Examining the empirical impact of teacher pupil control ideology on student outcomes : the classroom perspective.

This study examined a hypothesized relationship among teacher beliefs, teacher behaviors, classroom climate, student engagement, and student outcomes. The researcher used teacher ( N = 6) and student ( N = 12) interviews, observations, and the mining of documents and material culture to collect data in a rural Midwest middle school struggling to meet the requirements of state and federal accountability measures. Humanistic teachers operated in an atmosphere of student empowerment and high levels of student engagement; Custodial teachers operated in an atmosphere of student compliance and low levels of student engagement. Outcomes, (grades, office referrals, and accountability scores) were more positive in humanistic classrooms than in custodial classrooms. The findings contributed to the knowledge base that will enable school administrators to address shortcomings in student achievement on high-stakes accountability tests

Arabic phonology: implications for phonological theory and historical Semitic.

Massachusetts Institute of Technology. Dept. of Foreign Literatures and Linguistics. Thesis. 1970. Ph.D.Vita.Bibliography: leaves [466]-[467].Ph.D

External allomorphy and lexical representations

Many cases of allomorphic alternation are restricted to specific lexical items but at the same time show a regular phonological distribution. Standard approaches cannot deal with these cases because they must either resort to diacritic features or list regular phonological contexts as idiosyncratic. These problems can be overcome if we assume that allomorphs are lexically organized as a partially ordered set. If no ordering is established, allomorphic choice is determined by the phonology- in particular, by the emergence of the unmarked (TETU). In other cases, TETU effects are insufficient, and lexical ordering determines the preference for dominant allomorphs

Incorporating Genomics and Bioinformatics across the Life Sciences Curriculum

Undergraduate life sciences education needs an overhaul, as clearly described in the National Research Council of the National Academies’ publication BIO 2010: Transforming Undergraduate Education for Future Research Biologists. Among BIO 2010’s top recommendations is the need to involve students in working with real data and tools that reflect the nature of life sciences research in the 21st century [1]. Education research studies support the importance of utilizing primary literature, designing and implementing experiments, and analyzing results in the context of a bona fide scientific question [1–12] in cultivating the analytical skills necessary to become a scientist. Incorporating these basic scientific methodologies in undergraduate education leads to increased undergraduate and post-graduate retention in the sciences [13–16]. Toward this end, many undergraduate teaching organizations offer training and suggestions for faculty to update and improve their teaching approaches to help students learn as scientists, through design and discovery (e.g., Council of Undergraduate Research [www.cur.org] and Project Kaleidoscope [ www.pkal.org])

Is It Legal Representation or Clients? : An Empirical Testing of Clients’ Performance and Their Legal Representation in Tulsa County Drug and DUI Programs

The importance of legal representation to a criminal defendant is widely accepted, but the quality of government-provided counsels (particularly public defenders) has continuously been questioned. Based on data from Tulsa County DUI and Drug programs in Oklahoma, the authors tested the impact of legal representation (public defender versus private counsel) on clients’ performance in program, measured by plea terms and program outcome. Initial bivariate analyses showed disparate effect of legal representation, as clients represented by private counsels received better plea terms and fared better in program outcome. This effect, however, disappeared once other variables were controlled. Instead, factors closely related to the clients themselves (e.g., demographic features and their criminal behaviors) significantly impacted their program performance