Thesis (M.A.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This report explores the concept of sheltered instruction in response to the shifting demographics of English language learners (ELLs) in educational institutions across the United States. Following a discussion of the goals of and threats to sheltered instruction, I recommend the integration of social studies pedagogy and English language development in the sheltered classroom. The blending of social studies instructional practices and language acquisition pedagogy promotes a safe, culturally-sensitive environment in which ELLs can develop linguistic, socio-cultural, and academic skills in secondary school. I also acknowledge that teachers’ attitude toward ELLs can potentially influence their academic achievement. Therefore, I recommend that all teachers participate in three areas of professional development: socio-cultural sensitivity, pedagogical practices, and policy awareness. Enhancing sheltered social studies instruction and participating in professional development have the potential to provide ELLs with quality grade-level education and the means to become successful secondary students. / text

The purpose of this the study was to investigate the ways in which teachers are responding to the implementation of Proposition 203, and how they perceive their abilities to meet the needs of the English Language Learner (ELL) students in their classes. The research was conducted in the form of a case study of four teachers nested in the results of a survey given to Kindergarten-third grade teachers throughout a southern Arizona school district. Results of the case study data collection were compared with those from the survey. The data indicates the following four conclusions:1. Implementation of instructional strategies in SEI classes varies, regardless of the endorsement status or experience of the teacher2. Teachers more easily address the needs of less proficient students than they do intermediate level students3. Teachers use of data and resources to support their instruction of ELL students has been uneven4. The influence of multiple reform efforts has had a confounding effect on the implementation of SEI at both the administrative and classroom levels.The results of the study imply that districts will need to conduct consistent training on the implementation of sheltered English instruction and administration will need to follow the training with monitoring and coaching of teachers to ensure that instruction meets the academic and language needs of ELL students.

This thesis has inquired as to the social and economic factors which are necessary for an industrialization process. The study has concentrated on defining industrialization and building systems; the chronological development of earthen-shelters; and the energy, contractor, and financing issues which are prevalent in the existing earthen-sheltered housing market. In addition, the thesis addresses issues such as the social perception of earthen-sheltered space, comparative cost analysis to conventional housing, and land development ethics. / Department of Landscape Architecture

Thesis (M.A.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.) -- Central Connecticut State University, 2006. / Thesis advisor: David Truly. "... in partial fulfillment of the requirements for the degree of Master of Science in Geography." Includes bibliographical references (leaves 82-87). Also available via the World Wide Web.

Supportive work programs for people with disabilities have historically included sheltered workshops; while social enterprises are now more commonly found in policies and programs providing opportunities to address social, environmental, or economic challenges through revenue generating activities for this group. I began this thesis as a person who works at Haley Street Adult Services Centre Society in Nova Scotia, Canada and who is part of the changing provision from sheltered workshops to social enterprises. My primary research question is what is a non-profit, community-based organization working with people with disabilities, and a history of sheltered workshops, response to the current social enterprise movement? The study provides a case study analysis on Haley Street Adult Services Centre Society and its woodshop and thrift store programs for people with disabilities. The research includes interviews and focus groups with 19 participants (7 staff, 12 program participants) that work in the agency social enterprises as well as an organizational financial analysis. A thematic analysis of the interview and focus group transcripts resulted in the emergence of four themes that explore different aspects of social enterprises that support persons with people with disabilities. The themes included community engagement, demonstrating individual and agency capabilities, improved individual well-being, and agency social-economic tensions. Social enterprise at Haley Street is an integral part of its identity and emergence in the community. The profitability of social enterprise at Haley Street appears to be secondary to the social well-being and engagement of participants. The current research found that sheltered work and social enterprises are comparable entities, with sheltered work a subgroup of social enterprise. / Graduate