Дисертації: "Grades and standards"

1

Do, Nascimento Miguel Jérémy. "Grades and standards for african farmers." Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0197.

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Cette thèse explore les contraintes à l'émergence de marchés rémunérant la qualité au sein des chaines de valeurs agricoles locales en Afrique subsaharienne (SSA). Son objectif principal est d'apporter de nouvelles connaissances sur le fonctionnement des marchés agricoles locaux en SSA. Le recueil est composé de 4 essais. Le premier chapitre propose un cadre théorique pour étudier le rôle des contrats informels entre les fermiers et leurs acheteurs dans la fourniture de biens agricoles de qualité. L'utilisation de données de transactions collectées au sein de la chaîne de valeur du blé éthiopienne permet une application empirique de ce modèle. Le second chapitre utilise les mêmes données afin de déterminer si les fermiers perçoivent une compensation financière pour la vente de produits de meilleure qualité, ainsi que les conditions pour recevoir cette prime. Le troisième chapitre propose un cadre théorique pour mettre en lumière les contraintes à l'émergence d'un système de certification dans les chaînes de valeur agricoles locales en SSA. Ce modèle théorique est testé avec la mise en place d'un design expérimental auprès de marchands agricoles éthiopiens. Le dernier chapitre estime l'effet d'un programme de protection sociale, le Productive Safety Net Program, sur les prix des marchés en Ethiopie
This dissertation explores constraints preventing markets for quality emergence in sub-Saharan African (SSA) local agri-value chains. It aims to document new facts about quality recognition and constraints preventing quality remuneration. This thesis is organized in 4 chapters on agricultural production and market functioning in SSA agri-food local value chains. The first chapter develops a theoretical model to investigate the role of relational contracts in quality supply and tests it empirically using first-hand transaction data in Ethiopianwheat markets. The second chapter measures returns to quality in rural agricultural markets using the same data. The third chapter combines a theoretical and field experiment approach with Ethiopianwheat traders to test constraints preventing uptake of third-party certification. The last chapter measures the price effects of a social protection program, the Productive Safety Net Program, on local markets prices in Ethiopia

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2

Stanley, Joseph G. "Making Grades Meaningful: Parents’ Perceptions of Using Standards-Based Report Cards." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/123.

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The information conveyed to parents on traditional report cards can be misleading. Although the use of the letter grade system has been in place for more than a century, these grades do not give parents the information they need in order to help ensure that their children are academically successful. In order to address this issue, schools must review the methods by which they communicate student progress. In this study, the parents of students in an elementary school classroom were told the benefits of using standards-based report cards and were shown how to read them. They were then provided with a standards-based report card detailing how their children performed in reading. Following the use of this report card, parents completed a questionnaire and were interviewed about their perceptions of using this revised reporting document.

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3

Lack, Brian S. "Student Participation in Mathematics Discourse in a Standards-based Middle Grades Classroom." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/11.

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The vision of K-12 standards-based mathematics reform embraces a greater emphasis on students’ ability to communicate their understandings of mathematics by utilizing adaptive reasoning (i.e., reflection, explanation, and justification of thinking) through mathematics discourse. However, recent studies suggest that many students lack the socio-cognitive capacity needed to succeed in learner-centered, discussion-intensive mathematics classrooms. A multiple case study design was used to examine the nature of participation in mathematics discourse among two low- and two high-performing sixth grade female students while solving rational number tasks in a standards-based classroom. Data collected through classroom observations, student interviews, and student work samples were analyzed via a multiple-cycle coding process that yielded several important within-case and cross-case findings. Within-case analyses revealed that (a) students’ access to participation was mediated by the degree of space they were afforded and how they attempted to utilize that space, as well as the meaning they were able to construct through providing and listening to explanations; and (b) participation was greatly influenced by peer interactional tendencies that either promoted or impeded productive contributions, as well as teacher interactions that helped to offset some of the problems related to unequal access to participation. Cross-case findings suggested that (a) students’ willingness to contribute to task discussions was related to their goal orientations as well as the degree of social risk perceived with providing incorrect solutions before their peers; and (b) differences between the kinds of peer and teacher interactions that low- and high-performers engaged in were directly related to the types of challenges they faced during discussion of these tasks. An important implication of this study’s findings is that the provision of space and meaning for students to participate equitably in rich mathematics discourse depends greatly on teacher interaction, especially in small-group instructional settings where unequal peer status often leads to unequal peer interactions. Research and practice should continue to focus on addressing ways in which students can learn how to help provide adequate space and meaning in small-group mathematics discussion contexts so that all students involved are allowed access to an optimally rich learning experience.

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4

Fuller, Randetta Lynn. "A Comparative Study between the Standards of Learning and In-Class Grades." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1737.

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We examined the Standards of Learning mathematics scores and in-class grades for a rural Virginia county public school system. We looked at third, fourth, fifth, sixth, and seventh grades as well as Algebra I, Algebra II, and Geometry classes. The purpose of this was to determine whether or not there is a strong correlation between the Standards of Learning and the students' in-class grades. Had a strong enough correlation between the Standards of Learning and in-class grades been found we would have used only the in-class grades to predict the Standard of Learning test scores. However, we found that the students' in-class grades are not the only predictor of the Standards of Learning test scores. With the coefficient of determination ranging from 6.8% to 84.4%, this indicates that at best 84.4% of variation in the response is explained by the model for Algebra II and at worst only 6.8% for Algebra I.

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5

Tyree-Hamby, Ashley L. "An Examination of the Correlation between Teacher-Assigned Standards-Based Grades and Teacher-Assigned Traditional Grades and Student Achievement." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732246.

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The relationship between teacher-assigned standards-based grades and teacher-assigned traditional grades and student achievement on the Missouri Assessment Program was examined for all students of the sample. The 120 participants for this study were third graders during the 2012-2013 school year transitioned to fourth grade during the 2013-2014 school year. The students were enrolled in Elementary School A in rural Missouri. One hundred twenty students’ permanent traditional and standards-based grade cards and Missouri Assessment Program (MAP) scores provided the data to determine the relationship between teacher assigned standards-based grade cards or teacher-assigned traditional grade cards and student achievement. The findings of this study provide strong suggestions for school districts considering a standards-based grading and reporting system in response to the recent transition away from traditional grading practices. The results of this study showed a significant relationship between teacher-assigned standards-based grades and student achievement on the MAP in the content areas of English Language Arts and Mathematics. The results of the study suggest standards-based grade reporting offers precise information concerning student learning that can be used as a measure of student achievement.

