 1998), and intervention data was triangulated with researcher field notes and pre and post-intervention student interviews. Analysis led to a deeper understanding of transactional response, including how (a) increasing awareness cultivates deeper connections with diverse texts, (b) prior perceptions and experiences influence evocation and response, and (c) diverse texts provide necessary virtual experiences with diversity. Student responses during transaction also revealed a process of growth in which students oscillated between various levels of introspection by (a) gaining awareness though an insightful view of diversity (developing understanding of difference/defining and explaining autism), (b) reflecting on similarities to gain an understanding of difference (journeying through the text), and (c) using texts as a reflexive tool and gateway toward acceptance (affirming care and responsibility). This study gives insight into how transacting with diverse texts can provide students with opportunities to explore diversity and increase their knowledge and understanding of difference in order to create a more accepting and equitable culture. / Ph. D.

No / RATIONALE, AIMS & Tools for the assessment of the quality of research studies tend to be specific to a particular research design (e.g. randomized controlled trials, or qualitative interviews). This makes it difficult to assess the quality of a body of research that addresses the same or a similar research question but using different approaches. The aim of this paper is to describe the development and preliminary evaluation of a quality assessment tool that can be applied to a methodologically diverse set of research articles. METHODS: The 16-item quality assessment tool (QATSDD) was assessed to determine its reliability and validity when used by health services researchers in the disciplines of psychology, sociology and nursing. Qualitative feedback was also gathered from mixed-methods health researchers regarding the comprehension, content, perceived value and usability of the tool. RESULTS: Reference to existing widely used quality assessment tools and experts in systematic review confirmed that the components of the tool represented the construct of 'good research technique' being assessed. Face validity was subsequently established through feedback from a sample of nine health researchers. Inter-rater reliability was established through substantial agreement between three reviewers when applying the tool to a set of three research papers (kappa = 71.5%), and good to substantial agreement between their scores at time 1 and after a 6-week interval at time 2 confirmed test-retest reliability. CONCLUSIONS: The QATSDD shows good reliability and validity for use in the quality assessment of a diversity of studies, and may be an extremely useful tool for reviewers to standardize and increase the rigour of their assessments in reviews of the published papers which include qualitative and quantitative work.

Between 4.8% and 26% of adults presenting to gender dysphoria clinics have an autism diagnosis. Both autistic people and gender-diverse people have higher rates of mental health conditions including anxiety and depression and more difficulties with executive functioning, all of which impact quality of life. Some work suggests that gender affirmation leads to better mental health outcomes, including better executive functioning, but this has not been studied directly in autistic adults who identify as gender-diverse or transgender. As such, we elected to explore the relationships among these variables at this intersection of gender diversity and autism. In a sample of 54 gender-diverse individuals, almost half of whom were autistic, we found that having planned, scheduled, or completed gender-affirming surgical procedures were associated with improved anxiety and depression symptoms, and with better executive functioning. We noticed that within this group there were high levels of anxiety, so much so that the anxiety appeared to be overwhelming our other analyses. In all of our analyses, increased anxiety was associated with worse executive functioning, and in many of our analyses, further steps in gender affirmation was associated with decreased anxiety. Findings suggest that clinicians can support gender-diverse people by helping them with their mental health, particularly with managing their anxiety.