Preferences for and comprehension of original and readability-adapted materials

Running title: Preferences and comprehensionIncludes bibliographical references (leaves 41-42)Performed pursuant to contract no. 400-81-0030 of the National Institute of Educatio

Digital Repositories and the Semantic Web: Semantic Search and Navigation for DSpace

4th International Conference on Open RepositoriesThis presentation was part of the session : DSpace User Group PresentationsDate: 2009-05-21 08:30 AM – 10:00 AMIn many digital repository implementations, resources are often described against some flavor of metadata schema, popularly the Dublin Core Element Set (DCMES), as is the case with the DSpace system. However, such an approach cannot capture richer semantic relations that exist or may be implied, in the sense of a Semantic Web ontology. Therefore we first suggest a method in order to semantically intensify the underlying data model and develop an automatic translation of the flatly organized metadata information to this new ontology. Then we propose an implementation that provides for inference-based knowledge discovery, retrieval and navigation on top of digital repositories, based on this ontology. We apply this technique to real information stored in the University of Patras Institutional Repository that is based on DSpace, and confirm that more powerful, inference-based queries can indeed be performed

What Principals Do to Minimize the Negative Effects of the Incompetent Teacher

Principals and teachers are being held increasingly accountable for student achievement. Every effort should be made to increase the chances of student success in school and in the global community. In this study, the researcher examined the perceptions of principals in the state of Georgia with regard to incompetent teachers, which according to the professional literature are a deterrent to student achievement. As previous research and literature have shown, incompetent teachers remain in school systems despite efforts of building-level administrators to dismiss them. The main focus of this study was to determine the means of minimizing the negative effect of such teachers and to find strategies for coping with these teachers. Both quantitative and qualitative inquiry methods were employed. Using a two-phase design, the perceptions of principals about incompetent teachers were first explored through a mail-out survey. This phase was intended to answer the proposed research questions, some specifically and some in a more general way. The second phase consisted of interviews with six principals of various levels and in different school settings. The intent of the interviews was to find more specific answers to the overarching research question: How do principals manage incompetent teachers who have evaded dismissal and remain in classrooms under their supervision? The qualitative research inquiry method was implemented to enhance the statistical data and to provide more in-depth meanings to any findings. This study did not result in a definitive meaning for the term incompetent teacher, but it helped the researcher more fully understand the concept and the idea that the incompetent teacher defines his or her own characteristics. A list of characteristics,compiled from the research, is only a database of information. It is not and cannot be a definition, because each incompetent teacher is an entity within himself or herself. A realistic viewpoint about how to overcome tenure, legal costs, and other roadblocks is part of the qualitative data gathered during this study. A list of suggestions, which will help with a broad spectrum of problems, and can be used to improve the educational focus of a teacher, was compiled using both quantitative and qualitative methods. Newly appointed administrators, administrators-in-training, and even veteran administrators can benefit from the experience of others. The present study concluded that 3.81% of the teachers in Georgia are perceived by their principals to be incompetent. The researcher hopes that this study will be used to improve the educational experience of those students who are in classrooms of incompetent teachers

Raising Student Achievement Through Programmatic Initiatives and Instructional Improvement

This dissertation consists of a program evaluation, a change leadership plan, and a policy advocacy proposal. The program evaluation studies the impact of initiatives implemented at an elementary school near a large city in Illinois using a case study methodology. The school was required to restructure during the 2013-2014 school year as a result of the performance mandates outlined in the No Child Left Behind Act of 2001. To compare the post-restructuring status of the school with the pre-restructuring status, student growth data for multiple grade levels and for each federal subgroup was collected. In addition, the staff’s perceptions about the successfulness of the school were gathered to measure the impact of the restructuring initiatives. An analysis of both the achievement and survey data revealed a significant increase in the academic success of students and the perceived effectiveness of the school. The change leadership paper outlines a plan to transform a building of teachers to a collaborative group of high functioning professionals who significantly impact student achievement. The plan integrates the evaluation system, professional development process, and teaching strategies to increase each teacher’s instructional capacity. The Every Child a Whole Child policy outlines a school improvement process stemming from a whole child philosophy. One that believes the academic and social/emotional needs of students should drive improvement efforts rather than test scores. The policy maintains that this approach will produce greater overall success than efforts aimed solely at raising achievement. The Every Child a Whole Child policy addresses many of the identified problems of the No Child Left Behind act and provides Illinois K-8 superintendents an immediate roadmap to improve schools during uncertain times