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6

Collins-Browning, Amanda Rashelle. "The Language of Mathematics: Virginia Standards of Learning Mathematical Pictionary for Grades K-3." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1874.

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My experience teaching in Virginia schools, pacing and aligning instruction to the Virginia Standards of Learning, caused me to recognize the need for a mathematics tool to simplify and transition K-3 mathematics vocabulary usage and instruction. The language of mathematics uses three linguistic tools: words, symbols, and diagrams. Within this thesis I developed an instructional tool, a "Mathematics Pictionary", to accommodate primary grades K-3 and transition mathematical language and vocabulary skills between the primary grades aligned to the instruction and guidelines of the Virginia Standards of Learning. The Pictionary may be used coherently with lesson plans, available from the Virginia Department of Education, for instructional use in teaching mathematical vocabulary usage throughout the primary grade levels, K-3.

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7

Poll, Tyler R. "Standards-Based Grading: A Correlational Study Between Grades and End-of-Level Test Scores." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7435.

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As students move from grade level to grade level and onto college, their grades have an impact on the number of opportunities available to students. The competition for entering college and earning a scholarship are at an all-time high and the grades students earn have a direct impact on future opportunities. Grading practices vary by teacher causing students’ grades to mean different things. Standards-based grading practices focus on removing teacher bias and puts emphasis on the learning students can demonstrate. Students are given assessments to determine learning and are given multiple opportunities to show what they have learned. Emphasis is placed a student’s most current knowledge rather than an average of scores during the grading period. This study focused on how student learning was impacted when secondary math, science, and language arts teachers use standards-based grading practices in their classrooms. Student learning was measured by term grades and end-of-level SAGE test scores. Results show students who attended a classroom with standards-based grades earned higher GPAs, performed better on the end-of-level test, and had more learning growth over the course of the school year, than their peers who participated in traditional grading classrooms.

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8

Gomez, Angela. "The Effects of Personalized Practice Software on Learning Math Standards in the Third through Fifth Grades." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12953.

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The purpose of this study was to investigate the effectiveness of MathFacts in a Flash software in helping students learn math standards. In each of their classes, the third-, fourth-, and fifth-grade students in a small private Roman Catholic school from the Pacific Northwest were randomly assigned either to a control group that used flash cards and worksheets or to a treatment group that used a computer software program to practice grade-level appropriate math facts. Students advanced to math facts at the next grade level after completing the levels appropriate to their own. A crossed design allowed the two groups of students in each of the grades to participate in their respective intervention and control treatments over the course of 6 weeks before they received the alternative treatment. Students took equivalent forms of curriculum-based measures for their grade level at the beginning, middle, and end of the study (e.g., third graders took third grade assessments) and equivalent forms of curriculum-based measures at the middle and end of the study for the next grade level (e.g., third graders took fourth grade assessments). A correlated-groups t-test was conducted to determine the significance of the computer software program on students' performance on the grade-level measures, and an independent-groups t-test was conducted to determine the significance of the computer software program on students' performance on the subsequent grade-level measures. The results of the study indicate that there was not a significant difference in math scores between students practicing math facts with MathFacts in a Flash and those practicing math facts with flash cards and worksheets in both the on-grade and subsequent-grade-level measures. The findings are discussed in the context of the ways computer software may still be used to increase student proficiency with learning math standards in the third, fourth, and fifth grades.

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9

Nivens, Ryan Andrew. "Alignment of Middle Grades Tennessee Comprehensive Assessment Program (TCAP) Practice Tests to the Common Core Standards." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/245.

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10

Nivens, Ryan Andrew. "Content Tests for Grades 3-8 Aligned to CCSSM." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/236.

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11

Nicely, Kenneth Edward. "Middle Level Schools in an Era of Standards and Accountability: Adaptations of the Features of the Middle School Concept." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26551.

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The literature related to the development of education in the middle grades and to the features associated with the implementation of the middle school concept provides a theoretical grounding for the development and testing of an Innovation Configuration map for the middle school concept. The description provided of the historical development of middle-grades education presents the context for recent research studies and ongoing policy debate. In addition, features of the middle school concept as described within the literature are identified and an overview of salient research findings related to these features is given. A synthesis and critical review of previous research methodologies and findings reveal the need for further research. The purpose of the instrument development and testing process was to identify critical features of the middle school concept implemented in the context of standards and accountability. The instrument development and testing process investigated the nature of the implementation of middle school concept features, recognizing that actual practices in schools may vary somewhat without the schools losing their identity as middle level schools. The principle product of the process was the development of a diagnostic tool that may be used in future research to identify acceptable forms of implementation of the middle level philosophy of education. The instrument development and testing process employed research methodology based on the Concerns-Based Adoption Model (CBAM) of Hall and Hord (2006). Specifically, an Innovation Configuration map was developed identifying components of the middle level philosophy of education and describing variations in implementation of the components.
Ed. D.

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12

Hogan, Marsha Ranata. "Differentiated Instruction in a Standards-Based Middle School Science Classroom." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/33.

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Middle schools in Georgia and all over the United States face unique obstacles for enhancing the academic accomplishment of an increasingly diverse group of learners. Under pressure to implement innovative research-based teaching practices to overcome these challenges, many schools and teachers adopt differentiated instruction (DI), a teaching approach designed to accommodate different learning styles and levels of ability. This study was grounded in Howard Gardner's multiple intelligences and Lev Vygotsky's zone of proximal development (ZPD) theory. The research questions investigated in this study were designed (1) to explore the perceptions of science teachers regarding how they apply DI and (2) what obstacles they encountered in their application of DI methods. The data collected were analyzed using occurring themes through individual interviews, observations, and artifacts from 5 regular education science teachers and 2 special service teachers who implemented DI in their classroom. Findings of the study revealed that the teachers experienced successes and difficulties in implementing DI strategies in science. They addressed these difficulties by changing their lessons to coincide with available materials or resources and applying low-preparation DI strategies to meet the needs of each student. Data from this study informed social change by assisting teachers in providing enhanced instruction which promotes student engagement and academic success through the grades. In turn, empowers students to graduate from high school prepared for advanced learning, which leads to productive careers.

