My Mexicana Queen

https://digitalcommons.library.umaine.edu/mmb-vp/4545/thumbnail.jp

Optical Analysis of Cassegrainian Point Focus Concentrators

A Cassegrainian solar concentrator, using a 7-meter diameter primary reflector, was analyzed in three forms: (1) an unmodified Cassegrainian, (2) the Ritchey-Chretien configuration, and (3) the unmodified Cassegrainian with a non-imaging tertiary reflector. Optical performance was not significantly improved with the Ritchey-Chretien; however, the tertiary resulted in significant improvement in intercept factor and optical efficiency. The effects of misalignment of the secondary and tertiary reflectors on the optical performance of the collector were also analyzed

Icing the Batter: The MYP Coordinator, Principal Leadership, and School Reform

The purpose of this study was to identify the educational leadership styles of one urban principal as he balanced the needs of a turnaround school with requirements of the International Baccalaureate’s Middle Years Programme. Further, this study sought to determine how principal leadership style impacted the role of the Middle Years Programme coordinator during turnaround. One principal and one coordinator contributed data via interviews, practice logs, emails, school newsletters, observations, and field notes. The researcher used constant comparative coding, open coding, and axial coding to analyze the data for emergent leadership themes and their impact. Findings include a determination that turning around a school on a strict timetable is not conducive to MYP programming

Standards-Referenced Grading Assessments: Frequency and Student Preferance

The purpose of this action research was to investigate whether a noticeable difference in student performance could be identified when using end of unit assessments versus smaller frequent assessments after a lesson. The researcher conducted this study in a high school general education classroom with five sections of an American History course. The action research project took the scores from three standards and compared the results of all students who took the assessment after a lesson for one unit as well as at the end of a unit for the other unit. The findings showed a trend of students preforming better in frequent assessments however the results were insignificant. The research was conducted in order to guide the researcher in future assessment practices as they work to improve student learning