A Quantitative Examination of School Configurations in Tennessee Using Sixth Grade Math, Reading, Science, and Social Studies Standardized Test Scores.

The purpose of this study was to determine if there were differences in standardized test scores, expressed as percentage passing, in math, reading-language arts, science, and social studies by comparing 6th grade students in K-8 schools with those in 6-8 schools. The data were gathered from an analysis of 6th grade student\u27 scores on the 2006-2007 TCAP standardized assessment test in the state of Tennessee. The relationship between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the below proficient, proficient, or advanced level in each subject area was examined. The analysis was based on 5 research questions. A t-test for independent samples was used to identify the relationships between the independent variables, configuration of the school (K-8 or 6-8), and the dependent variables, the percent of students scoring below proficient, proficient, or advanced. A chi square analysis was used to identify the relationship between the proportion of K-8 schools meeting AYP versus the proportion of 6-8 schools meeting AYP. The study showed no relationship between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the below proficient level in math, reading-language arts, and social studies. Similarly, there was not a significant difference between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the proficient level in math and reading-language arts and the advanced level in math, reading-language arts, and science. However, there was a significant relationship between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the below proficient level and the proficient level in science and the percent of 6th grade students scoring at the proficient level and advanced level in social studies. In science, a lower percentage of 6th grade students in K-8 schools scored below proficient than did 6th grade students in 6-8 schools. In science, a higher percentage of 6th grade students in K-8 schools scored proficient than did 6th grade students in 6-8 schools. In social studies, a higher percentage of 6th grade students in K-8 schools scored proficient than did 6th grade students in 6-8 schools. However, a higher percentage of 6th grade students in 6-8 schools scored advanced than did 6th grade students in 6-8 schools. The study showed a significant difference in the proportion of K-8 schools meeting AYP versus the proportion of 6-8 schools meeting AYP

Predictors of Musical Performance: Personality, Performance Anxiety, and Flow

There is evidence to suggest that many university schools of music struggle with student retention. In many music programs, a significant factor in students being able to matriculate in their areas of study is based on quality of performance under “high-stakes” or high-pressure performances in the form of jury performances. The importance placed on these jury performances makes the ability to predict a student’s success in this area highly valuable to students and music educators. Using the Big Five Model of personality, and a measure of narrow personality traits, this study used a stepwise multiple regression to examine the relationship between performance outcomes (jury scores), personality, musical performance anxiety, and dispositional flow in a sample of students enrolled in an applied college music program (N= 109). The overall prediction model was not found to be significant. The narrow personality trait of Work Drive (β = .27), and performance anxiety in a solo context (β = - .31) were shown to be the only significant and unique predictors of jury scores. Results also revealed multiple significant inter-correlations among variables, finding significant correlations between flow and jury scores, solo specific performance anxiety and flow, Neuroticism and performance anxiety, Neuroticism and flow, and performance anxiety in ensemble and practice settings. Results lend support to a model of context specific musical performance anxiety. The findings of this study serve to lay a foundation for possible future paths of research by narrowing the scope of possible predictors of musical performance for further investigation

Predicting playing frequencies for clarinets: a comparison between numerical simulations and simplified analytical formulas

International audienceWhen designing a wind instrument such as a clarinet it is interesting to be able to predict the playing frequencies. These depend on the resonance frequencies, deduced from the input impedance, but not only. Indeed, several control parameters such as the blowing pressure and reed opening have a significant influence on the playing frequency. Their role has to be taken into account in order to determine the playing frequencies. This paper presents a method to deduce these frequencies analytically from the different control parameters, using the input impedance curve. Four effects are known to alter the playing frequency and are examined separately: the flow rate due to the reed motion, the reed dynamics, the inharmonicity of the resonator, and the temperature gradient within the clarinet. The results for the first register of a particular clarinet are given and compared to simulated playing frequencies found using a numerical model

Research to Practice: Building Authentic Visions: How to Support the Focus Person in Person Centered Planning

This brief summarizes research on behavior during a planning session that increased or decreased participation of the focus person. Recommendations challenge team members to think about how their own behavior influences the focus person\u27s participation

Research to Practice: Self-Determination and Struggle in the Lives of Adolescents

As students of all ability levels move into adulthood, they seek to define themselves and develop goals for the future. This study identifies four categories of students and offering targeted suggestions for support

Low velocity impact modelling in laminate composite panels with discrete interface elements

A model enabling the detection of damages developing during a low velocity/low energy impact test on laminate composite panels has been elaborated. The ply model is composed of interface type elements to describe matrix cracks and volumic finite elements. This mesh device allows to respect the material orthotropy of the ply and accounts for the discontinuity experimentally observed. Afterwards delaminations are described with interfaces similar to the ones observed with matrix cracks and the coupling between these two damages are established. In the first step, simple stress criteria are used to drive these interface type elements in order to assess the relevance of model principle. Nevertheless, the well known problem of mesh sensitivity of these criteria prevents the use of this model for now as a predictive tool but rather as a qualitative tool. An experimental validation is carried out thanks to impact experimental tests performed by Aboissiere (2003) and a very good match has been found. However, this model could predictivelly be used and would allow to foresee an original method to detect delaminations during an experimental test. This modelling has been successfully tested experimentally and compared to a C-Scan ultrasonic investigation