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13

Thiele, Julie. "Grading practices and mindset development: the growth of both." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32811.

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Doctor of Philosophy
Curriculum and Instruction Programs
Sherri Martinie
This study examined the impact grading policies have on students’ mindsets in urban Midwestern middle schools. The components of this quasi-experimental, causal comparative survey research relied on the grading policies in place at the school level and the students’ reporting of their mindset. Data was collected using a questionnaire containing eight Likert-type questions from the Implicit Theories of Intelligence scale (Dweck, 2006), as well as additional questions seeking the students’ perceptions of grading practices implemented in their buildings. Descriptive statistics, frequencies, t-tests and ANOVA tests were run measuring the impact that a variety of perceived grading practices had on students’ mindset levels. The findings from the research demonstrated no statistically significant differences between the mindset levels of students from schools with different grading policies. Further analysis revealed inconsistencies between student perceptions of the grading practices and the schools’ actual stated grading policies. It appears standards based and traditional grading practices, although specifically stated at the building level, appear to have blended together in the large school district, which may have led to the inconclusive results. Of significance was the finding that students perceived to understand the meaning of their grade, even if it is misaligned with the schools’ policy, reported a growth mindset in comparison to students that reported they did not understand their grade. These findings begin to explore the impact grading practices have on students, especially during the transition from traditional to standards based grading. Further research is needed to fully examine the transition between grading practices and students’ perceptions of those policies. When students’ perceptions of the standards based grading policy do not align with the actual policy, it is assumed that it will have no impact on students’ mindset levels. Future research would seek to understand ways in which educators making a transition from traditional to standards based grading can seek clarity of policies, seek accuracy of implementation and monitor students’ perceptions in alignment with the policies and practices.

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14

Hallissey, Megan. "An Examination of Principals' Leadership and Its Impact on Early Elementary Grades." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1359.

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This exploratory, qualitative multiple-site case study examined principals’ expectations of teaching practices and children’s learning for early elementary grade levels (K, 1st, 2nd, and 3rd). Specifically, this study investigated principals’ understanding of developmentally appropriate practices regarding instructional methods, curriculum content, and assessment strategies. This study also examined how these constructs impact leadership decisions and offered contextual examples to exemplify their influence in real-life situations. Data collection included different school configurations (i.e., PreK-1st grade, PreK-3rd grade, K-5th grade, PreK-8th grade), and consisted of multiple data sources – school observations, teacher and principal interviews, questionnaires, teacher evaluations, a video clip, and artifacts. The twelve guidelines of Developmentally Appropriate Practices (DAP) and the Professional Standards of Educational Leaders (PSEL) provided a framework for thematic analysis. Results indicate principals have minimal training in early childhood pedagogy which may impact teacher evaluations and hiring practices. Results also suggest principals’ explicit leadership decisions conflict with DAP (utilization of external rewards, elimination of art, elimination of play, insufficient reporting measures, etc.). These leadership decisions may inhibit student growth, learning, and development including opportunities for self-regulation. Principals’ implicit leadership decisions may also be promoting inappropriate instructional practices (i.e., prescribed curriculum, teacher-directed whole group instruction, lengthy computerized testing, etc.), but data suggests external influences could be a factor as well. Policy implications and practice recommendations are included.

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15

Greene, Gary L. "An Analysis of the Comparison between Classroom Grades Earned with a Standards-Based Grading System and Grade-Level Assessment Scores as Measured by the Missouri Assessment Program." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737088.

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This study was designed to examine the ability of traditional and standards-based grading practices to predict student performance on the Missouri Assessment Program (MAP) Grade-Level Assessments at the middle school level. This study also explored the perceptions Missouri middle school teachers and administrators had concerning the use of standards-based grading and identified obstacles educators faced during and after its implementation. The research was conducted in phases to observe two sets of data. Phase One involved the collection and analysis of quantitative data from two schools in Missouri that use standards-based grading in the seventh and eighth grades and two schools in Missouri that utilize a traditional method of grading. Data consisted of semester grades and subsequent MAP achievement levels for each student in math and English language arts in the seventh and eighth grades. Student data were analyzed using the chi-square goodness-of-fit test to determine if a statistical difference existed between the ability of standards-based and traditional grading systems to predict MAP achievement. Phase Two included the collection and analysis of qualitative data which consisted of teacher and administrator responses to open-ended interview questions. Phase One data showed no ability of either standards-based or traditional grading to accurately predict subsequent MAP achievement levels. Phase Two data revealed that while the majority of respondents believed standards-based grading was a more accurate measure of student knowledge, teachers harbored negative feelings concerning this grading system, and administrators failed to provide adequate initial and ongoing professional development.

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16

Richmond, Daena J. "The relationship between teacher ratings on the Indiana Standards Tool for Alternate Reporting (ISTAR) : English/language arts/math assessment for students in grades 3 and 8." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325993.

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17

Kampa, Nele. "Aspekte der Validierung eines Tests zur Kompetenz in Biologie." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät IV, 2012. http://dx.doi.org/10.18452/16640.

