A study of the relationship of middle school team ideology and school achievement status

Includes bibliographical references (pages [141]-152).Improvement of achievement in middle schools is an ongoing issue that all districts face. Teaching teams are used in over 80% of all districts across the United States for middle schools. Research on the relationship between teaming and school achievement is needed. The current study investigated whether a teacher ideology had any relationship with school achievement status. Participants were given a questionnaire for demographic purposes and a q-sort to identify ideological preference. Paperwork was completed at mandatory faculty meetings, which provided an acceptable rate of return of the packets. Participants completed the paperwork only one time. Demographic variables, including certification, teaching experience, teaming experience, and age, were used to identify patterns in ideological preference. Ideology for each of the 183 staff members was assigned from the results of the fourquestion q-sort. A total of 138 teamed teachers were then analyzed for congruency status among all team members. Using all staff data, a primary ideological classification was also derived for each school. Schools were separated by achievement status as indicated on Illinois School Report Cards from 2003, 2004, and 2005. This study revealed that there is a statistically significant relationship (p< .024) between ideological congruence of teamed teachers and school achievement status. Achievement occurred more often at schools where teacher teams were organized by congruent ideologies, without regard for which ideology was expressed by the group of teachers. Data revealed no statistically significant relationships among the demographic variables and ideology. Interesting findings did occur, however, related to teaching experience. Those teachers that had over twenty-five years of experience held a distinct majority of all staffers who self-identified Critical Theory as their primary ideology. While not statistically significant (p< .056), the adjusted residual was |2.03| and warrants future investigation.Ed.D. (Doctor of Education

Improvements In Cardinal, Ordinal, And Spatial Language In Young Children

Language is an important aspect of child development. Cardinal number words such as one, two, and three emerge before ordinal number words such as first, second, and third, though both increase with age in early childhood (Colomé & Noel, 2012). Children first learn verbal lists of number words, then they are able to give those words meaning (Slusser, Ditta, & Sarnecka, 2013). The more number words children know, the greater their ordinal comprehension (Brannon & Van de Walle, 2001). When children are less familiar with ordinal labels, it can negatively impact problem solving (Miller, Marcovitch, Boseovski, & Lewowicz, 2015). Spatial language also improves from 3 to 5 years and helps with problem solving (Hund, Bianchi, Winner, & Hesson-Mcinnis, 2017; Simms & Genter, 2019). Our goal was to specify the developmental trajectory of cardinal, ordinal, and spatial language comprehension and production for 3- to 5- year old children. Children were randomly assigned to either the Tell Me or Give Me condition. In the Tell Me condition, children were asked to tell the researcher about an indicated car, testing language production; whereas, in the Give Me condition, children were asked to respond to our labels by putting the appropriate car(s) in the garage, testing language comprehension. All children completed cardinal, ordinal, and spatial trials in counterbalanced order. Cardinal trials included cardinal numeric words, such as one or three. Ordinal trials included sequential numeric words, such as first or third. Spatial trials probed locations, such as front, middle, or back. To date, 65 children have participated. Data collection has not been possible during the Covid-19 pandemic. As predicted, preliminary analyses revealed that there were significant improvements across development in cardinal, ordinal, and spatial language. Five-year-olds (M = .76, SE = .05) were significantly more accurate than were 4-year-olds (M = .59, SE = .03), who were significantly more accurate than 3-year-olds (M = .46, SE = .04). In addition, the Give Me group performed higher than the Tell Me group, suggesting comprehension may be easier than production. Children were significantly more accurate on cardinal trials (M = .87, SE = .03) than on spatial trials (M = .58, SE = .04) and on spatial trials than on ordinal trials (M = .36, SE = .04). Once completed, the results of this study may be helpful for understanding the ways in which complex language facilitates developmental success across domains.https://ir.library.illinoisstate.edu/urs2021psych/1000/thumbnail.jp

Models and measures to evaluate the effectiveness of funds utilization for scientific research and development of advanced technologies

The purpose of this report was to construct some alternative methods to estimate the effectiveness of investments in scientific research and development of advanced technologies, especially their long-term effects. The Study Group decided to focus on the sub-problem of finding the relation between the spending on science and the quality of science itself. As a result, we have developed two independent methodologies. The most promising one is based on the theory of time-delay systems, which allows capturing effects of the time-lag between the use of funds and the results related to scientific work. Moreover, the methodology gives an opportunity to seek the optimal spending scenario that would fulfill some prescribed constraints (e.g. it would minimize costs and at the same time remain above a desired level of quality of science). The second methodology is premised on Stochastic Frontier Analysis and it can be applied to determine the form of relation between the amount of financing and the results of scientific work. It offers considerable advantages for analyses of several forms of relation at once (production functions) and for a suitable choice of the best one. Both methods are promising, however, additional work is necessary to apply them successfully to some real-life problems

