“College Readiness” has been a phrase discussed across higher education and the workforce in most recent years. However, the perception of College Readiness has been debated throughout history as there is not a universal agreement on the philosophy of what it means to be College Ready. In Mississippi, the state has not even defined this phrase so there is not a way to measure the success of College Readiness. Because of this lack of universal philosophy, the purpose of this study is to understand the philosophy of college readiness programs in the state of Mississippi. The research question guiding this study will include: How do different stakeholders assigned to align college readiness programs between P-12 and postsecondary systems understand the philosophy of college readiness? Moreover, what influences the beliefs that shape philosophies about college readiness held by these stakeholders? Leaning on research from Thelin (2004), Conley (2007), and the Ecological Model of College Readiness as designed by Arnold et al. (2012), the literature review synthesizes research on the history of college readiness in American Higher Education, the definitions of College Readiness, and the most widely accepted conceptual framework to explain the factors that influence College Readiness among students. The design of this study included a qualitative comparative analysis and used focus groups to collect data from the perspectives of 16 directors or coordinators who are responsible for organizing or implementing college readiness programs across the state of Mississippi. As a result, the theme from the participant responses supported the consensus that college readiness is a complex and undefined phrase. However, each participant agreed that to be college ready, students need to have more than academic readiness. Instead, students must also have individual characteristics that yearn for a plan after high school. Another conclusion made was that college readiness is influenced by the students’ surroundings including people and politics. While the most current conceptual framework helps identify factors that influence college readiness, it does not precisely identify the relationships among the different layers or help explain when a student becomes college ready. Therefore, additional research should be conducted to determine the stages by which students pass through to become college ready.

Thesis (Ph.D. (Geography)) -- University of Limpopo, 2020 / Agriculture in South Africa, particularly in the summer rainfall areas, faces the challenge of optimal crop production in the face of climate change. Climate change scenarios for South Africa have been predicted to have a negative impact on agriculture particularly in the summer rainfall areas because of its dependence on climate variables. Within the context of the South African agricultural sector, it has become important to identify who and what is most vulnerable to impacts of climate change, so that support for adaptation can be targeted appropriately. The aim of this study was to assess the hazard of climate change in relation to the production of selected dryland crops, namely: sunflower, soybean, and groundnut in the summer rainfall areas and to model their vulnerability and response to climate change as well as to develop coping and adaptation strategies. A survey of 800 farmers was carried out in three agro-ecological zones of Limpopo and Free State. The population was purposively selected and were present for focus group discussions and questionnaire administration. Questions on agronomic practices, cost of production, climate change impact on productivity, coping and adaptation methods used in the face of climate change were asked. The response showed that farm production was not at the optimum, not only because of the influence of climate but as a result of the poor agronomic practices by the farmers. Following a factor analysis, 70% of the decline in crop yield was attributed to poor farming decisions. A further look at climatic factors affecting farmers indicated that frost with a 0.989 loading was the most climate extreme affecting most of the farmers. In order to buffer the effects of climate change, the farmers undertook various changes in their farm management and also received some support from the various governmental and non-governmental institutions. It was however, found that though there were policies in place for farmer support, such supports were not administered in a timely fashion and some support types were not adequate for the farmers. A correlation between the number of supports received and yields showed an increase in yield for farmers who received more than one type of support and with such variations evident across the agroecological zones. Physical modelling was conducted to model crop suitability based on downscaled data from the Special Report on Emissions Scenarios A2, (SRES A2) for the time periods centred on 2020, 2050 and 2080. The results showed areas which were not suitable for either soybean, sunflower or groundnut production in the future over time with some areas gaining and losing under different farm input regimes. To establish the effects of climate change on yield, a field experiment was carried out for two consecutive seasons and the results obtained were used to feed the AquaCrop crop simulation model to model the effects of climate change on yield under different management conditions.The results obtained from the survey, field experiments and climate indices guided the development of vulnerability indicators in a spatial manner. Using the socioeconomic and biophysical results, the vulnerability of the summer rainfall area was calculated. The results showed that areas in Limpopo, North West, Eastern Cape, and Northern Cape were the most vulnerable. Based on the types of adaptation options employed by farmers which included a change in planting dates, employing support from institutions, other sources of income, farming practices and recommendations for future adaptation, various scenarios were run in a crop simulation model to determine the cropping regimes suitable for the study area. Options included technology, on-farm management, out of farm management, human and social factors. The results indicated that coping and adaptation measures are place specific and the effects of a climate extreme are felt differently by different farming communities and farmers in the same community. It is hence recommended that the government in its policies towards alleviating the risk of farmers to climate change should look at site-specific options and not a one model fits all. Farmers should also play a role in enhancing their adaptive capacity as well. It is only when barriers are bridged and a proper network of communication established alongside resource provision, will there be a change in farmer’s attitude toward implementing suggested adaptation options. / University of Limpopo VLIR-IUC

