Data Utilization Study

Abstract pending

Report on the Expenditure of Lottery Funds Fiscal Year 1999

Abstract pending

HOPE Longitudinal Study: Year 2 Results

Abstract pending

“Weed Crumbles into Glitter”: Representing a Marijuana High in Frank Ocean’s Blonde

Musico-analytical examination of Frank Ocean's album Blonde and the lyrical references and musical allusions to a marijuana high

‘Hand in Glove’ and the Development of The Smiths’ Sound

The Smiths are one of the most commercially successful and in uential bands to emerge from the British post-punk movement in the 1980s. Along with elements such as lyrics, harmony, and musical form, a key component of The Smiths’ distinctive musical style involves their sound and, in particular, their sound as represented on studio recordings. Drawing upon the work and insights of scholars such as Albin Zak, Allan F. Moore and Ruth Dockwray, this paper details the complex recording history of the band’s rst single ‘Hand in Glove’ in an attempt to trace the development of The Smiths’ unique recorded sound

Inspiring Student Self-Motivation

While normally appreciative of the invitation to join colleagues in a discussion of pedagogy and what “works” in the classroom, I have in most instances reluctantly participated in discussion of student motivation. I dip my toe into this philosophical quagmire only if permitted license to substitute the phrase student inspiration in place of student motivation. I also find it helpful to turn the rhetorical tables, as it were, and consider self-motivation on the part of students. The concept of individuals who hold some sense of self that a classroom mentor may nurture through student inspiration is one in which I place a modicum of trust. To “inspire” is literally to “breathe in,” to actively pull sustenance from a proffered external source. Active student determination based on some sense of self may couple with instructor inspiration to promote academic success

Some Notes on John Zorn’s Cobra

Historical, analytical, and critical overview of John Zorn's celebrated file-card composition, Cobra

Impact of Georgia's Pre-K Program on Kindergarten through Third Grade Teachers

The Georgia Prekindergarten Program (Pre-K), established in 1993, provides Georgia's fouryear-old children with high quality preschool experiences in order to prepare them for kindergarten. Immediate gains resulting from Pre-K can be lost if teachers in later grades are not prepared to capitalize on the increasing capabilities of students. To sustain the positive effects of the Pre-K program, teachers in later grades need both to recognize that students are better prepared for school and to adapt their instructional practices to take advantage of their students' increasing capabilities. Research implies that teachers adopt practices in their classrooms relative to how their beliefs match assumptions inherent in new programs. Thus, this study investigates teacher awareness of the impact of Pre-K on students, teacher beliefs about instructional practices, current instructional practices, and the relationship between beliefs and practices.The Council for School Performance launched this study to examine the implications of the Pre-K program for teachers of children in kindergarten through third grade. Through a survey of teachers in Georgia, the Council has found that teachers believe that the Pre-K program has positively affected students in elementary school, despite observations that students are, overall, changing for the worse. The majority of teachers believe in child-centered instructional practices, but this belief has not been adopted into their own instructional practices. Overall, teachers are as likely to use child-centered practices as they are to use teacher-directed activities