PROGRAM EVALUATION OF IMPROVING READING OUTCOMES USING EVIDENCE-BASED INSTRUCTION THROUGH RESPONSE TO INTERVENTION

This research leverages improvement science principles and rigorous scholarly design-based implementation research to delve into the efficacy of reading interventions for secondary students, a previously underexplored domain. The first iteration of this study critically assessed the present state of RtI practices within a rural East Texas school, while the subsequent iteration was an evaluative exploration of implementing a phonics-based reading intervention. The second iteration investigates the impact of the Reading Horizons Elevate (RHE) intervention program on reading outcomes of sixth-, seventh-, and eighth-grade students within a turnaround middle school in East Texas. This study focuses on the relevance of design-based implementation research in determining the potential of such interventions. This mixed-method approach, comprised of qualitative and quantitative data collection strategies, seeks to understand the alignment between teacher perceptions of using evidence-based strategies and programs in reading intervention for struggling readers. A key performance indicator for this exploration was STAAR (State of Texas Assessment of Academic Readiness). Preliminary findings suggest empirical gains through the intervention, yet its scalability remains a subject for future investigation. This study faced several limitations, including constraints related to participant sampling, with students selected based on prior year data and a small sample size from a convenience sample, as well as challenges associated with the intervention\u27s design and delivery, like the rigid intervention schedule, exclusive use of Orton Gillingham-based dyslexia program symbols, and reported low student engagement during specific lesson phases. Additionally, the absence of a control group and potential researcher bias might have influenced the study\u27s reliability, validity, and generalizability of findings

La práctica docente en los procesos de acreditación institucional para la calidad educativa

Maestría en EducaciónA learning strategy is the way in which the subject (student) approaches an object of study, interacts with him and gives meaning (Valero and Cortés, 2003:19), the teaching practice in the processes of accreditation is without place to doubt, the activity that more efforts Demand of the educator, and without which, even the most laudable of the pedagogical efforts would be but of a waste of goodwill but without the guarantee of justifying the learning of the educating. The purpose of this study is to understand the relationship between pedagogical practice and institutional accreditation processes for educational quality, with the help of participatory observation techniques, the implementation of personal interviews With each teacher and the collaboration of some of his students, who through interview will let us know their perceptions about the teaching exercise of each teacher and how they believe that this is related to the processes of quality. In conclusion it can be understood that the level of academic education and more exactly the pedagogical practice of the teacher, has a determinant and significant relationship in the processes of institutional accreditation; since the higher the level of teacher training allows to provide greater response and technical support to the required curricular processes.Una estrategia de aprendizaje es la manera en que el sujeto (estudiante) se acerca a un objeto de estudio, interactúa con él y le da significado. La práctica docente en los procesos de acreditación es sin lugar a duda la actividad que mayor esfuerzo demanda del educador, y sin la cual, hasta el más loable de los esfuerzos pedagógicos no sería más que de un derroche de buena voluntad pero sin la garantía de justificar el aprendizaje del educando. Este estudio tiene como propósito comprender la relación existente entre la práctica pedagógica y los procesos de acreditación institucional para la calidad educativa, con la ayuda de técnicas de observación participante, la implementación de entrevistas personales con cada docente y la colaboración de algunos de sus estudiantes, quienes por medio de entrevista dejaron conocer sus percepciones sobre el ejercicio docente de cada profesor y la forma como creen que este se relaciona con los procesos de calidad. En conclusión se puede comprender que el nivel de formación académica y más exactamente la práctica pedagógica del docente tiene un relación determinante y significativa en los procesos de acreditación institucional; ya que entre mayor sea el nivel de formación del docente permite brindar mayor respuesta y soporte técnico a los procesos curriculares requeridos

Faculty Recital: Oral Moses, bass-baritone and the Fisk Jubilee Singers

Kennesaw State University School of Music presents Oral Moses, bass-baritone and Rosalyn Floyd, piano with the Fisk Jubilee Singers.https://digitalcommons.kennesaw.edu/musicprograms/1416/thumbnail.jp

The Grizzly, March 28, 2019

Alumni Award Winners Announced • Diversity Monologues: A Night of Sharing • Ursinus Honors Dr. Crigler\u27s Legacy • Changing Comic Books One Superhero at a Time • Tess Beck \u2720 Embracing Aussie • Ursinus Students Building Houses in South Carolina • Opinions: College Admissions Scandal is Shocking, but not Surprising; Backlash Against Rep. Omar Underlines Weakness in Democratic Leadership • The Off to an Historic Start Award: Dom Fiorentino • Women\u27s Lacrosse Travels to Nashville and Earns First Win of the Season • UC Baseball Picking up Steam as Season Gets Into Full Swinghttps://digitalcommons.ursinus.edu/grizzlynews/1616/thumbnail.jp

The Grizzly, April 25, 2019

Coffee Shop and Brew Pub Aims to Open Second Location Near UC • In Memory of Dorinda Ma, 1993-2018 • New History Professor Makes Her Mark • Ursinus Student\u27s Internship Takes Her to Yellowstone • Sesquicentennial Celebration Continues with Minerva Term • Ursinus\u27 First Pride Festival • Opinions: Restructuring the Tax Process Might Benefit Americans; Notre Dame Tragedy Speaks to the Necessity of Historical Preservation • UC Golf Ready to Make Noise in CC • The History! With an Exclamation Point! Award: Alex Mumme • Baker and Lyons Reflect on UC Careershttps://digitalcommons.ursinus.edu/grizzlynews/1620/thumbnail.jp