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Durch die zunehmende Durchführung von Kompetenztestungen haben Dimensionalitäts- und Zusammenhangsanalysen an Wichtigkeit zugenommen. In der vorliegenden Studie wurde Kompetenz in Biologie mit den Dimensionen Konzept- und Prozesswissen einer Dimensionalitätsprüfung unterzogen und mit externen Kriterien in Verbindung gebracht. Die hierfür angewandten Strukturgleichungsmodelle wurden auf der Grundlage von 3 156 Zehntklässlern in Deutschland modelliert. Konkurrierende Modelle zeigten die dimensionale Struktur von Kompetenz in Biologie. Das Modell mit dem besten Modellfit wurde systematisch mit den externen Maßen in Zusammenhang gebracht. Die Ergebnisse zeigen, dass Kompetenz in Biologie aus den zwei hoch miteinander korrelierenden Dimensionen Konzept- und Prozesswissen zusammengesetzt ist. Neben den erwarteten hohen Zusammenhängen mit sprachlichen Kompetenzen und kognitiver Grundfähigkeit, lagen differentielle Effekte nur für Konzeptwissen vor. Dieses hängt höher mit sprachlichen Kompetenzen als mit kognitiver Grundfähigkeit zusammen. Die Zusammenhänge mit den Fachnoten und dem Selbstkonzept sind hingegen inkonsistent. Das vermutete Zusammehangsmuster zeigte sich für die Fachnoten nicht. Das Selbstkonzept in Biologie leistet gleichermaßen einen Erklärungsbeitrag zu den beiden Dimensionen von Kompetenz in Biologie, die Selbstkonzepte in Chemie und Physik nicht. Die Studie zeigt, dass Mehrdimensionalität von Kompetenz in Biologie und andren Disziplinen untersucht werden muss, bevor sie in Testungen, in der Lehrerbildung und in Curricula implementiert wird.
With the growing popularity of competence testing, there is a need for more research on newly developed test instruments. Therefore, I investigated competence in biology for dimensionality with regard to concept and process knowledge and its relations to linguistic competencies, cognitive ability, grades and self-concept in biology, chemistry and physics. The structural equation analyses are based on 3 165 German tenth-graders. First, concurring models reveal the dimensional structure. Second, covariates are applied systematically to the dimensional model with the best fit. The results show that competence in biology consists of two highly correlated dimensions: concept and process knowledge. Besides the high relations with linguistic competencies and general cognitive ability with both biology dimensions, differential effects could be detected for concept knowledge which is stronger associated to linguistic competencies than to general cognitive ability. The relation to the covariates grades and academic self-concept is inconsistent. Concerning grades, none of the expected patterns were found. One’s self-concept in biology helps explain concept and process knowledge in biology whereas self-concept in chemistry and physics does not. This study shows that multidimensionality of competence in biology and other disciplines will need to be tested before implementation in assessment, teacher education and curricula.

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18

Joyner, Barbara Jean. "Intermediate Teachers' Perceptions of Reading Instruction Strategies and Professional Development Needs." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4300.

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In 1 urban Tennessee school, students in Grades 3 through 5 had not met adequate yearly progress in reading for the past 5 years. The purpose of this case study was to explore teachers' perceptions of current district-recommended teaching practice in reading. The research questions related to current instructional strategies, teaching practices, challenges, and perceptions of current instructional strategies and changes needed to improve students' reading achievement. This study was grounded in the constructivist theoretical framework of Vygotsky. Twelve educators from Grades 3 through 5 and a reading specialist participated in this study. The data were collected from interviews, minutes from professional learning community meetings, and the district guidelines for instruction. Data analysis included open coding to determine common patterns and development of common themes. Findings indicated that teachers described the district learning strategies and guidelines as aligned with the reading curriculum map, and they saw the reading specialist as a valuable resource. Teachers specified that although they were trained in district-recommended strategies, they needed more professional development and support to implement the reading strategies effectively. Teachers wanted job-embedded professional development (PD) to help them develop expertise in implementing effective reading instruction to increase student achievement. To address this, a professional learning community PD project was created. Participation in the PD project may help teachers to implement reading instruction using research-based strategies in accord with district guidelines to improve student reading achievement.

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19

Llerandi, Lori. "Standards based art curriculum for sixth grade students." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/LLlerandi2007.pdf.

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20

Stoker, Ginger Lynn. "Validating inferences from a standards-based fifth grade mathematics assessment." Thesis, The University of Arizona, 2001. http://hdl.handle.net/10150/278762.

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The purpose of this study was to investigate the construct validity of the performance levels and their associated descriptors for a state standards-based fifth grade mathematics assessment. Using item responses from 65,291 students, who took the test during the Spring 2000 semester, the study seeks to evaluate the degree to which the descriptions of the performance levels constructed for a state standards-based assessment accurately represent what students at each level know. This was done through four separate, but related, analyses: (1) mapping items to performance level descriptions, (2) assessing the fit of the items to an IRT model, (3) assessing correspondence between items and performance level descriptors, and (4) assessing fit of student responses to the expected response pattern. Results of the analyses show that the performance level descriptions do not provide completely valid portrayals of what students know and are able to do.

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21

Miller, Jennifer Lynn. "Eighth Grade Reading Curriculum: How Teachers Make Choices." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1190057922.

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22

Dean, Alma Jean. "The blending of affective domain standards and cognitive domain standards of mathematics with fifth grade at‐risk students." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/372.

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Prompted by a call for school counselors to become proactive catalysts in the evolution of student achievement, this case study, using largely qualitative data with at-risk fifth grade students, examined the outcomes of blending affective standards with academic standards in mathematics to engender cognitive change. All nine students’ final mathematics grades improved from failing to an average grade of C or better and affective outcomes such as self-reflections and life management skills indicated positive gains.

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23

Brinson, Ennis L. "Third-Grade Reading Teachers' Views on Achieve3000 for the Florida Standards Assessment Test." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7786.

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Educators are challenged with meeting the academic needs of students, particularly in the subject area of reading. School districts purchase tools such as Achieve3000 to help students improve their proficiency in reading; however, implementation of such interventions has not been explored from the educators' perspective. This study explored 3rd grade reading teachers' views on Achieve3000 as a tool for improving reading proficiency and preparedness for the Florida State Standards English Language Arts assessment. The conceptual framework included the theory of social validity and current research as it related to differentiated instruction. This study utilized a basic qualitative approach to answer these key research questions. The participants included 6 3rd grade reading teachers from 3 Florida schools. Individual face-to-face interviews and a focus group interview session were conducted to answer the research questions. Data were analyzed via open, axial, and selective coding to generate the themes. The findings revealed the 3rd grade reading teachers believed that Achieve3000 can be considered a reliable method for improving reading and preparing students for the reading portion of the Florida Standards Assessment. The findings of this study can positively affect social change by providing educators with an increased repertoire of instructional tools to assist them in meeting the needs of all learners, as well as to prepare students for a technology driven world.

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24

Doty, Angela L. "Standards based integrated mathematics activities a resource guide for second grade teachers /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/ADoty2007.pdf.

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25

Enbody, Catherine Levander. "Integrating technology into standards-based instruction for second grade English language learners." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2373.

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Rapid growth in the use of technology and the need for education reform resulted in the need for educators to integrate technology and standards-based instruction into their daily lessons. The growing number of students whose first language is not English requires a diverse set of teaching strategies and assessments to provide these students with optimal opportunities for achieving high standards.

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26

Elgie, Brian James. "Computer-based remediation in Cape Senior Certificate standard grade mathematics." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003339.

