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Critical Literacy In Urban Schools
No full textTeaching and Learning Department capstone project.
EDUC 3680 Capstone Seminar. Dr. Kristen Neal.
This paper describes the current battles in urban education such as the achievement gap, curriculum gap and opportunity gap. As a solution to these gaps, I proposed that urban teachers need to be culturally responsive and take on a critical literacy approach in their instruction. The paper describes what culturally responsive teaching is, then goes on to explain why critical literacy is important and the impact it can have on student success, both academically and in life as they become active citizens in society.Department of Teaching and LearningPeabody College of Education and Human Developmen
What Is Syriaca.org?
No full textDavid Michelson talks about the Web site Syriaca.org, the Syriac Reference Portal.Divinity Schoo
What Are Some of the Ways in Which the Library Has Partnered with You on Syriaca.org?
No full textDavid Michelson talks about faculty-library collaboration in the development of Syriaca.org, the Syriac Reference Portal.Divinity Schoo
On Teacher Quality in Independent Schools
No full textLeadership Policy and Organizations Department Capstone ProjectVanderbilt UniversityDepartment of Leadership Policy and OrganizationsPeabody College of Education and Human Developmen
Boards of Directors as Mediating Hierarchs
No full textarticle published in law reviewIn June of 2014, the board of directors of Demoulas Supermarkets, Inc.-better known as Market Basket, a mid-sized chain of grocery stores in New England-decided to oust the man who had been CEO for the previous six years, Arthur T. Demoulas.' Most likely, the board of directors did not anticipate what happened next: Thousands of employees,
customers, and fans of Market Basket boycotted the stores and staged noisy public protests asking the board to reinstate "Arthur T., The reaction by employees and customers made what had been a simmering, nasty, intrafamily feud within the closely held Market Basket chain into national news. In this era of overpaid and aloof CEOs, who
expects employees and customers to go to bat for the CEO?
The Demoulas clan feud provides useful context for thinking about the institutional mechanism for resolving disputes at the heart of corporate law: the granting of decisionmaking authority to a board of directors. Most, if not all, long-term relationships do not go smoothly all the time. When people make a decision to live together, work together, own property together, or build something together, they should anticipate that
disagreements will arise, sometimes major disagreements. This is as true in a business endeavor as it is in other aspects of life. For this reason, institutional arrangements that are successful at supporting collaborative activities over time are likely to have some sort of dispute resolution mechanism, or decision rule about resolving disputes, imbedded in them.
In this Essay, I highlight and explore the dispute resolution function of the corporate law requirement that corporations have boards of directors with "all corporate powers.
The Normalization of Foreign Relations Law
No full textarticle published in law reviewThe defining feature of foreign relations law is that it is distinct from domestic law. Courts have recognized that foreign affairs are political by their nature and thus unsuited to adjudication, that state and local involvement is inappropriate in foreign affairs, and that the President has the lead role in foreign policymaking. In other words, they have said that foreign relations are exceptional. But foreign relations exceptionalism — the belief that legal issues arising from foreign relations are functionally, doctrinally, and even methodologically distinct from those arising in domestic policy — was not always the prevailing view. In the early twentieth century, a revolution took place in foreign relations law. Under the intellectual leadership of Justice Sutherland, the Supreme Court adopted the idea that foreign affairs are an exceptional sphere of policymaking, separate from domestic law and best suited to exclusively federal, and primarily executive, control. The exceptionalist approach has dominated foreign relations law since that time, but it has always had questionable foundations.
Since the end of the Cold War, there has been a second revolution in foreign relations law, one whose scope and significance rival the Sutherland revolution, but one that has gone largely unrecognized. Over the last twenty-five years, the Supreme Court has increasingly rejected the idea that foreign affairs are different from domestic affairs. Instead, it has started treating foreign relations issues as if they were run-of-the-mill domestic policy issues, suitable for judicial review and governed by ordinary separation of powers and statutory interpretation principles. This “normalization” of foreign relations law has taken place in three waves. It began with the end of the Cold War and the rise of globalization in the 1990s. It continued — counterintuitively — during the war on terror, despite the strong case for exceptionalism in a time of exigency. And it has proceeded, during the Roberts Court, to undermine justiciability, federalism, and executive dominance — the very heart of exceptionalism.
