The Effects of Instructions, Distance, and Learning on the Number of Fluctuations of the Wheatstone-Necker Cube

39 leave

Ernst von Wildenbruch and his historical dramas.

Typewritten sheets in cover. Thesis (M.A.)--Boston University This item was digitized by the Internet Archive. Bibliography: p. 60-61. Incorrectly paged, no p. 48

The Relationship Between Advanced Academic Services And College Readiness Among Public High School Students In Rural Remote Appalachian Kentucky

The importance of college to the individual and society has prompted recent policies and accountability systems to emphasize college readiness as the primary benchmark for high school success. Advanced/honors courses, Advanced Placement (AP)/dual credit courses, and gifted programs are the most common advanced academic service options available in public schools to ensure college readiness. This study investigated 2014-2015 school year data associated with 2,792 students in five high schools in five different school districts in rural remote Appalachian Kentucky. The goal was to see which advanced academic service was most associated with college ready students. College readiness was measured in two ways: ACT composite scores and enrollment in college full-time immediately after high school. Findings from descriptive and comparative analyses indicated that participation in both AP and dual credit courses were associated with higher ACT composite scores and enrollment in college after graduation. Students who participated in gifted services had considerably higher ACT composite scores and attendance in college after graduation. Students who took advanced/honors courses demonstrated fairly low ACT composite scores and showed no greater attendance in college after graduation than the general population. These results raise questions about the effectiveness of advanced academic services to ensure college readiness, at least in rural remote schools. To better make use of limited funding and other support, findings from this study suggest that state and district policies and systems to account for student college readiness may need to (1) reconsider which advanced academic services best promote college readiness, and (2) ensure student records and accountability systems allow for better analysis of which services are most effective for students

A Proposed Health And Physical Education Program For George Washington Carver High School Navasota, Texas

If this country is to have physically strong American citizens, every child should participate in a functional program of health and physical education. Formerly, physical education teachers were largely responsible for health education programs in many educational institutions. Today, health education is a field in its own right, an integral part of the total educational process. The school health program has expanded during recent years, to utilize the community with its natural activities and services. At present, persons engaged in school health education and those in public health education are coordinating their efforts to develop a school and community health program. All teachers, as well as specialized health personnel, have contributions to make to the health education program. The contributions of physical education teachers are vitally significant. In no other phase of the school curriculum is there greater opportunity for developing physical, mental, emotional, and social well-being than through purposeful physical education activities under skillful, dynamic leadership. Physical education may be a natural laboratory for improving health behavior, in which students are helped to develop understanding of their own health problems and to assume responsibility for solving them. Physical education teachers, along with administrators, classroom teachers, medical, dental, and guidance personnel, have an important share in a cooperative enterprise to protect, maintain, and increase the health of students in its totality

South Mississippi Public Elementary School Teachers\u27 Implementation of and Attitudes Toward Inquiry-Based Science

The present study was designed to examine the relationship between the dependent variables of K-5 elementary teachers\u27 attitudes toward inquiry-based science, implementation of National Science Education Standards concerning inquiry-based science, and the number of inquiry-based lessons taught with the predictor variables of gender, school district teaching, ethnic group, educational level, experience, grade level teaching, and number of science courses taken. Four hundred thirty teachers of grades K through 5 from seven school districts in south Mississippi were surveyed using the Revised Science Attitude Scale (Bitner, 1994), Inquiry Beliefs and Practices survey (Jeanpierre, 2006), and a demographic questionnaire. A total of 814 teachers were invited to participate in the study. Multiple linear regression techniques were used to test the hypotheses of this study at a .05 level. Results indicate that number of courses taken is a predictor for all subscales of attitude toward inquiry-based science. Grade level teaching was a significant predictor for two subscales of attitude and gender along with school district were predictors for one subscale for attitude. Results also indicate that school district, ethnic group, and grade level teaching are significant predictors of the complex skills subscale for implementation of inquiry-based lessons. The predictors of gender, school district, and number of courses taken were found to be significant concerning the number of inquiry-based lessons taught. Positive correlations were found between the four subscales for attitude, the two subscales for inquiry beliefs and practices, and the number of inquiry-based lessons taught. Conclusions, implications, and recommendations for future research are included

U.S. Foreign Policy And Multilateralism

In the post-war years, the United States provided an extraordinary degree and quality of international leadership. It is critically important to revive that role. There is an urgent need for international leadership in many areas which have a direct bearing on the future of our planet. There is also, I believe, a new majority forming in the world of moderate, pragmatic states, but they await an inspiring leadership