Implementing differentiated instruction in classrooms with students who have mixed skill levels often results in teachers facing many challenges. The purpose of this qualitative case study was to explore social studies teachers' perceptions of the challenges they faced when implementing differentiated instruction in classrooms with mixed skill levels and what teachers perceived they needed to help overcome these challenges. This project study was guided by the conceptual frameworks of constructivism from Piaget and Bruner along with the theoretical framework of Vygotsky's zone of proximal development. The research questions focused on the viewpoints of teachers on implementing differentiated instruction in their classrooms, what challenges they faced when implementing differentiated instruction in a social studies classroom with mixed skill levels, and what support teachers need to overcome these challenges. Data were gathered using structured interviews of the 10 individual teachers chosen through purposeful sampling from a school in metro-Atlanta, Georgia. Data were transcribed and analyzed using coding by highlighting common words to identify themes to answer the research questions. Data analyses revealed that teachers needed professional development that defined what differentiated instruction is, how to implement it, and how to get to know their students better, as well as time to observe other teachers implementing differentiated instruction. A professional development plan was developed to help meet these needs for teachers. Implications for social change include an improved understanding of differentiated instruction and how to support teachers to overcome the challenges of implementing differentiated instruction. This may lead to better instruction and more academic success for all students which may lead to better assessment scores.

The purpose of this study was to investigate if and how comparative skill levels within marital leisure activities relate to marital satisfaction, and if gender or activity type affects that relationship, and if Flow theory could help explain a potential correlation of these leisure activity contexts. Specifically, this study examined three different comparative skill differences and similarities of couples engaging in leisure activities in three different types of leisure activities as factors in marital leisure satisfaction and ultimately Satisfaction With Married Life (SWML). Their gender and the skill-gender interactions were also included in the analysis. This study followed up on Johnson et al.'s (2006) recommendation for “œmore consideration . . . to be given to the context of the activities themselves and the motivation behind participation” (p. 20). The sample consisted of 657 participating couples regionally reflecting the population and ethnicity across the United States. The Modified Marital Activity Profile (MMAP) was used to measure marital leisure satisfaction. The Satisfaction with Married Life (SWML) scale was included after the MMAP to obtain the overall satisfaction with married life score. The flow experience was measured using items from the Flow State Scale (FSS). A mixed models analysis of co-variance indicated the most common joint leisure activity of both spouses at a similar skill level, and husband is noticeably better than wife, reported significantly higher SWML scores than when the wife is noticeably better than the husband most often. Also, couples who are satisfied with their leisure participation in worse than spouse activities have significantly high SWML scores. Analysis further showed three of the four significant Flow variables had high SWML scores when experiencing Flow, whereas non-athletic activities appeared to be opposite of the other three Flow variables. These relationships were significant even when accounting for the variance explained by demographic variables of gender, age, years married, marriage history, education obtained, ethnicity, and location. Findings support existing family leisure research. This study, however, goes beyond existing research by indicating which comparative skill levels, by gender, and activity types, are positively correlated to SWML. The findings provide implications to couples who are interested in maintaining a healthy marriage, to those considering marriage, scholars, and professionals.

Cette thèse présente des propositions pour les professeurs concernés par la formation des traducteurs de l'arabe en français et vice-versa. Elle suggère un cadre de référence qui fournit une conception globale de la formation des traducteurs dès le plus bas niveau jusqu'au niveau le plus élevé. Le cadre de référence sert de base pour une étude de terrain de la formation des traducteurs à Lyon 2, au Centre Culturel Français de Damas et à l'Université de Damas. / This thesis presents suggestions for teachers involved in the training of translators from Arabic into French and vice versa. It suggests a framework that provides a comprehensive approach to the training of translators from the lowest to the highest level. The framework provides the basis for a field study of the formation of two translators in Lyon, the French Cultural Center in Damascus and Damascus University.

No description available.

No description available.