Intercomparison of remote and balloon-borne sensors operated at JAPE-91

In recent years, there has been an increased availability of different types of remote sensors for measuring atmospheric parameters. With the introduction of remote sensors into field operation, questions have arisen as to their accuracy and precision. An attempt was made to address this issue by analyzing and intercomparing sets of wind and temperature data obtained during the Joint Acoustic Propagation Experiment (JAPE-9l) conducted at White Sands Missile Range, New Mexico, in Jul. and Aug. 1991. The remote sensing systems that were deployed included a 924 MHz wind profiler, two Doppler acoustic sodars, and a Radio Acoustic Sounding System (RASS). In situ measurements of wind, temperature, and humidity were also obtained from radiosondes. Individual system characteristics and the results of intercomparing the derived wind and temperature data from each of the systems are presented

The Development of Cardinal, Ordinal, and Spatial Language in Young Children

Language is an important aspect of child development. When it comes to numbers, children first learn lists of numbers then give those words meaning (Slusser, Ditta, & Sarnecka, 2013). The more numbers children know, the greater their comprehension of ordinal orders (Brannon & Van de Walle, 2001). When a child is more familiar with ordinal labels, it helps with problem solving skills (Miller, Marcovitch, Boseovski, & Lewowicz, 2015). As for spatial language, it improves from 3- to 5-years (Hund, Bianchi, Winner, & Hesson-Mcinnis, 2017). Our objective was to specify the developmental trajectory of cardinal, ordinal, and spatial language comprehension and production for 3- to 5-year old children. Children were randomly assigned to either the Tell Me or Give Me condition, and all the children in either condition completed cardinal, spatial, and ordinal trials. The cardinal order can be defined as a numeric, such as one or three. The spatial order can be defined as the location of a person or object, such as front, middle, or back. The ordinal order can be defined as sequential numerical, such as first or third. In the Tell Me condition, the children were asked to tell the researcher where a randomly assigned labelled car was located (testing language production); whereas, in the Give Me condition, the children were asked to put a labelled car(s) in the garage (testing language comprehension). To date, 33 children have participated. As predicted, preliminary analyses revealed that there were significant improvements across development in cardinal, ordinal, and spatial language. In addition, the Give Me group performed higher than the Tell Me group for 4-year-olds, suggesting comprehension may be easier than production. Children were more successful with cardinal labels than with ordinal labels, with spatial labels being intermediate. Once completed, the results of this study may be helpful in academic and home settings,perhaps to increase exposure to complex language to facilitate developmental success.https://ir.library.illinoisstate.edu/urspsych/1004/thumbnail.jp

Increasing the Creativity of ENGINO Toy Sets and Generating Automatic Building Instructions

During the First Study Group with Industry which was held in Limassol, Cyprus, the ENGINO⃝R TOY SYSTEM introduced two challenging problems. The first is to get bounds on the number of possible models/toys which can be constructed using a given package of building blocks. And the second is to generate automatically the assembly instructions for a given toy. In this report we summarize our insights and provide preliminary results for the two challenges

Some universal trends of the Mie(n,m) fluid thermodynamics

By using canonical Monte Carlo simulation, the liquid-vapor phase diagram, surface tension, interface width, and pressure for the Mie(n,m) model fluids are calculated for six pairs of parameters $m$ and $n$. It is shown that after certain re-scaling of fluid density the corresponding states rule can be applied for the calculations of the thermodynamic properties of the Mie model fluids, and for some real substancesComment: 4 figure

The small angle rear tracking detector of ZEUS

Abstract The design, construction, installation, and performance of the small angle rear tracking detector of the ZEUS experiment are described. The results on electron position measurement, electron energy correction, and background reduction at the first-level trigger are presented. The impact on the measurement of the proton structure function is discussed

Dijet Angular Distributions in Direct and Resolved Photoproduction at HERA

Jet photoproduction, where the two highest transverse energy (ETjet) jets have ETjet above 6 GeV and a jet-jet invariant mass above 23 GeV, has been studied with the ZEUS detector at the HERA ep collider. Resolved and direct photoproduction samples have been separated. The cross section as a function of the angle between the jet-jet axis and the beam direction in the dijet rest frame has been measured for the two samples. The measured angular distributions differ markedly from each other. They agree with the predictions of QCD calculations, where the different angular distributions reflect the different spins of the quark and gluon exchanged in the hard subprocess