La prueba para la sanción del delito tipificado en el código orgánico integral penal como concusión

Ecuadorian legislation generates a typification in order to avoid committing the crime of concussion, for these purposes the Comprehensive Criminal Organic Code includes the type in Article 281. For this reason, with this article I will try to elucidate what are the evidentiary elements that allow establishing the responsibility of the active subject in the crime of concussion. “… Concussion is an illegal act committed by a public official demanding an improper contribution or benefit from another person. The Exaction refers to the illegal exaction and takes place when a public official, in use of his position, demands or requests another person to deliver a contribution. Concussion is an intentional crime…” Carrara maintains that Concusión is a dispossession of the patrimony of others, instilling fear, derived from the public force.La legislación ecuatoriana genera una tipificación con la finalidad de evitar el cometimiento del delito de concusión, para estos efectos el Código Orgánico Integral Penal recoge el tipo en el Art. 281. Por tal razón con este artículo pretenderé dilucidar cuales son los elementos probatorios que permitan establecer la responsabilidad del sujeto activo en el delito de concusión. “… Concusión es un acto ilegal que comete un funcionario público exigiendo a otra persona una contribución o beneficios indebidos. La Concusión se refiere a la exacción ilegal y tiene lugar cuando un funcionario público, en uso de su cargo, exige o solicita a otra persona le entregue una contribución. La Concusión es un delito doloso…” Carrara sostiene que Concusión es un despojo del patrimonio ajeno, infundiendo temor, derivado de la fuerza públic

The Grizzly, February 21, 2019

Ursinus Turns 150 • U-Imagine Center Gives Entrepreneurial Inspiration • Exploring the Body and Mind at Ursinus • Parlee Center Highlights Brain Injuries in Sports • How Sweet the Sound: Voices in Praise Gospel Choir • God of Carnage : Dark Comedy in the Blackbox • Opinions: Blackface is Back, but it Never Really Left; Is Action-Movie Masculinity Breeding a Nation of Neesons? • The Ice in her Veins Award: Maya Kornfeld • Women\u27s Lacrosse Looking to Build on 2018 Campaign • Gymnastics Team Continues to Battle Through Tough Seasonhttps://digitalcommons.ursinus.edu/grizzlynews/1613/thumbnail.jp

The study protocol for a pseudo-randomised pre-post designed controlled intervention trial to study the effects of a 7-week cooking program on self-efficacy and biomarkers of health: the ECU lifestyle and biomarkers get connected study (ECULABJMOF) including the Jamie’s Ministry of Food WA participant experience

Background: Australia, like other nations, has experienced a shift in dietary patterns away from home cooking of nutritious foods, towards a reliance on pre-prepared convenience meals. These are typically energy-dense, nutrient-poor and contribute to the rising prevalence of obesity and chronic disease burden. The aims of this study were to evaluate whether a community-based cooking program instigated a change to participants’ skills, attitudes, knowledge, enjoyment and satisfaction of cooking and cooking confidence (self-efficacy). Methods: The pseudo-random, pre-post study design consisted of an intervention and a control group. Participant recruitment and group allocation was based on their program start dates. Intervention participants were surveyed three times (baseline, 7 weeks and 6 months) and the control group were surveyed at baseline and 5 weeks. All participants were registered via an online website and were 18 years or over. Upon consent, participants were offered four levels of commitment, defined by different assessments. The minimum participation level included an online survey and levels 2, 3 and 4 involved attendance at a clinic with increasing functional, anthropometric and biomarker measurements. Primary endpoints were participants’ cooking confidence as a proxy for self-efficacy. Secondary endpoints were dietary intake, physical activity levels, body composition, anthropometry, blood, urine and faecal biomarkers of systemic, physical and mental health. Discussion: The community cooking program provided participants with information and advice on food sourcing, preparation and nutrition to improve home cooking skills. The study was designed to explore whether food literacy programs are efficacious in improving participant physical health and well-being in order to combat the rise in obesity and diet-related disease. It will support future use of public health cooking program initiatives aimed at improving food literacy, self-efficacy and physical and mental health. The extensive data collected will inform future research into the relationship between diet, the gut-microbiota and human health

Copper Complexes as Influenza Antivirals: Reduced Zebrafish Toxicity

Copper complexes have previously been developed to target His37 in influenza M2 and are effective blockers of both the wild type (WT) and the amantadine-resistant M2S31N. Here, we report that the complexes were much less toxic to zebrafish than CuCl2. In addition, we characterized albumin binding, mutagenicity, and virus resistance formation of these metal complexes, and employed steered molecular dynamics simulations to explore whether the complexes would fit in M2. We also examined their anti-viral efficacy in a multi-generation cell culture assay to extend the previous work with an initial-infection assay, discovering that this is complicated by cell culture medium components. The number of copper ions binding to bovine serum albumin (BSA) correlates well with the number of surface histidines and BSA binding affinity is low compared to M2. No mutagenicity of the complexes was observed when compared to sodium azide. After 10 passages of virus in MDCK culture, the EC50 was unchanged for each of the complexes, i.e. resistance did not develop. The simulations revealed that the compounds fit well in the M2 channel, much like amantadine