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This dissertation begins by reviewing the difficulties experienced in teaching mathematics to pupiis, weak in mathematics, in the Senior Secondary phase of Cape Education Department schools. The possible use of computer-aided instruction (CAl) in improving the examination performance of such pupils is considered. A suitable CAl software program, viz. the SERGO system, is identified and its operation is described in detail. The researcher investigates, both from a quantitative and a qualitative aspect, the change in mathematics examination performance of a number of weak in mathematics pupils, as a result of receiving an extended period of extra tuition on the SERGO system. It needs to be noted that these pupils are passing candidates in other subjects, and have above average intelligence. They are not slow learners. The researcher identifies three categories of pupils who are weak in mathematics. Different programmes of remediation are recommended for each category. The possible use of the SERGO system as a stand-alone instrument of remediation , for pupils working in pairs, and the possible use by H.G. pupils in combined H.G./S.G. classes are also investigated.

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Lewis, Linda Kathleen. "Public Standards/Personal Standards: A Descriptive Study of Eighth Grade Students' Selection Processes for Writing Samples to Include in an Assessment Portfolio." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277637/.

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The purpose of this study was to describe the criteria that students reported using when selecting writing samples for an assessment portfolio. Specifically, the study involved content analysis of student responses to five prompts which asked the students to give selection criteria for writing samples in language arts portfolios prepared for assessment. The population consisted of twelve eighth grade students in three urban middle schools. The students were in classes that were participating in the New Standards Portfolio Assessment Field Trial. In addition to the responses to prompts, students also submitted writing samples to be scored using New Standards rubrics. The writing samples were evaluated to determine if the students successfully selected pieces of their writing to provide evidence of standards attainment. Through the analysis of the student responses to the prompts, two categories of selection criteria were noted. Public standards were the standards that corresponded with the criteria that were presented to the students through their use of New Standards performance standards, portfolio exhibit requirements, and entry slips. Personal standards were criteria that did not correspond to the published criteria presented to the students. Ten sub-categories were identified. These ten sub-categories became the instrument for analysis and tabulation of the students' reported criteria for selecting writing samples for their portfolios. Findings indicated that students were willing to use the public standards and that they used them more frequently than personal standards in justifying selections for the assessment portfolio. However, student identification of appropriate criteria did not guarantee that the writing samples that the student submitted received scores that would indicate standards attainment.

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28

Hensley-Pipkin, Charity. "Use of the Physical Classroom Environment as a Teaching and Learning Tool Including the Impact of the CCSSI in Kindergarten Through Third Grade Classrooms in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2556.

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The specific goal of this study was to determine the use of the physical classroom environment as a teaching and learning tool in an era of the implementation of the Common Core State Standards Initiative (CCSSI). This qualitative multi-case study focused on the learning principles and epistemological beliefs of primary teachers with reference to the physical classroom environment and the teaching process in regard to meeting the expectations set forth by the CCSSI. The researcher sought participation from a city school district in Northeast Tennessee which included a total of 8 participating teachers consisting of 2 each of grades kindergarten, first, second, and third. The Teacher Beliefs Survey (Woolley, Benjamin, & Woolley, 2004) was administered to determine teachers’ philosophical position regarding constructivist and traditional beliefs. Based upon responses, 8 teachers representing the most constructivist and most traditional teachers in each grade were selected for further participation. Teachers’ practices and perceptions of the role of the physical environment in the teaching and learning process including consideration of the CCSSI were further explored through interview. Each physical classroom environment was evaluated using the Primary Educators Environment Rating Scale (PEERS), a rubric designed to assess the use of the physical classroom environment on a continuum from traditional to constructivist practices (Evanshen & Faulk, under review). Observational field notes and photographs were collected in order to document environmental components of the physical classroom environment of each participant. Data was collected and triangulated through the use of the aforementioned methods. Through the data analysis process, the researcher found all participants to demonstrate support for the role of the physical environment in the teaching and learning process which was determined based on results of the interview in conjunction with findings of the PEERS and supporting photographic evidence. Each teacher’s personal experiences and philosophy of education was found to guide the physical classroom environment design and layout in various ways. While most teachers felt the CCSSI had little or no impact on their physical classroom environment, all shared in varying degrees the use of the physical environment as a tool to support students in developing 21st century skills.

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29

Fernandez, Annette Yvonne. "A qualitative study of selected fourth grade teachers' perceptions of the Sunshine State standards." FIU Digital Commons, 2004. http://digitalcommons.fiu.edu/etd/3300.

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Despite a history of grappling with educational standards, never before has the federal government attempted to establish explicit national standards for what American children should learn in school. Recently, U.S. educators have developed voluntary national content standards, or explicit expectations of what students should know and be able to do. Not surprisingly, this major curriculum reform has provoked considerable debate. Today, teachers face difficult challenges working towards the implementation of standards. The objective of this study was to describe and explain the perceptions of a selected team of fourth-grade teachers regarding the language arts component of their state's Sunshine State Standards (SSS). The exploratory questions that guided this qualitative study were: (a) How are the SSS perceived by these fourth-grade teachers? (b) In what ways do the SSS affect teachers' self-perceptions? and, (c) To what extent and how do the SSS affect the participants' professional classroom behavior? Direct observations, interviews, analysis of relevant documents and the researcher's critical reflective journal served as the methods of inquiry employed in this vi qualitative study. Bandura's Teacher Self-Efficacy Scale was used as a tool to help categorize the data specifically related to self-perception. Analysis of the data suggests that participants perceived the SSS as a useful guideline as they taught. The SSS were a decisive factor in teachers' planning. They were the actual guide lines used by teachers to plan their lessons. However, participants did not believe the SSS were attainable by all students or were fair to students with special needs. They also believed there was not sufficient time allocated for the effective implementation of the SSS. This lack of time created pressure among some of the participants and others even felt disempowered regarding the curriculum and the instructional focus implemented during the test preparation time. The SSS negatively affected the participants when they felt constraints during this time, which led to their inability to carry out important activities in their classrooms. Thus, the SSS directly affected the participants' behavior in their classrooms.

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30

Newell, Suzanne Payne. "The Impact of Standards-based Report Cards on Reading Development of Primary Grade Students." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500184/.

