Reading Instruction for Students with Emotional Disturbance: A Mixed-Methods Investigation.

Although there is a substantial body of observation research investigating the manner in which reading instruction is provided to students with learning disabilities, there is little research in this area involving students with and at risk for emotional disturbance. The purpose of this investigation was to contribute to the limited corpus of observation studies investigating school-based practice in reading for this student population. In this investigation, 11 teachers from two states were systematically observed while providing reading instruction over the course of the 2017-2018 school year. Participating students were also observed over the course of the year and completed two standardized reading assessments at the beginning and end of this investigation. Teachers were also interviewed to identify contextual factors that promote or impede the provision of high quality reading instruction to this student population. Study findings suggest that teachers are in need of additional training, support, and resources to maximize instructional time. Students in this sample tended to make no or minimal progress in reading and were frequently observed displaying low levels of academic engagement across settings. Implications for school practice and areas for future research are discussed

Alternatives to Antibiotics

Published by Gill & Macmillan, GoldenBridge, Dublin 8 in 1996. Index compiled by Helen Litton. print origination by O\u27K Graphic Design, Dublin, printed by ColourBooks, Dublin. Dr. John McKenna is a medical doctor. Foreword by Jan de Vries. 155 p., ill. 21 cm.https://arrow.tudublin.ie/irckbooks/1076/thumbnail.jp

The Responsible Inclusion of Students Receiving Special Education Services for Emotional Disturbance: Unraveling the Practice to Research Gap.

The majority of students receiving special education services for emotional disturbance (ED) receive a significant amount of instruction in general education classrooms, which emphasizes curriculums based on college and career readiness standards. In turn, those teachers who provide instruction to students with ED in inclusive settings are responsible for using evidence-based practices (EBPs) for those teaching situations in which they exist to meet free appropriate public education (FAPE) mandates. However, the identification of EBPs is a necessary pre-condition to eventual school adoption and teacher use of such practices. In this investigation, we completed a synthesis of syntheses to (a) determine the degree to which academic intervention research has focused on students with ED in general education classrooms and (b) identify practices that are effective at improving the academic performance of students with ED in these settings. Overall, few studies were identified. Of those studies identified, half did not disaggregate outcomes for students with ED. A quality indicator coding based on the What Works Clearinghouse (WWC) design standards revealed that no studies with disaggregated outcomes permitted causal inferences. Implications for school practice and areas for future research are discussed

The effect of nitrilotriacetic acid upon the biodegradability of linear alkyl benzene sulfonate

The effects of trisodium nitrilotriacetate (SKTA) and sodium tipolyphosphate (STPP) upon the biological degradation of linear alkyl benzene sulfonate (LAS) ware experimentally investigated by the chemical oxygen demand and methylene blue methods. It was found that when STPP was present with LAS, the degradation of the LAS was better than when alone in solution. It was also found that LAS in solution with SN TA was less degradable than LAS alone. The benzene ring of the MS appeared to degrade after most of the linear portion of the chain had already been degraded

Virtually Enhanced Fluid Laboratories for Teaching Meteorology

The “Weather in a Tank” project offers instructors a repertoire of rotating tank experiments and a curriculum in fluid dynamics to better assist students in learning how to move between phenomena in the real world and basic principles of rotating fluid dynamics that play a central role in determining the climate of the planet. Despite the increasing use of laboratory experiments in teaching meteorology, many teachers and students do not have access to suitable apparatuses and so cannot benefit from them. This article describes a “virtually enhanced” laboratory that could be very effective in getting across a flavor of the experiments and bring them to a wider audience. In the pedagogical spirit of Weather in a Tank, the focus is on how simple underlying principles, illustrated through laboratory experiments, shape the observed structure of the large-scale atmospheric circulation.National Science Foundation (U.S.) (Grant AGS-1338814