This Article documents the normalization of foreign relations law over the last twenty-five years. It demonstrates how normalization can be applied to a wide variety of doctrines and debates in foreign relations law, ranging from the proper interpretation of Youngstown to the applicability of administrative law doctrines in foreign affairs to reforms in the foreign sovereign immunity and state secrets regimes. Ultimately, this Article argues that courts and scholars should embrace normalization as the new paradigm for foreign relations law
Determinants of Proficiency for Homeschooled Students: The College Admissions Process and It's Relationship to Homeschooling
No full textTeaching and Learning Department capstone projectThis Capstone project explores the relationship between homeschooled students and the college admission process. Specifically, this essay is designed to answer the following question: Are homeschooled learners being adequately prepared to meet the challenges of the college admissions process now and into the foreseeable future? Peer-reviewed, scholarly articles and research data provide the basis for understanding homeschooling considerations and rationales from the perspective of homeschooled students and their families. In addition, this paper uses in-person and telephone interviews with undergraduate admissions personnel at five representative American universities of varying degrees of admissions selectivity to conclude that there exists a separate and distinct methodology to the college admissions process for homeschooled students. In particular, research indicates that there exists a substantial disconnect between achievements and aspirations of homeschooled students and their perception and treatment by college admission departments in United States institutions of higher learning. This paper examines the rationales behind the growth of homeschooling in America since the1960s by delving into the following: 1-exploration of the research done regarding current homeschooled learner profiles, 2-examining homeschooling in the context of college “readiness” and the admissions process through the lens of achievement and success criteria, 3- examining the impact, acceptance and variants of homeschool curricula and 4- indicating the relationships of homeschooler secondary school graduation G.P.A. data and the role of standardized college entrance examination scores and other measures of achievement in the college admittance process. This homeschool learner and learning profile will be synthesized with the admission department interview data to yield a clear picture of where homeschooled students fit into established admissions policies and procedures at five representative institutions of varying degrees of undergraduate selectivity in the United States. Lastly, the implications for both homeschooled students and for future accommodations of homeschooled students in the admissions process at the collegiate level will indicate important points of discussion for continued development and investigation.
Keywords: homeschooled, `assessment, college admissions, achievements, “college readiness”Vanderbilt UniversityDepartment of Teaching and LearningPeabody College of Education and Human Developmen
Latent Class Moderated Mediation in Structural Equation Models: Applications and Limitations
No full textThis simulation study examines the utility of latent class moderated mediation in structural equation modeling, specifically model selection when assumptions of measurement invariance are upheld and violated.
Submitted for partial fulfillment of the requirements of the Honors Program in Cognitive Studies, under the supervision of Dr. James H. Steiger.Latent class moderated mediation in structural equation models can describe individual differences in psychological processes across latent groups. This method could be most useful where two latent classes have indirect paths of equal magnitude, but opposite signs. Global model fit indices often failed to detect misfit when a one-class model was fit to data from a two-class population with latent class moderated mediation. Under this misfitted one-class model, significant indirect effects were rarely found, even with strong indirect effects in each subpopulation. Information criteria only reliably selected the correct number of classes with a strong population indirect effect and measurement invariance. Violations of assumed strong measurement invariance led to selecting more classes than in the population.
Vanderbilt UniversityPsychology and Human DevelopmentPeabody CollegeThesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Sciences
EFL Portfolio
No full textTeaching and Learning Department capstone projectDepartment of Teaching and LearningPeabody College of Education and Human Developmen
Student Handbook 2014-2015: Fourth Edition
No full textThe Vanderbilt University Student Handbook is produced by the Office of the Dean of Students for student reference. This document contains policies and guidelines for students at the University