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The purpose of this mixed-method study was to explore the instructional changes in first grade classrooms and reading progress of first grade students in relation to implementation of standards-based report cards (SBRC). The goal of this study, conducted in a suburban Texas school district, was to determine whether there was a statistically significant difference in reading progress between students enrolled in first grade classrooms in which traditional report cards were used in comparison to comparable classrooms in which SBRCs were used. Additionally, the instructional practices of teachers were examined to determine the types of changes that took place as the district moved from traditional report cards to SBRCs. A total of 709 students and 15 teachers were involved in the study. The study revealed that there was no statistically significant difference between the reading growth of students assessed in SBRC classrooms and those assessed with traditional report cards. There were, however, significant differences in instructional practices employed by teachers in SBRC classrooms. These changes in practice included instructing with a greater degree of focus on specific objectives to be taught, more closely following the district’s scope and sequence, greater communication regarding the grading criteria and methods used for reporting progress, use of the most recent achievement data when determining grades (in comparison to averaging of grades during a reporting period), and a greater awareness of students’ specific abilities.

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31

Chandler, Patricia Mae. "Initial implementation of standards-based social studies : the experience of two fifth grade teachers /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7883.

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32

Kemp, Manika DeShawn. "A Comparison of traditional instruction and standards-based instruction on seventh-grade mathematics achievement." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-06212007-110833.

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33

Hallett, Rachel. "SCIENCE TEACHERS' BELIEFS CONCERNING REFORM POLICIES: COMPARISONS BASED ON GRADE LEVEL, ACHIEVEMENT HISTORY, AND SOCIOECONOM." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3440.

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In an effort to increase the relevance and rigor of the science curriculum being taught in schools throughout Florida, the Next Generation Sunshine State Standards were developed and districts throughout the state began processing them for use in the K-12 classrooms. With a history of adopt and abandon reform strategies, one district wanted to follow a more structured implementation approach to better ensure a successful transition to the new standards. As the first aspect of the approach, teachers in grades 3-8 were asked to complete two instruments which gauged their beliefs regarding the Next Generation Standards in science. Quantitative analysis of the responses revealed differences in beliefs among teachers at different grade levels, at schools with different socio-economic statuses, and at schools with different standardized test performance histories. Qualitative analysis uncovered the nature of the differences and allowed for a clearer view of the current state of science reform in the district.
Ed.D.
Department of Educational Studies
Education
Education EdD

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34

Mayo, John L. "The Renovation Process and Student Achievement as Measured by Performance on the Virginia Standards of Learning Assessments in Mathematics and Reading at the Eighth Grade Level." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37539.

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The purpose of this study was to look at the possible influence the renovation process had on student achievement as measured by performance on the Standards of Learning (SOL) in the areas of mathematics and reading at the eighth grade level in the Commonwealth of Virginia. For purposes of this study a descriptive research methodology was used to determine the possible influences the renovation process had on student achievement. To conduct such research, Standards of Learning (SOL) test scores in the areas of mathematics and reading, from middle schools in the Commonwealth of Virginia were used one year prior to the renovation process, during the renovation process, and one year after the renovation process. Depending on the complexity of the renovation, SOL test scores were collected from two to four years during the renovation process. Demographic variables were analyzed to ascertain stability of the student populations over the period of time. Variables such as ethnicity, socio-economic factors, and highly qualified teachers served as demographic variables. These variables were used to control the status of each school student population over the period of the stages of the renovation process. The main research question for this study was: Does the renovation process of a school building influence student achievement? This research question was supported by two sub-questions that guided the study. The first sub-question examined the differences in student scores as measured on the SOL assessment at the eighth grade level in mathematics prior to, during, and after the renovation process. The second sub-question examined the differences in student scores as measured on the SOL assessment at the eighth grade level in reading prior to, during, and after the renovation process. Findings from the study indicated that a statistically significant relationship did not exist between the means of student scores when compared over the three stages of the renovation process, in mathematic and reading. A statistically significant relationship, however, was found when comparing the mean student scores in reading before and after the renovation process. Based on the reading findings, this study indicates that building conditions play a vital role on student achievement.
Ed. D.

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35

Nolan, Karin. "American Elementary Music Programs: Current Instructional Methods, Goals, Resources, and Content Standards by Geographic Region and Grade Level." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194200.

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The purpose of this investigation was to identify current instructional practices, goals, and content standards addressed in American elementary music programs. Participants (N = 963) were sampled from elementary music teachers across the United States and administered a survey addressing music classes offered to each elementary grade level, average music instructional time, use of state standards and district music curricula, use of published materials, music integration, program goals, and perceived importance of various content standards by grade level. The three most frequently indicated music classes offered to elementary students were general music (84.57%), Orff (5.36%), and band (3.12%). Instrumental options and choir were typically only offered to older elementary students. Most elementary students received music instruction for an average of 31 to 60 minutes per week. Older students, however, tended to receive longer amounts of music instructional time. Over 81% of teachers regularly used their states’ standards when developing lessons. Slightly over two-thirds of all participants were provided a music curriculum to follow, although only 38.53% of total participants almost always followed it. Almost 48% sometimes used and over 36% almost always used published materials; Silver Burdett/Ginn and MacMillan/McGraw-Hill published the most popular series among elementary music teachers. Participants primarily used Essential Elements 2000 for band and orchestra. Nationally, 82.24% of participants indicated they regularly integrated music with other academic areas during lessons. On average, elementary music teachers integrated between three and four different subjects with music. Among the prominent areas reinforced through music were language arts (77.31%), mathematics (66.03%), social studies (55.77%), science (39.87%), and history (33.21%). The most commonly indicated music program goals were to foster students’: lifelong love of music; music appreciation; music foundation skills; and music reading skills. Participants also rated by grade level the perceived importance of various behavioral objectives separated into three content areas: pitch, rhythm, and musicality/history/timbre. After collecting all data and evaluating national trends, the researcher compared responses by geographic region - divided into the six MENC regions - and grade level, when appropriate. In each survey item where the researcher conducted tests of significance, significant (p ≤ .05) main effect differences were found.

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36

Hatfield, Denise Truex. "Addressing second and third grade California science and social science content standards through environmental literature." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3056.

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In response to the federal legislation No Child Left Behind, schools across the country implemented required reading programs for classroom instruction. Open Court's Reading program meets this criterion for many schools. The text in Open Court Reading for grades two and three was evaluated for science and social science content standards that would be supportive of environmental education. Supplemental lessons from Project Learning Tree, Project WILD, and Project WET were identified.

