A Curriculum Review and Coordination and Articulation Study of the Niantic-Harristown Unit School District #6

Reform of the public schools is a major issue in Illinois today. Numerous reports claim that public education is mediocre at best. These reports have fostered public concern that has led to a call for school accountability that has caused those involved in education to take a close look at their schools. In this atmosphere of school accountability, a careful and thorough examination of the school curriculum by the local administration can be useful. Strong instructional leadership from the Superintendent of Schools in a local school district is an important characteristic of an effective school. In the face of state mandated accountability and public concern, the local school superintendent can take the initiative in providing up-to-date information about the school to its constituents. This field experience attempts to make the academic curriculum in the Niantic-Harristown Unit School District #6 accountable to its constituents. This investigation examines the K-12 academic curriculum and its coordination and articulation. Recommendations are made to improve the K-12 curriculum and to improve its coordination and articulation. Through this study the administrators of the Niantic-Harristown School District have current information concerning the curriculum to be able to respond to the questions of a more knowledgeable public. Information needed for this investigation was gathered from interviews with each of the reading, language arts, math, science, and social studies teachers in the Niantic-Harristown district. In addition, each of the three principals provided information for this investigation. The interviews were conducted with questions designed for this investigation to help determine the present state of the curriculum. Other district information related to the curriculum was also examined. Other academic curriculum information included achievement test scores, district academic goals, district learner objectives, and district curriculum guides. The great amount of information gathered from each source through the design of this investigation had to be compared and contrasted with each of the other sources. In analyzing the information, the researcher looked closely at the consistency of the information between each source. A comparison was made from what the principals thought was happening to what the teachers saw happening in the curriculum, to what the test scores said was actually occuring, to what the objectives and guides said should be happening. After the gathered information was analyzed in these ways, recommendations were made to make improvements in the curriculum on a district-wide (K-12) level, by the general grade levels of K-5, 6-8, and 9-12, according to academic subject, and at specific problem points in the curriculum

A Curriculum Review and Coordination and Articulation Study of the Niantic-Harristown Unit School District #6

Reform of the public schools is a major issue in Illinois today. Numerous reports claim that public education is mediocre at best. These reports have fostered public concern that has led to a call for school accountability that has caused those involved in education to take a close look at their schools. In this atmosphere of school accountability, a careful and thorough examination of the school curriculum by the local administration can be useful. Strong instructional leadership from the Superintendent of Schools in a local school district is an important characteristic of an effective school. In the face of state mandated accountability and public concern, the local school superintendent can take the initiative in providing up-to-date information about the school to its constituents. This field experience attempts to make the academic curriculum in the Niantic-Harristown Unit School District #6 accountable to its constituents. This investigation examines the K-12 academic curriculum and its coordination and articulation. Recommendations are made to improve the K-12 curriculum and to improve its coordination and articulation. Through this study the administrators of the Niantic-Harristown School District have current information concerning the curriculum to be able to respond to the questions of a more knowledgeable public. Information needed for this investigation was gathered from interviews with each of the reading, language arts, math, science, and social studies teachers in the Niantic-Harristown district. In addition, each of the three principals provided information for this investigation. The interviews were conducted with questions designed for this investigation to help determine the present state of the curriculum. Other district information related to the curriculum was also examined. Other academic curriculum information included achievement test scores, district academic goals, district learner objectives, and district curriculum guides. The great amount of information gathered from each source through the design of this investigation had to be compared and contrasted with each of the other sources. In analyzing the information, the researcher looked closely at the consistency of the information between each source. A comparison was made from what the principals thought was happening to what the teachers saw happening in the curriculum, to what the test scores said was actually occuring, to what the objectives and guides said should be happening. After the gathered information was analyzed in these ways, recommendations were made to make improvements in the curriculum on a district-wide (K-12) level, by the general grade levels of K-5, 6-8, and 9-12, according to academic subject, and at specific problem points in the curriculum

[Review of] Monte Piliawsky. Exit 1 3: Oppression and Racism in Academia

The first half of Exit 13: Oppression and Racism in Academia presents a case study of the University of Southern Mississippi. (The title refers to the I-59 exit leading to Hattiesburg.) Monte Piliawsky concentrates on the early 1970s, during part of which time he held an appointment in the Department of Political Science at USM. He portrays a university controlled by a bigoted administration and describes in great detail the arbitrary and decentralized authority exercised there. His depiction of the University\u27s leadership reveals it as comical if insensitive at one extreme and viciously racist and vindictive on the other. USM is consistently characterized as lacking intellectual integrity and academic standards

Owners of Idle Agricultural and Forest Land in New York State: Results from a Mail Survey

CaRDI Reports Issue

CONNECTING TAXES AND WILLINGNESS TO PAY FOR FARMLAND PROTECTION: A COMPARISON OF LOCAL AND STATE FUNDED ALTERNATIVES IN NEW YORK

The costs of tax relief for New York agricultural landowners is compared with the willingness-to-pay for farmland protection as measured in valuation research. Under an income tax rebate, the program cost is positively related with the perceived household benefits, whereas this trend is reversed under a local property tax exemption.Agricultural and Food Policy, Public Economics,

