The Knoxville City Schools Proficiency Project: A Summary Analysis of Three Years and Year-Three Results

The Knoxville City Schools (KCS) Proficiency Project was designed to help inner-city high school pupils improve their scores on the state proficiency test. Grade-nine pupils in lower achieving project high schools and grade-eight students from the corresponding middle schools were given intense treatment over a three-year period. Proficiency test scores for grade-nine students were analyzed each year and were compared to results in control high schools and to the scores of the total city high school population. Project results showed steady, sustained improvement. By the end of year three, the average percent of pupils passing the state proficiency test in the three target schools approximated the total city average percent passing

Library Analytics Investigation Team Recommendations

The University of Michigan Library’s Technology Alignment and Stewardship Committee charged the Library Analytics Investigation Team in the Winter 2016 cycle. The team met from April through September of 2016 to investigate processes to provide library-generated data to library staff for service improvement and/or research investigations.http://deepblue.lib.umich.edu/bitstream/2027.42/134406/1/Library Analytics Investigation Team Report.pdfDescription of Library Analytics Investigation Team Report.pdf : Investigation Team Repor

Using Heat to Characterize Streambed Water Flux Variability in Four Stream Reaches

Estimates of streambed water fl ux are needed for the interpretation of streambed chemistry and reactions. Continuous temperature and head monitoring in stream reaches within four agricultural watersheds (Leary Weber Ditch, IN; Maple Creek, NE; DR2 Drain, WA; and Merced River, CA) allowed heat to be used as a tracer to study the temporal and spatial variability of fluxes through the streambed. Synoptic methods (seepage meter and differential discharge measurements) were compared with estimates obtained by using heat as a tracer. Water flux was estimated by modeling one-dimensional vertical flow of water and heat using the model VS2DH. Flux was influenced by physical heterogeneity of the stream channel and temporal variability in stream and ground-water levels. During most of the study period (April–December 2004), flux was upward through the streambeds. At the IN, NE, and CA sites, high-stage events resulted in rapid reversal of flow direction inducing short-term surface-water flow into the streambed. During late summer at the IN site, regional ground-water levels dropped, leading to surface-water loss to ground water that resulted in drying of the ditch. Synoptic measurements of flux generally supported the model flux estimates. Water flow through the streambed was roughly an order of magnitude larger in the humid basins (IN and NE) than in the arid basins (WA and CA). Downward flux, in response to sudden high streamflows, and seasonal variability in flux was most pronounced in the humid basins and in high conductivity zones in the streambed

African Health OER Network Impact Research Plan

The goal of the evaluation research is to demonstrate the value and impact of the Network to funders, existing and potential institutional partners, OER creators and users, networks of African health education providers, and the international OER community. The successful 2010 Network grant proposal to the William and Flora Hewlett Foundation included a preliminary logic model and proposed a set of indicators for the first two years of the Network. This working paper reflects a revised understanding of how to promote OER to support health education in Africa, how to demonstrate the impact of OER on the health education sector, and when to expect various outcomes.William and Flora Hewlett Foundationhttps://deepblue.lib.umich.edu/bitstream/2027.42/149179/1/2011.05.09_health_oer_network_impactresearchplan.pdfDescription of 2011.05.09_health_oer_network_impactresearchplan.pdf : Working Document (May 2011) (PDF

Preparing to use Technology : A Practical Guide to Curriculum Integration

xviii, 292 p.; ill.; 28 cm