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The purpose of this study was to examine the difference in student success by retained students who participate in the Hamblen County (Tennessee) Credit Recovery Program [HCCRP] in the year prior and following their participation. HCCRP is an alternative intervention for students who have been retained in the middle grades of Hamblen County School System. Student success was defined and assessed in the areas of academic proficiency, discipline, and student absenteeism. Student information regarding each area was obtained from the Hamblen County School System, coded, and analyzed through quantitative testing. This study was guided by 8 research questions and 8 corresponding null hypotheses. Five of the null hypotheses were tested for significance using a paired sample t tests, 2 were tested using a chi square testing, and 1 was tested using a single sample t test. The population of this study was 94 students who had participated in the HCCRP in the 2010- 2012 school years. The analysis of data showed no significant difference in student science scores, number of discipline referrals, or absenteeism in comparing the year prior and the year following the students’ participation in HCCRP. The paired sample t test did reveal significant increases in both student math and reading/language arts scores. A chi squared test showed a significant number of low socioeconomic students within the population. Additionally, a single sample t test showed a significantly higher number of days students missed prior to attending HCCRP and the acceptable level of absenteeism. The result of this study indicates that students who have attended HCCRP as an alternative to grade level retention benefited academically in math and reading/language arts.

The purpose of this study was to determine the effectiveness of East Tennessee State University's summer science institute training through the effect on mean Normal Curve Equivalent science test scores of students in a Northeast Tennessee school system whose teachers participated in the ETSU summer science institute training. Data analysis were compiled using students' science NCE scores to determine if there were significant differences in scores for those students whose teachers participated in the summer science institutes and those who did not participate. Students' NCE scores were compiled from the middle school setting over a 3-year academic period: 2004-2005, 2005-2006, and 2006-2007. Paired-samples t tests were used to analyze the effectiveness of teacher participation by comparing preparticipation and postparticipation students' science NCE scores for years 3 years. Independent-samples t tests were used to compare students' gender, socioeconomic status (free- and reduced-price meals), and NCE science scores (using 5th grade only) for 2 consecutive years of the study (2005-2006 through 2006-2007). Two analyses were used to determine teachers' participation and the effect on students' NCE science scores among two subgroups: gender and socioeconomic status. For research questions 4 and 5, a mean net gain and NCE raw scores average was performed. The findings from this study indicated significant differences in years 2004-2005 and 2006-2007 favoring students of teachers who participated in the summer science institutes However, the results from year 2005-2006 showed no significant differences in students' science NCE scores of teachers who participated or did not participate in summer science institutes. In the consecutive year (2005-2006 through 2006-2007) using 5th grade only comparisons, data analyses showed significant differences in students' science NCE scores when performing NCE raw scores comparisons for gender and socioeconomic status. The comparisons for gender showed male students' science NCE scores were higher than were females' science scores. The NCE raw scores comparisons for socioeconomic status showed those students on the meals program had higher science NCE scores than did those students not on the program. There was no significance in students' science NCE scores when using mean net gain scores comparison for gender and socioeconomic status.

Sommarskolan används för att uppnå godkänt betyg för de elever som ej har uppnått godkänt betyg under den ordinarie skolan. Det finns statistik på hur många som går på sommarskola, och hur många som klarar av att uppnå godkänt betyg, men det finns väldigt lite forskning om vad det är för undervisning och lärande som sker på sommarskolan. Syftet med detta examensarbete är att få bättre kunskap om matematikundervisningen på sommarskolan, vilket lärande som möjliggörs där och elevers uppfattningar om sitt lärande. En kvalitativ studie av matematikundervisningen på en sommarskola i Sverige har utförts, där data består av intervjuer, observationer och en skriftlig utvärdering. Tematisk analys har använts för att hitta mönster inom studiens data. Analysresultatet pekar på att elevernas arbetsinsats är mycket bättre på sommarskolan jämfört med den ordinarie skolan och uppfattas av eleverna själva som mycket bättre på grund av högre motivation och bättre studiemiljö. Den högre motivationen kan relateras till att eleverna har en kort och tydlig målsättning. / Summer schools in Sweden are used to achieve a pass grade for those students who have not achieved a pass grade during the regular school. There are statistics on how many people go to summer school, and how many people achieve pass grades, but there is very little research on what kind of teaching and learning takes place at summer schools. The purpose of this thesis is to gain better knowledge of mathematics teaching at summer schools, what learning is made possible there and students' perceptions of their learning. A qualitative study of mathematics teaching at a summer school in Sweden has been performed, where the data consists of interviews, observations and a written evaluation. Thematic analysis has been used to find patterns within the study data. The analysis results indicate that the students' work effort is much better at summer school compared to the regular school and is also perceived by the students themselves as much better because of higher motivation and a better study environment. This higher motivation can be related to the students having a short and clear objective.

