Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purpose of this study was to determine the relative contribution to the Massachusetts Comprehensive Assessment System (MCAS) English Language Arts (ELA) of five variables: Type of Community (Urban or Suburban), Gender, Race, Preliminary Scholastic Aptitude Test (PSAT) Verbal, and PSAT Writing. MCAS is a criterion-referenced examination administered to students at various grade levels to determine their knowledge of approved curriculum. As of 2003, students must pass the mathematics and English language arts sections in order to receive a diploma. Data for the study was gathered from three urban and four suburban school districts in Massachusetts. Data about 914 students was collected from Summer 2001 - Winter 2002. Multiple regression statistical analysis was used to examine the collective and separate contributions of five independent variables; gender, race, type of community (urban or suburban), score on the verbal subtest of the PSAT, and score on the writing subtest to the findings on the dependent variab le - tenth grade language arts achievement on the MCAS. Results of the statistical analyses showed a strong relationship between MCASELA and the five independent variables, with most of the relationship attributable to the PSAT Verbal test results. Three other variables combined - PSAT Writing, Type of Community, and Gender - accounted for just 4% of the additional variance. Step-wise multiple regression analysis indicated that exclusion of Race did not diminish predictiveness, and Gender added very little to predictiveness. PSAT Verbal, PSAT Writing, and Type of Community were the principal contributions to variation in MCAS-ELA in the study. The four null hypotheses and results follow: There is no significant relationship between the dependent variable - MCAS-ELA -- and the independent variables -- Type of Community, Gender, Race, PSA T Verbal, and PSAT Writing - rejected. There is no significant relationship between each independent variable and each of the other independent variables - rejected. There is no significant relationship between the dependent variable and the other variables taken together - rejected. There is no significant additional vanance m MCAS - ELA accou nted for by an independent variable after other variable (s) - responsible for greater contributions to variance - (have) accounted for as much of the variance as possible - accepted. / 2031-01-01

All educators are responsible for making their students feel safe, capable, and seen in the classroom. One way this can be accomplished is by implementing culturally responsive pedagogy. Our students will come from many different backgrounds. One of the most vital ways students will feel seen is by having characters in the books they read that they can identify with and learn from. Therefore, teachers should put effort into including children's literature in their classrooms by choosing culturally diverse books that are also high-quality and align with state standards. There are many high-quality pieces of children's literature that include culturally diverse protagonists, and finding these books is the focus of this study. High-quality multicultural literature exists and is celebrated by several race-based literature awards. This thesis analyzes race-based literature awards for African American and Hispanic children's literature, Florida's ELA standards, and the state's student demographics to create a standards-based inventory list of multicultural K-2 children's literature to distribute to teachers in Orange County. This inventory list acts as a guide and starting point for teachers to see how to choose literature with characters that represent the students, they teach without sacrificing the quality of education. When teachers have the resources to choose high-quality multicultural literature, they can implement them across other disciplines.

