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Title: A Comparison of Neutral to Charged current, neutrino-nucleon interactions in a Wide Band neutrino beam at Fermilab
Creator: Slate, John Allen
Date: 1985
Collection: Electronic Theses & Dissertations

Title: A Comparative study of graduates of the Michigan State University College of Education Mott Institute for Community Improvement Level IV program and the regular teacher preparation program
Creator: Dean, David H., 1934-
Date: 1971
Collection: Electronic Theses & Dissertations

Title: A Cloze test assessment of the relationship between comprehension in the Arabic language and the academic success and classroom performance of Arab student teachers in Israel
Creator: Habib-Allah, Mohammed
Date: 1979
Collection: Electronic Theses & Dissertations

Title: A Ciceronian guide to Shakespeare's Sonnets
Creator: Fink, Sara Virginia
Date: 2007
Collection: Electronic Theses & Dissertations

Title: A Chinese American community : the politicization of social organizations
Creator: Yeh, Chuen-rong
Date: 1989
Collection: Electronic Theses & Dissertations

Title: A Case Study of a Teacher Shifting Toward Responsive Planning Using a Learning Progression
Creator: Christensen, Julia Alexander
Date: 2023
Collection: Electronic Theses & Dissertations
Description: The Framework for K-12 Science Education and the Next Generation Science Standards have called on teachers to shift from having students learn about science topics to having students engage in a process of figuring out how and why natural phenomena occur. These reform documents push teachers away from a transmission-style (TS) approach to science teaching, in which students’ ideas and ways of knowing are often ignored or treated as misconceptions. Instead, these reform documents require that...
Show moreThe Framework for K-12 Science Education and the Next Generation Science Standards have called on teachers to shift from having students learn about science topics to having students engage in a process of figuring out how and why natural phenomena occur. These reform documents push teachers away from a transmission-style (TS) approach to science teaching, in which students’ ideas and ways of knowing are often ignored or treated as misconceptions. Instead, these reform documents require that teachers use a responsive instructional (RI) approach, in which student ideas are attended to and used as resources for learning. Research on the use of RI provides evidence of greater student learning gains compared to those observed with use of TS. Though RI has been called for within reform efforts and its benefits have been demonstrated, this approach is not common in most science classrooms and it can be challenging for teachers to learn to plan for and enact this type of instruction.Most studies of RI focus on teachers’ enactment, often focusing on how a teacher elicits, interprets and/or responds to student ideas during instruction. However, the way a teacher plans for instruction strongly influences enactment, as teachers do not commonly stray from their lesson plan once instruction has begun. Therefore, if a teacher is to enact RI, they must first plan ways to attend to and use student ideas as resources for learning or engage in what I call responsive planning. One tool that may support a teacher’s responsive planning is a learning progression (LP). As a model of how student ideas may change over time, an LP used during planning may help (1) to increase teacher awareness of commonly held student ideas to plan for and (2) in making decisions about instructional next steps that build on student ideas. Therefore, this case study investigated how a high school physics teacher with a TS approach to science instruction began to intentionally engage, with PD support, in responsive planning; how his planning changed over time; and how his planning was supported with the use of an LP. Data was collected during PD-supported planning meetings held during a 6-week force and motion unit that was taught twice, once in the Fall, and again, in the Spring. At the start of the study, the participating teacher’s planning was informed by his TS instructional approach. However, over time, the teacher made changes across three dimensions of responsiveness: (1) the amount of attention he planned to give to student ideas during instruction, (2) the type of discourse structures he planned to use and 3) the types of roles he planned to have students take on during instruction. As compared to his original TS-informed lesson plans, the teacher's Fall eliciting lesson plans showed increased attention and role responsiveness. The attention responsiveness of his Fall responding lessons also increased from the beginning to end of the unit. As compared to the Fall responding lessons, the teacher's Spring responding lessons showed more discourse and role responsiveness. Over time, these gradual shifts in attention, discourse and role amounted to significant changes in the responsiveness of his lesson plans. Data also suggests that these shifts occurred when PD support focused on shifting one dimension at a time, rather than multiple at once. Additionally, the teacher used the LP both when his planning followed a TS approach and as it transitioned to being more responsive. Together, these findings suggest: (1) that PD providers could use a similar approach to supporting teachers as they shift toward responsive planning (starting with one dimension, rather than trying to shift multiple dimensions at once) and (2) an LP may be useful, when coupled with PD, to teachers as they shift toward more responsive planning.
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Title: A CONSTRUCT VALIDATION STUDY OF IMPLICIT AND TIME SENSITIVE VOCABULARY MEASURES
Creator: Hui, Bronson
Date: 2021
Collection: Electronic Theses & Dissertations
Description: Vocabulary researchers have started expanding their assessment toolbox by incorporating timed tasks and psycholinguistic instruments (e.g., priming tasks) to gain insights into lexical development (e.g., Elgort, 2011; Godfroid, 2020b; Nakata & Elgort, 2020; Vandenberghe et al., 2021). These timed sensitive and implicit word measures differ qualitatively from traditional paper- or accuracy-based vocabulary tests and are believed to tap into lexical strength and representations in the mental...
Show moreVocabulary researchers have started expanding their assessment toolbox by incorporating timed tasks and psycholinguistic instruments (e.g., priming tasks) to gain insights into lexical development (e.g., Elgort, 2011; Godfroid, 2020b; Nakata & Elgort, 2020; Vandenberghe et al., 2021). These timed sensitive and implicit word measures differ qualitatively from traditional paper- or accuracy-based vocabulary tests and are believed to tap into lexical strength and representations in the mental lexicon (Elgort, 2018; Godfroid, 2020b). As a result, there have been calls to use both traditional (explicit) and these timed and implicit word measures in a complementary manner (e.g., Godfroid, 2020b; Nakata & Elgort, 2020; Vandenberghe et al., 2021). At the same time, researchers must first develop a thorough understanding of how these different types of measures (explicit vs. implicit and timed vs. untimed) relate to each other before they can make informed decisions on their measurement battery. It is thus well-motivated to examine the construct validity of these measures empirically and systematically. In this validation study, I took the first step to fill this research gap by assessing both the predictive and factorial structure validity of these measures. One hundred and forty-five learners of English took part in five vocabulary tasks: (1) a receptive form-meaning task, where they chose an option representing the meaning of the target word embedded in a sentence, (2) a productive form-meaning task, where they produced the target word to fit a sentence context, (3) a computerized Yes-No (reaction time) test, where they indicated if they knew the target word by pressing keys on their keyboard, (4) a masked repetition priming task with lexical decisions, where they judged if a letter string forms a word in English, and (5) a semantic priming task with lexical decisions. Items in all five tests were the same 40 English words sampled across the 2K - 5K frequency bands. Data analysis involved item inspection and extraction of person-related parameters based on Rasch and/or mixed-effects models. The measures of person ability obtained from individual tasks were then submitted to confirmatory factor analyses in order to assess the psychometric dimensionality of the measure battery. The resulting latent factor(s), representing a pure measure of vocabulary under a specific conceptualization, was then used to predict self-reported proficiency to shed light on their predictive validity. With method effects accounted for, the one-factor solution (“Vocabulary Knowledge”) produces a good fit and is preferred based on the principle of parsimony for both the implicit vs. explicit and timed vs. untimed distinctions. This result provides evidence for psychometric unidimensionality of these measures as representing a potential unitary construct of vocabulary knowledge. At the same time, the vocabulary construct has the most explanatory power (predictive validity) when conceptualized distinctly as lexical knowledge (measured untimed tasks) and strength (measured by timed tasks). Taken together, these results foreground the need for researchers to further specify the nature of the vocabulary construct as well as the operational task features with which it can be assessed empirically. Importantly, I call for more measurement validation work as researchers expand their assessment toolboxes in vocabulary research.
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Title: A CD5+ B cell line provides help for humoral reponses : potential role for CD5+ B cells in immune regulation
Creator: Iciek, Laurie Ann
Date: 1994
Collection: Electronic Theses & Dissertations