This study looks at how reversible windows can minimize cooling and heating energy use while maintaining thermal comfort in buildings in Sweden and Spain. The growing need for energy-efficient structures and the potential advantages of reversible windows served as the driving forces behind this study. The approach taken in this study is a comparison of energy use of buildings where reversible windows were installed. The windowpanes had properties such that different solar heat transmittance coefficients were attained at the two states of the windows, being altered in spring and autumn. The windows were tested in two different buildings, one in each country, using IDA-ICE software in order to calculate the energy consumption both in winter and cooling, focusing in heating in winter and cooling in summer in order to know if there was a real energy saving compared to the base model used.The major findings indicate that reversible windows significantly reduce cooling and heating energy usage while maintaining thermal comfort levels that are on par with those of traditional windows in buildings. The effectiveness of reversible windows may, however, fluctuate throughout nations, depending on elements including climate, building design, and user behavior. Among themain findings of the study, the ones to be mentioned would be the total energy use reduction in the whole year that add up to 15 % in Sweden and 21 % in Spain and that most of the energy savings came in Summer for both Spain and Sweden. Additionally, the study also made findings regarding the role that awnings play in energy usage, determining that they may be truly significant in terms of reducing electricity bills. The awnings helped reduced the amount of energy used for both climates, in Madrid, the reduction was of 8 % , and in Stockholm it was of 4 % , these findings lead us to believe that the awnings are better suited to warmer climates. This study also investigates the economic viability of this novel kind of windows. The idea was to calculate the extra cost that could be associated to the installation of these newer reversible windows technologies by use of the NPV method to calculate the present value of the future energy savings to know if the money investment of the reversible windows is profitable or not. When comparing the reversible window to the base window both of which share the same U-value an extra 19 % of the base window installation cost could be associated to the new installation of reversible windows (for a 30-year period) for Stockholm, and a 25 % for Madrid. Changing already existing 2-pane windows of ordinary, less insulating quality for the reversible windows, the total energy use is reduced by about 50 % in Spain and in Sweden, but it seems that is just economical for the Swedish model, regarding the well-insulated buildings. An additional conclusion is that, compared to investing in reversible windows on all façades, an investment in reversible windows only on the Southern façade and base windows on the rest becomes a bit more economical, with 25 % allowed extra cost for the reversible windows in Stockholm climate and 27 % in Madrid; however clearly less energy is saved.According to the study’s findings, reversible windows have proven to be useful tools to reduce energy usage in both climates and locations. Meaning that they may play an important role to reduce the impact of the energy crisis that affects the current situation.Reversible windows can lower a building's energy costs and carbon footprint, which can have good economic and environmental effects. For architects, builders, and legislators interested in promoting energy-efficient buildings, the study's findings may be helpful. Reversible windows are highlighted in this research as a viable solution to lower energy use and enhance thermal comfort in buildings, particularly in areas with large temperature and solar radiation changes.

Using measures of student growth has become more popular in recent years—especially in the context of high stakes testing and accountability. While these methods have advantages over historical status measures, there is still much evidence to be gathered on patterns of growth generally and in student subgroups. To date, most research studies dealing with student growth focus on the effectiveness of specific interventions or examine growth in a few urban areas. This project explored math, reading, and English language arts (ELA) growth in the students of two rural school districts in Utah. The study incorporated hierarchical and latent growth methods to describe and compare these students’ growth in third, fourth and fifth grades. Additionally, student characteristics were tested as predictors of growth. Results showed student growth as complex and patterns varied across grade levels, subjects and student subgroups. Growth generally declined after third grade and students experienced summer loss in the second summer more than the first. Females began third grade ahead of their male peers in ELA and reading and began at a similar level in math. Male students narrowed the gap in reading and ELA in fourth and fifth grade and pulled ahead of their female peers in math in third grade. Low SES students were the most similar to their peers in math and ELA growth but were ahead of their peers in reading. Hispanic and Native American students started consistently behind white students in all subjects. Hispanic students tended to grow faster during the school year but lost more over the summer months. Native American students had more shallow growth than white students with a gradual decline in growth in fourth and fifth grades. ELA and reading growth were more closely related to each other than with math growth. Initial achievement estimates were more highly correlated with subsequent growth than previous years’ growth. A cross-classified model for teacher-level effects was attempted to account for students changing class groupings each school year but computational limits were reached. After estimating subjects and grade levels separately, results showed variance in test scores was primarily due to student differences. In ELA and reading, school differences accounted for a larger portion of the overall variance than teacher differences.