A lipoperoxidação gera diversas espécies carbonílicas altamente reativas dentre as quais se destacam acroleína (ACR), malondialdeído (MDA), 4-hidroxi-2-hexenal (HHE) e 4-hidroxi-2-nonenal (HNE). A principal via endógena de metabolização desses compostos é através de conjugação com glutationa por ação da glutationa-S-tranferase. Contudo, diversos trabalhos têm mostrado que dipeptídeos contendo histidina, tal como a carnosina (CAR), também podem formar conjugados com aldeídos e auxiliar na detoxificação desses compostos. Em nosso trabalho adutos de CAR com ACR, HHE, HHEd5, HNE e HNEd11 foram sintetizados, purificados e caracterizados. A reação da CAR com ACR foi estudada em detalhes. Resultados mostraram que a carnosina reage com acroleína formando 03 produtos principais: m/z = 265, m/z = 283 e m/z = 303, sendo este último mais estável e mais abundante. Dados de RMN H1, COSY e HSQC permitiram elucidar a estrutura dessa molécula (m/z = 303) e propor uma rota de reação. Em seguida, uma metodologia baseada em cromatografia líquida acoplada à espectrometria de massas do tipo \"Ion Trap\" (ESI+ HPLC/MS-MS) foi desenvolvida e validada para quantificação simultânea dos adutos sintetizados. Pelo método desenvolvido é possível quantificar com precisão 25 pmol de CAR-HHE, 1 pmol de CAR-ACR e 1 pmol de CAR-HNE com um coeficiente de variação de aproximadamente 10 % e acurácia de 98 % (HHEd5 e HNEd11 foram usados como padrão interno). Análise em urina de adultos não fumantes mostraram que os produtos sintetizados estão presentes na urina de humanos em concentrações de 3,6 ± 1,4; 2,3 ± 1,5 e 1,3 ± 0,5 nmol / mg de creatinina, respectivamente para CAR-ACR, CAR-HHE e CAR-HNE. Em ratos transgênicos SODG93A modelo para esclerose lateral amiotrófica (ELA), a suplementação da dieta dos animais com 35 ± 5 mg carnosina/animal/semana melhorou a manutenção do peso e a sobrevida dos animais. Análises dos adutos sintetizados em amostras de músculo sugerem que a metabolização de aldeídos esteja comprometida nesses animais e que a carnosina poderia funcionar como \"scavenger\" para esses compostos. Esses resultados comprovam que dipeptídeos de histidina atuam na detoxificação de compostos carbonílicos e participa de suas vias de excreção. Além disso, a caracterização da estrutura e desenvolvimento de método sensível de detecção abre a possibilidade de utilização desses adutos como biomarcadores de estresse redox e exposição a aldeídos. / Lipid peroxidation generates reactive carbonyl species, including 4-hydroxy-2-nonenal (HNE), acrolein (ACR), 4-hydroxy-2-hexenal (HHE) and malondialdehyde (MDA). One major pathway of aldehyde detoxification in vivo is through conjugation with glutathione catalyzed by glutathione-S-transferases or, alternatively, by conjugation with endogenous histidine containing dipeptides, such as carnosine (CAR). The reaction of CAR with ACR was investigated in an effort to assess its possible biological role. One stable adduct was isolated by reverse-phase HPLC and characterized on the basis of extensive spectroscopic measurements. The proposed reaction route for product formation involves the reaction of the CAR amino group with ACR via a Schiff base formation followed by dehydration and cyclization through Michael addition in the imidazole ring forming an instable compound with m/z = 265. The subsequent reaction with another molecule of ACR followed by cyclization gives rise to the final product with m/z = 303.A highly sensitive method involving HPLC-MS analysis was developed for the simultaneous accurate quantification of CAR- ACR, CAR-HHE and CAR-HNE adducts in human urinary samples from non-smoking adults. This methodology permits quantification of 10 pmol CAR-HHE and 1 pmol of CAR-ACR and CAR-HNE. Adduct levels in urine were 3.6 ± 1.4, 2.3 ± 1.5, 1.3 ± 0.5 nmol/mg of creatinine, respectively to CAR-ACR, CAR-HHE and CAR-HNE. In SODG93A transgenic rats model to amyotrophic lateral sclerosis (ALS), the food supplementation of the animals with 35 ± 5 mg carnosine/animal/week improve de body weight and the life span of the ALS treated group. Analysis of the synthesized adducts in muscle sample showed suggest than aldehyde metabolization is compromised in this animals and that may be carnosine work like a scavenger for these compounds. Our results indicate that carnosine adduction can be an important detoxification route of α,β -unsaturated aldehydes. Moreover, carnosine adducts quantification may be useful as redox stress indicator in vivo.

This course is part of the Nancy McKinley Lecture Series, Aligning Literacy Instruction to Standards for Students with Moderate-to-Severe Disabilities (Including Autism), and is presented in partnership with University of Wisconsin-Eau Claire. This course will provide attendees with best practices to teach grade aligned middle and high school English/Language Arts (ELA) content. The best practices highlighted have been derived from rigorous studies conducted with a wide range of students with moderate to severe intellectual disabilities and autism.

This presentation will inform participants on a study targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of an IES SBIR grant funded single subject study, participants will learn about apps to make accessing the general curriculum motivating and easy to use while promoting best practices and future directions for inclusive practices. At the end of this session participants will be able to: Identify evidence based practices built within an English/ Language Arts app to for students with significant disabilities (e.g., story based lessons, constant time delay, system of least prompts). Gain knowledge on creation and research behind the app. Identify strategies to teach grade aligned Common Core standards in English/ Language Arts, such as adapting grade appropriate texts, and embedding target vocabulary, target comprehension across Blooms Taxonomy. Gain knowledge about future directions for expansion of the app to cover more English/ Language Arts standards. Identify resources for meaningful access to the general curriculum using a variety of text depicting diverse populations for individuals with significant disabilities, including autism.

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Students with moderate/severe intellectual disabilities/autism have been underexposed to grade aligned ELA content. This session highlights research to guide participants practice in implementing meaningful grade aligned ELA content such as opinion writing, comprehension of fiction and nonfiction text, and student led research via technology for students with low incidence disabilities.

This presentation will inform participants on three studies targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of 3 single case studies, participants will learn about supports to make accessing the general curriculum motivating and easy to use while promoting best practices. Learner Outcomes: • This presentation will provide an interactive session on the use of the iPad app for use in grade aligned ELA instruction for students with significant disabilities from diverse backgrounds; • Participants will learn about the results will learn about the results of 3 single case studies conducted on the app (1 using nonfiction text and 2 using fictional text depicting characters from diverse backgrounds) with students with significant intellectual disabilities/autism; and • Participants will gain information about the scripted lesson that promotes best practices in teaching ELA.

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No description available.