Title: A CASE STUDY EXPLORING HOW K-12 STUDENTS LEARN TO USE SOCIAL MEDIA FOR CIVIC GOOD
Creator: Askari, Emilia Shirin
Date: 2022
Collection: Electronic Theses & Dissertations
Description: This case study explores what K-12 students learn from a 13-week class activity about attracting attention to civic issues on social media. This research responds to calls by scholars of civic education to expand notions of civic engagement and digital citizenship, which often have focused on urging students to protect their reputations in digital spaces. In contrast, the learning activity examined here encourages community-oriented digital citizenship, preparing students to inform and...
Show moreThis case study explores what K-12 students learn from a 13-week class activity about attracting attention to civic issues on social media. This research responds to calls by scholars of civic education to expand notions of civic engagement and digital citizenship, which often have focused on urging students to protect their reputations in digital spaces. In contrast, the learning activity examined here encourages community-oriented digital citizenship, preparing students to inform and possibly empower social change. This study is grounded in Cognitive Flexibility Theory, which focuses on learning in ill-structured domains such as public social media. Further, the study builds on the increasingly popular idea of the Fifth Estate, which posits that people acting in civic ways in public spaces can be a powerful check on government, playing a role similar to that of journalism institutions, sometimes referred to as the Fourth Estate. Data collected in this study included a pre-survey, a written reflection and post interviews with 4 students as well as artifacts such as social media posts. Students employed two main strategies to draw attention to civic issues on social media: audience-signaling and networking. Further, students learned to seek credible and diverse information using class accounts on TikTok, Instagram, and Twitter. Finally, students offered definitions of digital citizenship and shared thoughts about how schools should teach it via social media. This study fills a gap in the research literature about K-12 teaching with social media; few prior studies take advantage of social media’s affordance as a bridge between the classroom and communities outside the school. This study also illuminates learning as schools globally moved online in response to the pandemic.
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Title: A BlackCrit ethnography on the co-creation of textual sanctuary as means to understanding and resisting antiblackness at a U.S. urban high school
Creator: Coles, Justin Avery
Date: 2018
Collection: Electronic Theses & Dissertations
Description: Like racism in U.S. society, antiblackness or the human races necessity for violence against Black people is an immutable fact. The idea that Blackness is inherently problematic in the public imaginary—needing to be marginalized or disposed of—directly frames how urban schools are organized for the education of Black children. This is a problem of public schooling for which my research aims to respond. The tendency to view schools as free of antiblackness (read violence free) undermines...
Show moreLike racism in U.S. society, antiblackness or the human races necessity for violence against Black people is an immutable fact. The idea that Blackness is inherently problematic in the public imaginary—needing to be marginalized or disposed of—directly frames how urban schools are organized for the education of Black children. This is a problem of public schooling for which my research aims to respond. The tendency to view schools as free of antiblackness (read violence free) undermines changes in schooling curriculum, climate, and policy that work toward equity for Black children. Instead, the prevailing belief that schools are free of antiblackness (or the view of not considering antiblackness at all) perpetuate antiblackness and the associated violence that disproportionately impacts Black children. The purpose of my literacy driven BlackCrit Ethnography, was to unearth what Black youth’s critical engagements with literacy reveal about antiblackness as it operationalizes as symbolic violence in their urban schooling and societal experiences. Specifically, I relied on the language and literacy practices Black youth embody as they navigate urban education in ways that pinpoint the criticality of Blackness and antiblackness in their lives. My study was guided by the following questions: (1) What understandings of antiblackness emerge through Black youth’s critical engagements with literacy? (2) How do Black youth’s understandings of antiblackness through critical engagements with literacy function as resistance to antiblackness? Data collection for my project included audio-visual recorded after-school sessions, literacy artifacts, observations, interviews, dialogic journaling, and student academic and disciplinary data. The study took place during the 2016-2017 academic year with nine Black youth (six girls, three boys) at an urban high school in Philadelphia, PA. The Black youth informed me how they operate as texts that are deeply critical of antiblackness. In order to exist in an anti-Black nation-state, the youth demonstrated the ways they individually and collectively operate as critical textual sites or archives of Blackness, that when properly engaged, have the potential to be expressed in ways that oppose and lessen the material and psychic impacts of antiblackness. Moreover, the space we cultivated that was Black-centric, proved to be crucial for affirming and cultivating the development of these textualities. Despite the precarity of Black life resulting from the many ways antiblackness is sustained in U.S. social institutions such as public schools, this research establishes the brilliance of Black youth to center their joy as a radical act of resistance to the symbolic violence of antiblackness. They do this through strategic, purposeful engagements with literacy.
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Title: A 50-hour intensified IPR training program for counselors
Creator: Rowe, Karen Kay, 1946-
Date: 1973
Collection: Electronic Theses & Dissertations

