The Influence of Instructional Time on Student Achievement in Grades 3, 4, and 5 in Language Arts and Mathematics on the 2011 New Jersey Assessment of Skills and Knowledge (NJASK)

The purpose of this cross-sectional, non-experimental, explanatory quantitative research study was to determine the strength and direction of the relationship between instructional time and student achievement in Grades 3, 4, and 5 on the 2011 New Jersey Assessment of Skills and Knowledge in Language Arts Literacy (LAL) and Mathematics. The unit of analysis was school. The sample included all public elementary schools in the state of New Jersey with students who participated in the NJASK 3-5 LAL and Mathematics assessments for the 2010-2011 school year. The independent or predictor variable of interest was instructional time, which is defined as the exact amount of time a school dedicates to instruction during a normal school day controlling for educator, student, and school variables. Student variables included student attendance, student mobility, and Limited English Proficiency. Educator variables included educator attendance, educator mobility, and credentials of the educators and administrators at the school. Other school level variables included economically disadvantaged students receiving special education services and total size of the student population for that school. The variable of interest, total instructional time, was not a statistically significant predictor of student achievement in Grades 3, 4, and 5 on the 2011 NJASK for Language Arts Literacy and Mathematics. The variable that proved to be the most significant predictor of student achievement in Grades 3, 4, and 5 on the 2011 NJASK for Language Arts Literacy and Mathematics was socioeconomic status or economically disadvantaged. Other variables that were found to be statistically significant predictors of student achievement included the percentage of faculty with a higher degree and the percentage of students with disabilities, which were statistically significant predictors of student achievement for students in Grades 3, 4, and 5 on the LAL NJASK, as well as for Grades 4 and 5 on the Mathematics NJASK

The Influence of Instructional Time on Student Achievement in Grades 3, 4, and 5 in Language Arts and Mathematics on the 2011 New Jersey Assessment of Skills and Knowledge (NJASK)

The purpose of this cross-sectional, non-experimental, explanatory quantitative research study was to determine the strength and direction of the relationship between instructional time and student achievement in Grades 3, 4, and 5 on the 2011 New Jersey Assessment of Skills and Knowledge in Language Arts Literacy (LAL) and Mathematics. The unit of analysis was school. The sample included all public elementary schools in the state of New Jersey with students who participated in the NJASK 3-5 LAL and Mathematics assessments for the 2010-2011 school year. The independent or predictor variable of interest was instructional time, which is defined as the exact amount of time a school dedicates to instruction during a normal school day controlling for educator, student, and school variables. Student variables included student attendance, student mobility, and Limited English Proficiency. Educator variables included educator attendance, educator mobility, and credentials of the educators and administrators at the school. Other school level variables included economically disadvantaged students receiving special education services and total size of the student population for that school. The variable of interest, total instructional time, was not a statistically significant predictor of student achievement in Grades 3, 4, and 5 on the 2011 NJASK for Language Arts Literacy and Mathematics. The variable that proved to be the most significant predictor of student achievement in Grades 3, 4, and 5 on the 2011 NJASK for Language Arts Literacy and Mathematics was socioeconomic status or economically disadvantaged. Other variables that were found to be statistically significant predictors of student achievement included the percentage of faculty with a higher degree and the percentage of students with disabilities, which were statistically significant predictors of student achievement for students in Grades 3, 4, and 5 on the LAL NJASK, as well as for Grades 4 and 5 on the Mathematics NJASK

Adnexal masses: benign ovarian lesions and characterization - benign ovarian masses

Incidental adnexal masses are commonly identified in radiologists’ daily practice. Most of them are benign ovarian lesions of no concern. However, sometimes defining the origin of a pelvic mass may be challenging, especially on ultrasound alone. Moreover, ultrasound not always allows the distinction between a benign and a malignant adnexal tumor. Most of sonographically indeterminate adnexal masses turn out to be common benign entities that can be readily diagnosed by magnetic resonance imaging. The clinical impact of predicting the likelihood of malignancy is crucial for proper patient management. The first part of this chapter will cover the technical magnetic resonance imaging aspects of ovarian lesions characterization as well as the imaging features that allow the radiologist to correctly define the anatomic origin of a pelvic mass. Next, the authors will go through different benign ovarian entities and through the different histologic types of benign ovarian tumors. Finally the functional ovarian tumors and the ovarian tumors in children, adolescents, young females, and pregnant women will be covered.info:eu-repo/semantics/publishedVersio

Cysts and cystic-appearing lesions of the knee: A pictorial essay

Cysts and cystic-appearing lesions around the knee are common and can be divided into true cysts (synovial cysts, bursae, ganglia, and meniscal cysts) and lesions that mimic cysts (hematomas, seromas, abscesses, vascular lesions, and neoplasms). The specific anatomic location of the cystic lesion often permits the correct diagnosis. In difficult cases, identifying a cystic mass in an atypical location and/or visualizing internal solid contrast enhancement on magnetic resonance imaging (MRI) should raise concern for a neoplasm and the need for further evaluation and intervention