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37

Roberts, Oliver Thomas Wade. "Classroom Influences on Third Grade African American Learners' Mathematics Identities." UKnowledge, 2017. http://uknowledge.uky.edu/edsc_etds/27.

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Students’ mathematics identity has become a more prominent concept in the research literature (Jackson & Wilson, 2012). The experiences of African Americans are still underreported, with African American elementary students receiving the least attention. This dissertation uses a case study method to explore two learners’ experiences. The purpose of this qualitative study was to explore African American third grade students’ classroom interactions with mathematics in order to better understand factors that promote positive mathematics identities. This research study explored the mathematics classroom influences on three third grade African American learners’ mathematics identities in a K-8 school in a north central Midwestern city in the United States. The school was classified as 100% free and reduced lunch and served approximately 900 students, with the vast majority of students classified as African American. The three student participants and their teacher were all African American. The student participants wore glasses that video recorded their perspectives. A stationary camera was also used to capture the wider classroom environment. Each student participant completed three interviews (Seidman, 2013). The teacher participant completed one interview. Additionally, the student participants completed a mathematics interest questionnaire. Findings showed the importance of an explicit focus on the Standards for Mathematical Practice, a growth mindset, and positioning for promoting positive mathematics identities. In one case study, Janae’s experiences in lessons about fractions highlight the relevance of the Standards for Mathematical Practice, specifically attending to precision and making sense of and persevering in solving problems. In both the classroom and in interviews, she shows the importance of making sense of problems and persevering in solving them and of attending to precision. In the second manuscript, I explore Jaane and Kayla’s different experiences. Janae was positioned more positively and faces limited resistance in maintaining a positive mathematics identity. Kayla, on the other hand, regularly rejected and renegotiated the positions offered to her as she aimed for success and a positive mathematics identity. Kayla’s growth mindset and negotiation of positions offered to her in the classroom were critical factors in how she maintained a positive mathematics identity.

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38

Gravina, Rebecca Jane. "Non-linear overload behaviour and ductility of reinforced concrete flexural members containing 500MPa grade steel reinforcement." Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09PH/09phg777.pdf.

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Includes corrigenda (inserted at front) and list of publications published as a result of this research. Includes bibliographical references (leaves 192-199) Investigates the overload behaviour and modes of collapse of reinforced concrete flexural members containing 500MPa grade reinforcing steel and evaluates the adequacy of current ductility requirements for design according to AS 3600 to ensure strength and safety.

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39

Childers, Anita Flowers. "The spelling patterns of black dialect and white standard English first grade speakers /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260135357436.

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40

Chippa, Onaiza. "Using Picturebooks to Enhance Third Grade Science Instruction and Meet the English Language Arts Core State Standards." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1549.

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Teachers are constantly being asked to use innovative ways to teach core subjects, especially science. Teachers need to get students engaged and actively learning, at all times and that is not an easy task. The purpose of this project was to explore the use of quality children’s literature in enhancing science instruction in the third grade curriculum while implementing and helping students meet the English Language Arts Common Core State Standards (ELA CCSS). I researched how using children’s literature in the science curriculum may be beneficial for students. I have created a handbook that third grade teachers can use as a resource to enhance their science curricula. This handbook breaks down the four bodies of knowledge (Life Science, Earth and Space Science, Physical Science, and Nature of Science) and eleven big ideas for the third grade NGSSS. It includes titles and short descriptions of picturebooks that relate to those benchmarks. It also relates the third grade science benchmarks to the ELA CCSS through activities teachers can use to teach any given benchmark.
B.S.
Bachelors
Education and Human Performance
Teaching, Learning and Leadership

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41

Fish, Jo Anna Baarda. "Teachers implementing literacy instruction in a performance-standards environment a collective case study in second grade /." restricted, 2007. http://etd.gsu.edu/theses/available/etd-12032007-131900/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Dana L. Fox, committee chair; Celeste Compton Bates, Joyce E. Many, Amy Seely Flint, Joel Meyers, committee members. Electronic text (165 p. : ill.) : digital, PDF file. Description based on contents viewed Aug, 21, 2008. Includes bibliographical references (p. 142-150).

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42

Fish, Jo Anna. "Teachers Implementing Literacy Instruction in a Performance-Standards Environment: A Collective Case Study in Second Grade." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/31.

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Literacy expectations on elementary classrooms are intensifying with each outcry for accountability by the public and by educational policy makers (Hoffman & Pearson, 2001). Many states, including Georgia, have developed new performance-based curricula in response to expectations for academic performance (Georgia Performance Standards, 2005). However, few researchers have focused on how teachers interpret these performance standards in their local classroom settings. This collective case study research, established within a social constructivist theoretical frame (Vygotsky, 1978), provided an in-depth examination of how the mandated language arts policy of the Georgia Performance Standards (GPS) influenced teachers’ thoughts and decisions about daily literacy instruction. Specific guiding questions for the study were: (1) What literacy expectations do three second-grade teachers have for their students’ literacy development? (2) Where do these expectations originate? (3) How do these three teachers craft and implement instruction in light of their expectations? (4) How do the state mandates constrain or provide opportunities for these three teachers to develop their expectations and implement instruction for their students’ literacy development? Multiple data sources included interviews, classroom observations and field notes, verbal protocols, classroom artifacts and documents, and the researcher’s journal. Data analysis utilized constant comparison and grounded theory analysis within and across cases (Strauss & Corbin, 1990). Trustworthiness and rigor were established through credibility, transferability, dependability, and confirmability (Guba & Lincoln, 1985). This study was designed to give voice to the teachers at the forefront of increasing accountability measures in Georgia’s public elementary school classrooms. Findings revealed that study participants used different funds of knowledge in complex ways to establish literacy expectations and implement instruction and that a fund of knowledge related to mandated accountability measures was influential in the participants’ instructional decision-making processes. When the delivery model of training for the GPS included opportunities to discuss student learning outcomes and reflect on instructional practices, the GPS directly influenced writing instruction. Implications for action from this study are grounded in the study’s key findings and conclusions and hold relevance for the fields of preservice teacher education, professional learning for teachers, school and county administration, and state and federal educational policy making.

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43

Millard, Michelle. "Problem-based learning: meeting the common core state standards for grade 9/10 english language arts." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/883.

