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Reading Comprehension: Digital or Printed Copy?
No full textThis research study takes place in a rural second grade classroom. To find out what method students read and test better with, 6 students were chosen randomly and divided into 2 groups. One group of students read and tested on a school Chromebook, (students read on getepic.com) and the next group read using a paper copy book and tested their comprehension on paper. Preliminary results show that there is no major difference from test scores that one method of reading is better than the other in this quantitative study. Based on the results of this study, teachers can feel more comfortable with students reading digitally since there seemed to be no difference in comprehension scores from both groups
Helping Students Thrive In The Classroom
No full textAbstract
This action research paper will be diving into the BARR (Building Assets and Reducing Risks) Program. This program strives to help students become the best they can be in school. They try to reach kids on a level of understanding that sometimes teachers do not reach. They try to incorporate motivation, different types of interventions, the community, parents, and other things to push the students. This program stands out because the teachers are focused on every student’s ability individually. In this research data will be collected by the teachers and BARR coordinator at North Adams high school. As the data is observed, the question is whether the program is working efficiently for this specific school and grade level. I hope this study is used by other teachers and administrators to look and possibly use the BARR program at their school so they can effectively assist students strive in the classroom
Factors Contributing to Students Success on Algebra 1 End-of Course Exams
Get PDFHigh school students in the state of Ohio are required to meet or exceed a specific score on several standardized tests in different subjects in addition to meeting coursework requirements to receive a high school diploma. These tests are called end-of-course (EOC) exams. As the name implies, these exams are given at the end of a required high school course and are based on the state standards for that course. Although these tests are aligned with the standards being used to create the curriculum, many students do not reach the required score when completing the test the first time. This prompted research to determine which factors, other than academics, are significant in predicting which students will not earn the score needed on the Algebra 1 EOC exam for graduation. Since these tests are so high stakes, teachers and administrators wish for students to earn the needed score on the first try. The purpose of this research is to determine which students may need remedial math courses to help prepare them to reach the desired score on the Algebra 1 EOC exam on the first try rather than needing to retake the test. The results of this study were obtained through a multiple regression analysis and two linear regression analyses. The multiple regression analysis examined Algebra 1 EOC exam scores as predicted by junior high math test scores, 8th-grade attendance, 9th-grade attendance, and free lunch status. This model was then reduced using a backward regression technique. This determined which factors were the most significant predictors of Algebra 1 EOC exam scores. The linear regression analyses were then conducted, choosing individual variables from those listed to have more insight into the predictors. The results of these analyses revealed that 9th-grade attendance and junior high math test scores are the most significant predictors of Algebra 1 EOC exam scores. It was also revealed that junior high math test score was a significant predictor of Algebra 1 EOC exam scores, and free lunch status was a significant predictor of 9th-grade attendance. Th
August 11, 2023 Executive Committee Meeting
Get PDFMinutes of the August 11, 2023 Executive Committee meeting, Board of Trustees
Master\u27s Portfolio
Get PDFContents include reflective introduction, teaching philosophy, sample of scholarly writing, and sample teaching materials (syllabus, assignment, and lesson plan)
The Use of Evidence-based Practice Resources Among Occupational Therapists Working with Adults with a Traumatic Brain Injury
No full textThis retrospective cross-sectional analysis of descriptive survey data (n=27) from a previous study examined common practice patterns among occupational therapists working with adults with a traumatic brain injury in post-acute rehabilitation settings. Descriptive statistics illustrate practice patterns, and Chi-square analysis examined relationships between level of education, years in practice, and implementation of evidence-based practice resources. Statistically significant relationships were noted between practitioner level of education and number of years in practice (p=0.000059), and level of education and frequency of accessing evidence-based practice resources (p=0.024). In this sample, level of education and number of years in practice influenced evidence-based practice patterns
Investigation of an Impala Herd\u27s Population Dynamics Through Matrix Models
No full textIn this project, we compared the effects of population management strategies on an imaginary impala herd. We modeled the impact of predation, game ranching and trophy hunting on the population using age-classified matrix models. When using different levels of management strategies, the model predicted different behaviors of the total populations. Moreover, using a variation of a logistic model we discovered that the population dynamics also depend what assumptions we make about the environment’s carrying capacity. In conclusion, we had success with modeling and simulating population dynamics
Online or Traditional, the Most Effective Instructional Style for High School Students
No full textThis paper will be looking at two different types of instructional style approaches, online formats and traditional style, and using the collection of data to determine what style is best for this school. This generation of students being raised in a world where new technology is being discovered and produced at a rate we have never seen before. Every aspect of life is changing with every new innovation, including school systems and instructional strategies. This paper will be reviewing the methods that have been exposed to a group of high school students and coming to a conclusion that contradict what most people think. I hope that this study will be used to inspire teachers to take a closer look at what their students need to effectively learn the material to put their students in the best possible position to succeed in their lives
Fighting Fire with Fire: The Effects of Myxococcus xanthus on E. coli infected Caco-2 Cells
No full textThe interaction between bacteria and host cells can have significant effects on the health and well-being of organisms. The predatory nature of Myxococcus xanthus suggests that its presence may have a mitigating effect on the attachment of E. coli in tissue culture. In this study, we investigated the effect of M. xanthus on E. coli infected human intestinal epithelial cells (Caco-2 cells). Using in vitro assays, we observed the growth and characteristics of Caco-2 cells after exposure to both bacteria. However, further experimentation is necessary to confirm and better understand the underlying mechanisms at play. These results have important implications for our understanding of how bacterial communities interact with host cells, and how these interactions can influence health outcomes. In particular, M. xanthus may have a beneficial effect on the gut microbiome, potentially providing a new avenue for the development of probiotics or other microbiome-based antimicrobial therapies. Overall, this study contributes to a growing body of research on the complex interactions between bacteria and host cells which highlights the need for further investigation