Model-Driven Development for Spring Boot Microservices

As microservices become more and more common, there is more interest in optimizing their development, making it faster, reducing the complexity and making it less error and bug prone. This work aims to explore how Model-driven Engineering (MDE) can be used to aid microservices’ development, especially Java microservices using Spring Boot. Firstly, this work starts by presenting its context, with a brief introduction to MDE and microservices, and how MDE can be used to facilitate microservices’ development. Then the State of the Art presents MDE base technologies and MDE-based solutions that can be used to develop microservices. Furthermore, a value analysis was also done, to explore the benefits of using MDE, and to define its value proposition. Lastly, a case study was elaborated following three different approaches, traditional development, DSL-based approach, and MDE-based tool approach, which were then compared by code quality and time required for development of the microservices. This work is especially interesting for someone who wants to develop Java microservices and wants to explore the different approaches and technologies to do so, namely by using MDE.À medida que os microserviços se tornam cada vez mais comuns, há mais interesse em otimizar seu desenvolvimento, otimizando o tempo de desenvolvimento, reduzindo a complexidade e tornando-o menos sujeito a erros e bugs. Este trabalho tem como objetivo explorar como é que Model-driven Engineering (MDE) pode ser usado para auxiliar o desenvolvimento de microserviços, especialmente microserviços Java usando Spring Boot. Em primeiro lugar, este trabalho começa apresentando seu contexto, com uma breve introdução ao MDE e microserviços, e explicando como é que MDE pode ser usado para facilitar o desenvolvimento de microserviços. Em seguida é apresentado o Estado da Arte, que apresenta tecnologias base de MDE e soluções baseadas em MDE (ferramentas), que podem ser utilizadas para desenvolver microserviços. Além disso, também foi feita uma análise de valor para explorar os benefícios do uso de MDE, e para definir sua proposta de valor. Por fim, foi elaborado um caso de estudo através de três abordagens diferentes, desenvolvimento tradicional, abordagem baseada em DSL, e abordagem utilizando uma ferramenta baseada em MDE, que foram então comparadas através da qualidade do código e pelo tempo necessário para o desenvolvimento dos microserviços. Este trabalho é especialmente interessante para quem quer desenvolver microsserviços Java e quer explorar as diferentes abordagens e tecnologias para o fazer, nomeadamente através da utilização de MDE

Induction of the Novice Teacher in Urban Schools

New teachers entering the urban pre-K-12 school setting require an induction program to perform their teaching duties. Despite modifications to improve an existing induction program, novice teachers in a Midwestern urban school district were underperforming in the classroom, leaving administrators to address new teacher turnover and a disrupted learning process for students. Drawing from Knowles\u27s adult learning theory and state guidelines to fulfill federal legislation mandates for proper induction, this qualitative case study was designed to explore beginning teachers\u27 perceptions of the modifications in the district\u27s induction program. A sample of 8 novice teachers was recruited to participate in open-ended, semi-structured interviews. Thematic analysis and hierarchical coding were used to build themes and capture recurring patterns. Participants\u27 responses suggested that the district\u27s induction program is in accordance with state guidelines; however, the participants voiced that additional program modifications are needed to improve novice teachers\u27 performance in the classroom. Participants requested more classroom management strategies; an understanding of the urban community norms, policies, procedures, building logistics, and the student population; and strategies to communicate effectively with parents. A 4 \u27day professional development workshop was developed to offer skills and strategies specific to the urban experience and school environment to improve novice teachers\u27 performance. This endeavor may contribute to positive social change by increasing the performance of beginning teachers, thus, reducing teacher turnover and increasing student academic performance

The Effects Of Various High School Scheduling Models On Student Achievement In Michigan

This study reviews research and data to determine whether student achievement is affected by the high school scheduling model, and whether changes in scheduling models result in statistically significant changes in student achievement, as measured by the ACT Composite, ACT English Language Arts, and ACT Math scores. The high school scheduling models included in this study are: six period semester (SPS), five period trimester (FPT), seven period semester (VPS), standard 4x4 block (SB), and alternate day block (ADB). Supportive and non-supportive research are discussed in regard to the impact of the student scheduling model on student achievement

Searching for a Vision: Understanding Educational Equity in Rural Minnesota

The level of clarity and commitment to educational equity varies from district to district and is different in a rural district as opposed to an urban district. The purpose of this dissertation study is to clarify the educational equity work in a rural setting for myself and others. This qualitative study utilized grounded theory analysis and autoethnography1 to answer the primary question of What are the skills, dispositions, and content knowledge that equity specialists in rural Minnesota describe as being effective to better prepare them in their work toward achieving educational equity? The study focused on perspectives shared from equity specialists and administrators from several rural, predominantly white districts in Minnesota. Surveys, interviews, and a focus group were used to collect data over the course of one calendar year. This study concluded with five major findings: 1) equity in rural Minnesota is primarily done by white females, 2) equity specialists work to create a culture of self-reflection, 3) equity specialists work to build capacity so as to not work alone, 4) habits are difficult to change, and 5) equity work is increasingly important and expanding