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Each of these four units use the exemplar texts outlined by CCSS and highlight four different genres in Literature: Fiction, Nonfiction, Poetry, and Drama.; The purpose of this project design Problem- Based Learning (PBL) Units that would meet the Common Core State Standards (CCSS) for a 9/10 grade English Language Arts (ELA) classroom. The CCSS, newly adopted into Florida public schools, were created to provide students with the skills necessary to be successful in both higher education and ultimately, the global economy. PBL has been practiced in some of the country's leading medical schools for decades, and recently, has begun to play a leading role in designing math and science curricula. Until now, few attempts have been made incorporating the structures of Problem- Based Learning into the secondary English Language Arts classroom. My intention in tapping PBL was to utilize a tool that would foster critical thinking skills and create real world relevance in the curriculum for my future ELA students. With the ever increasing shift into a more inquiry- based teaching approach in today's schools, these units will not only meet the CCSS, but they will provide real world application in both research and collaborative learning. PBL utilizes an "ill-structured scenario" that provides the student with a role that gives them ownership into solving a problem (Lambros, 2004). In order to create these scenarios, I examined the 9/10 Grade exemplars offered throughout the CCSS. I then used the CCSS to identify which standards would be met by each unit. I also evaluated the Brevard County District calendar to identify the constraints on time that a teacher might typically encounter in the classroom. The result is four PBL units that meet the CCSS for Grade 9/10 English Language Arts. I developed these units with the idea that they would be the main methods of instruction in an ELA classroom and therefore provided time frames for each unit to be completed. The time frames account for research, project completion and presentation.
B.S.
Bachelors
Education and Human Performance
Teaching, Learning and Leadership

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44

Stevens, Mark Allen. "Development of an Educational Role-Playing Game for the Acquisition of Ohio Fourth-Grade Mathematics Standards." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1194022878.

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45

Buchanan, Nancy Mann. "5th grade student performance on Virginia Standards of Learning computer/technology assessment: An analysis of variables." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154031.

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46

Lange, Alissa A., and Laura Robertson. "Collaborating to Teach Science to K-3rd Grade Students Using the New Tennessee State Science Standards." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4683.

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47

Marlett, Kristy. "Evaluation of year round education : does it increase ISAT reading scores in third and eighth grade students? /." View online, 2007. http://ia301518.us.archive.org/1/items/evaluationofyear00marl/evaluationofyear00marl.pdf.

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48

Lang, Bonnie S. "A comparison of student and teacher perceptions in performance of Wisconsin's model academic standards for information & technology literacy by the end of grade 8 for the School District of Gilman." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009langb.pdf.

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49

Kirby, Elizabeth Ann. "Quantification of the Impact of Intermittent Renewable Penetration Levels on Power Grid Frequency Performance Using Dynamic Modeling." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/519.

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As the technology behind renewable energy sources becomes more advanced and cost-effective, these sources have become an ever-increasing portion of the generation portfolios of power systems across the country. While the shift away from non-renewable resources is generally considered beneficial, the fact remains that intermittent renewable sources present special challenges associated with their unique operating characteristics. Because of the high variability of intermittent renewables, the frequency performance of the system to which they are connected can degrade. Generators assigned to regulate frequency, keeping it close to the desired 60 Hz, are forced to ramp up and down quickly in order to offset the rise and fall of the variable resources (in addition to the rise and fall of load), causing transient frequency deviations, power swings, major interface transfer variations and other significant issues. This research measures the impact of intermittent renewable resource penetration level on power system frequency performance, and offers methods for managing that performance. Currently, the generally accepted amount of regulation (rapidly-dispatchable reserve, used as a supplement to base generation on a short time scale to avoid performance issues) is 1% of peak load. Because of the high variability associated with intermittent renewables, including wind generation (the focus of this thesis), it is expected that this amount of regulation must increase in order to maintain adequate system frequency performance. Thus, the primary objective of this thesis is to quantify the amount of regulation necessary to maintain adequate frequency performance as a function of the penetration level of wind generation. Presently, balancing resource requirements are computed, in both industry and in the research literature, using static models, which rely entirely on statistical manipulation of net load, failing to capture the intricacies of dynamic system and generator interactions. Using a dynamic model with high temporal resolution data, instead of these statistical models, this thesis confirms the need for additional regulation as wind generation penetration increases. But beyond that, our research demonstrates an exponentially increasing relationship between necessary regulation and wind generation percentage, indicating that, without further technological breakthroughs, there is a practical limit to the amount of wind generation that a typical system can accommodate. Furthermore, we compare our dynamic model results with those of the statistical models, and show that the majority of current statistical models substantially under-predict the necessary amount of regulation to accommodate significant amounts of wind generation. Finally, we verify that the ramping capability of the regulating generators impacts the amount of necessary regulation, although it is generally ignored in current analysis and related literature.

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50

Johnston, Robert Scott. "Evaluating the Impact of Missouri Senate Bill 291 on Fifth and Ninth Grade State Physical Fitness Standards." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682285.

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The current obesity rates of our nation's youth continue to escalate at an alarming rate due to inactivity, poor nutrition, and lifestyle changes. The purpose of this research study was conducted to determine the effects of Missouri Senate Bill 291 on Missouri physical fitness scores as assessed by the Missouri Physical Fitness Assessment.

The state of Missouri adopted new physical activity requirements starting in the 2010-2011 school year. This study evaluated the impact of Missouri Senate Bill 291 on fifth and ninth grade physical fitness assessments. Eleven years of statewide data, were examined to determine the impact of the physical activity mandate. Quantitative data analysis revealed a significant improvement for all four fitness assessments for grades 5 and 9 since the passage of Missouri Senate Bill 291. Grade 9 indicated a statistical significant change in the flexibility assessment. Results suggested that Missouri Senate Bill 291 has had a positive impact on statewide physical fitness assessments. Despite this positive improvement, overall fitness of Missouri fifth and ninth graders is still a major concern due to approximately three out of ten students failing the Missouri Physical Fitness Assessment.

This study provided for the value of fitness data collection moving forward with improving youth health and wellness. Further research and recommendations are advised in order to study trends related to youth physical fitness. In conclusion, state education departments and school districts should consider the value of collecting and examining fitness scores to develop curriculum that promotes healthy lifestyles which can improve academic success.

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Дисертації з теми "Grades and standards"

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