\u27Being in\u27 and \u27Feeling seen\u27 in Professional Development as new Teachers: The Ontological Layer(ing) of Professional Development Practice

Dominant discourses on professional development for teachers internationally are increasingly geared to the priority of ensuring individual teachers are meeting prescribed standards-based performance benchmarks which we call ‘performativities’ in this paper. While this intent is invariably played out in individualised performance management meetings and ‘fly by’ professional development workshops, our research into a NZ primary school discovered a counter-movement at work rejecting imposed standards and preoccupations with instrumental performativites and replacing these with teacher co-constructed and contextualised capacity matrices immersed within an ‘open’ and ‘seeing’ professional learning culture of support. Within manifestations of a rich and enabling culture of professional development the ontological nature of professional development within the school offers understandings which show the experiential nature of ‘being in’ and ‘feeling seen’ in professional development with consequent implications for improved classroom practices. The purpose of this paper is to discuss these issues. Design/methodology/approach – Using interpretive and hermeneutic analyses within a phenomenological inquiry, experiential accounts of the nature of professional development at a New Zealand Primary School are worked for their emergent and ontological themes. Findings – This research reveals the ontological nature of professional development as a matter of ‘being in’ and ‘feeling seen’ in professional development in an embodied, supported and holistic way. Originality/value – Importantly, the nature of a school’s culture and a teacher’s way-of-being within this culture matters to teacher professional development practices and teacher professional growth. Implications exist for school leaders, teacher educators, and teacher and leader education programmes approaches to professional development in relation to the priority of experiential stories for understanding professional development practice, the need for re-balancing a concern for professional knowledge and practice with new teachers as a ‘way of being’ in professional development, and the pedagogical implications of evoking sensitivities and attunement in professional development practice for new teachers. Keywords- Teacher Standards, School Culture, Professional Development, Ontology Paper type- Conceptual research pape

Soft Switching Multi-resonant Forward Converter Dc To Dc Application For Communications Equipment

In the field of power electronics there is always a push to create smaller and more efficient power conversion systems. This push is driven by the industry that uses the power systems, and can be realized by new semiconductor devices or new techniques. This examination describes a novel technique for a small and highly efficient method of converting relatively high DC voltage to a very low voltage for use in the telecommunications industry. A modification to the standard Forward Resonant converter results in improvements in component stress, system efficiency, response time, and control circuitry. This examination describes background information needed to understand the concepts in DC to DC power systems, soft-switching topologies, and control methods for these systems. The examination introduces several topologies that are currently being used, and several types that have been previously analyzed, as a starting point for the detailed analysis of the proposed converter topology. A detailed analytical analysis is given of the proposed topology, including secondary effects, and component stresses. This analysis is compared to the results found from both Pspice simulation, and a working DC to DC converter. Finally, the topology is examined for potential improvements, and possible refinements to the model described

Above-Average Student Loan Debt for Students with Disabilities Attending Postsecondary Institutions

Black students with disabilities face more hurdles to academic success and completion than do their non-Black non-disabled peers. With an increased reliance on student loans to finance higher education, this double-at-risk population is even more vulnerable than either Black or disabled students individually. This study examines whether there is an additional debt burden to this intersectional population. The Baccalaureate and Beyond public dataset was used to explore student debt for students who graduated in 2017. This analysis found that Black students with disabilities graduated with significantly higher debt burdens than either non-disabled Black students or students with disabilities from other racial backgrounds. Implications for research, policy, and practice are discussed. Importantly, Black student veterans with disabilities were found to have student debt even with the assistance of the G.I. Bill

Does Osmotic Stress Affect Natural Product Expression in Fungi?

Acknowledgments: Russell Kerr acknowledges the assistance of Nadia Prigoda-Lee, Marius Grote, Kate McQuillan and Stephanie Duffy, and generous financial support from NSERC, the Canada Research Chair program, the Jeanne and Jean-Louis Lévesque Foundation and the Atlantic Canada Opportunities Agency. Ka-Lai Pang thanks the president of National Taiwan Ocean University, Ching-Fong Chang, for a special fund to attend the workshop held in Charlottetown, Canada in 2014 where this work was discussed. Rob Capon and Zhuo Shang acknowledge support from the University of Queensland, and the UQ Institute for Molecular Bioscience. Zhuo Shang acknowledges the provision of an International Postgraduate Research Scholarship (IPRS) and a Centennial Scholarship by the University of Queensland. Catherine Roullier acknowledges the assistance of Marie-Claude Boumard and Thibaut Robiou du Pont, and support from Region Pays de la Loire, FrancePeer reviewedPublisher PD

De Novo Microdeletion Spanning YWHAE and CRK in an Individual with Intellectual Disability and Stunted Growth

In this report, we present a case of a 20-year-old female with congenital intellectual disability, stunted growth, and hypothyroidism. Competitive genetic hybridization (CHG) revealed a loss of a portion of 17p13.3 at least 195 Kb in size, not present in either parent. This area of chromosome 17 is associated with Miller-Dieker Syndrome (MDS) and Isolated Lissencephaly Sequence (ILS), but these conditions are related predominantly to PAFAH1B1, which is not included in the patient’s deletion