Teachers\u27 Self-Efficacy in Mathematics and Teaching Mathematics, Instructional Practices, and the Mississippi Curriculum Test, Second Edition for Mathematics in Grades 3-5

The purpose of this correlational study was to examine the relationship among the mathematical self-efficacies, mathematical teaching self-efficacies, and instructional practices of elementary teachers. This study was also designed to determine how these variables influence an individual teacher’s QDI in relation to MCT2 math scores in grades 3-5. The study included 117 third, fourth, and fifth grade elementary teachers who taught mathematics during the 2012-2013 school year. These teachers completed the Mathematics Teaching and Mathematics Self-Efficacy (MTMSE) survey and the Patterns of Adaptive Learning Scales (PALS) survey. A descriptive analysis was conducted on the data collected. The results of the study indicated that teachers are most confident teaching the numbers and operations strand of the NCTM 2000 standards for mathematical content. However, teachers indicated an overall confidence in their ability to teach all mathematical topics related to the NCTM 2000 standards. Teachers agreed that they should incorporate instructional practices that stress the importance of students working hard and that strategies should be fun and keep students from being bored in the classroom. Teachers also agreed that students should be recognized for individual progress and that instruction should be differentiated based on students’ needs. A multiple regression was also used to analyze the data. The results of the statistical analysis indicated that there is no statistically significant relationship between MCT2 math QDI and mathematics self-efficacy problems, mathematics teaching self-efficacy, mathematics self-efficacy tasks, and mathematics content teaching self-efficacy. The results also indicated that there is no statistically significant relationship between MCT2 math QDI and mastery goal structure for students, performance goal structure for students, mastery approaches to instruction, and performance approaches to instruction. The research indicated that self-efficacy and instructional practices may not be good predictors of an individual teacher’s QDI. Therefore, self-efficacy may not correspond to a teacher’s actual ability. Teachers may think that they are better or worse teachers than they actually are, and this factor could affect QDI. When analyzing a teacher’s QDI, practitioners should take into consideration other factors such as class size, student ability, and student attendance

Third Culture Kids: Citizens of everywhere and nowhere: Benefits of growing up global

Children who grew up in a country other than their parent's culture are known as Third Culture Kids (TCK) (Pollock & Van Reken, 2001). Common reasons for this may be the parents' occupation or their desire to move. TCKs are exposed to three cultures based on ethnicity, birthplace, or place they were raised. This background can describe them as citizens of the world. The purpose of this research was to study some of the benefits of growing up global and the skills relevant to the experience. Some benefits and positive effects that are relevant to Third Culture Kids are having intercultural competence, creativity, open-mindedness, resilience, and high performance. The research was carried out as a qualitative study by interviewing six individuals whose background corresponded to a Third Culture Kid. The results were supported by literature, which showed that not only are there benefits to being a TCK, but also several positive influences that are visible in adulthood

Extended school closure: The perspectives from a rural school community

The COVID-19 pandemic caused severe disruption to students worldwide, especially younger ones. This instrumental case study investigated how elementary students in a rural United States southeastern community experienced the sudden, extended closure of their school building facilities triggered by this health emergency. Multiple stakeholder perspectives were gathered through semi-structured interviews with the elementary school principal, three classroom teachers, three elementary-aged students, and three student family members, along with classroom observations as well as corresponding documents and artifacts. Interview commentaries and weekly reflective commentary journal entries were employed to address data validation and reliability issues. The findings demonstrate how the rural elementary school community leveraged its unique strengths (e.g., partnership with families, communal leaders, businesses, and local institutions) and overcame disadvantages under emergency conditions. Salutary lessons drawn from the COVID-19 extended school facilities closure were shared from the perspectives of the rural school stakeholders

Assessing the Effectiveness of the Community School Model in Closing the Achievement Gap for Low Income Students of Color: A Case Study

Most urban public school districts, including Saint Paul Public Schools (SPPS), are committed to closing a persistent and entrenched achievement gap between White and middle class students and low income students and students of color. As resources remain stagnant or diminish educators need to determine where to invest District resources to maximize academic gains and quickly close gaps for the largest number of students. One option being considered in SPPS and nationally is to invest greater resources in the community schools model. The heart of the community school is a set of partnerships between the school and community organizations to create an integrated program that combines academic and family support (Fratt, 2006, p. 67). This research is designed to assess the effectiveness of the community schools model in improving academic achievement for low income students of color, both nationally and in Saint Paul Public Schools. Using a mixed methodology including an electronic review of national research, collection, synthesis and analysis of Saint Paul Public Schools specific comparative trend data and supplemental interviews with Saint Paul educators, this research also seeks to clarify whether the model as an independent variable is enough to close the gap or whether it is a critical component in a multi-dimensional approach to this national dilemma. Based on a survey of the current and historical research done on the effectiveness of the community school model in improving achievement and closing the learning gap for low income students of color, it is clear that this model holds promise for Saint Paul Public Schools leaders. In making a recommendation to Saint Paul Public Schools leadership on whether the investment in additional community schools to support its goal of closing the achievement gap for low income students of color, the research findings suggest support for an investment in the community schools model for that purpose based on comparisons of achievement data