Community based youth programs play a significant role in promoting positive youth identity development outside of the classroom. This can be particularly important for racialized groups such as Asian Americans and Pacific Islanders (AAPI). Based on ethnographic research conducted at Asian American LEAD, this thesis explores the effect of a five week summer program on AAPI youth identity development. Data collection methods include participant observation, a pre- and post- survey, and semi-structured interviews with staff, participants, and program alumni. The research findings highlight how ethnic and racial identity development is fostered through the creation of safe spaces, shared struggles with peers and staff, and recognition of one's AAPI identity.

Objective. The purpose of this study is to examine the relationship between the COVID-19-related waivers and the number of Summer Food Service Program (SFSP) meals served, accessibility of SFSP sites, and implementation of the SFSP sponsored by the Office of Food and Nutrition Service (OFNS) of the New York City Department of Education (NYC DOE). Methods. This study is a convergent parallel mixed methods study. In the quantitative component, there are two research questions (“research question 1” and “research question 2”); the design is a non-experimental, one-group, completely within-subjects design; and the unit of analysis is NYC DOE geographic districts (n = 32). Research question 1 is “Among NYC DOE geographic districts, was there a significant difference in the number of SFSP meals served during the summers when the COVID-19-related waivers were used compared to the summers without the waivers?” Research question 2 is “Among NYC DOE geographic districts, was there a significant difference in the accessibility of SFSP sites during the summers when the COVID-19-related waivers were used compared to the summers without the waivers?” Both research questions 1 and 2 compare the first summer of the waivers (2020) to the six summers prior to the waivers (2014-2019) and the second summer of the waivers (2021) to the six summers prior to the waivers (2014-2019). In the qualitative component, there is one research question (“research question 3”); the methods consist of a document analysis of the policy memos for the waivers (n = 8) using the READ approach for document analysis of health policies. Research question 3 is “What were the intended relationships between the COVID-19-related waivers and SFSP participation, site accessibility, and implementation according to the policy memos for the waivers?” Data Analysis. For research question 1, the statistical tests are the repeated-measures analysis of variance (ANOVA) omnibus test and post-hoc analysis with Bonferroni adjustment. The primary outcome is the total number of SFSP meals served per student. For research question 2, the statistical tests are the repeated-measures ANOVA omnibus test and post-hoc analysis with the Bonferroni adjustment when the full sample is analyzed (n = 32), and the Friedman test and sign test with the Bonferroni adjustment when high poverty districts (n = 16), high non-White districts (n = 16), and high enrollment districts (n = 16) are analyzed. The primary outcome is the number of SFSP sites per 1,000 students. For research question 3, the analysis consists of deductive coding, inductive coding, and identification of themes. Results. For research question 1, the results show a significant increase in the number of SFSP meals served per student during the first summer of the waivers compared to summers 2016-2019 (p ≤ 0.01). However, there were no significant differences in the number of SFSP meals served per student during the second summer of the waivers compared to summers 2014-2019. Among the secondary outcomes, there was a significant increase in the number of breakfast meals served in August per student during both the first and second summer of the waivers compared to summers 2014-2019 (p < 0.05). For research question 2, the results show a significant decrease in the number of SFSP sites per 1,000 students during the first summer of the waivers compared to summers 2014-2019 (p < 0.01). Similarly, there was a significant decrease during the second summer of the waivers compared to summers 2015-2019 (p < 0.01). For research question 3, the results show that the Meal Service Time Flexibility Waiver may address pre-pandemic barriers in the SFSP, but the Parent/Guardian Meal Pickup Waiver may cause implementation issues. Conclusions. Among NYC DOE geographic districts, the waivers may increase the reach of breakfast meals served in August while decreasing the number of SFSP sites and making SFSP implementation easier. There is a need for a pilot study or more controlled study to establish causal relationships. Policymakers should consider making the Meal Service Time Flexibility Waiver and the Non-Congregate Feeding Waiver permanent flexibilities for summer meal programs.