Title: A 3-D laminated plate finite element with zig-zag sublaminate approximations for composite and sandwich panels
Creator: Yip, Yuen Cheong
Date: 1996
Collection: Electronic Theses & Dissertations

Title: A 20th century history and Delphi study to predict changes in the lodging industry structure, performance and capital sources
Creator: Singh, Arjun
Date: 1999
Collection: Electronic Theses & Dissertations

Title: A 'rearrangement procedure' for administering adaptive tests when review options are permitted
Creator: Papanastasiou, Elena C.
Date: 2001
Collection: Electronic Theses & Dissertations

Title: 880-01 Ssaem [ssam] I am : an (auto)ethnographic exploration of novice EFL teachers' imagined and enacted teacher identities in South Korea
Creator: Kennedy, Laura Marie
Date: 2020
Collection: Electronic Theses & Dissertations
Description: While it is not uncommon for teachers to adopt initial teacher identities (Xu, 2012) based, at least partially, on the ways in which they were taught (Lortie, 1975; Tsui, 2007), novice teachers often experience identity-disrupting moments when their imagined identities (Barkhuizen, 2016; Xu, 2012) formed as pre-service teachers do not align with the lived realities of their classrooms (e.g., Li, 2016; Said, 2014). In his theorization of Communities of Practice, Wenger (1998) argued that...
Show moreWhile it is not uncommon for teachers to adopt initial teacher identities (Xu, 2012) based, at least partially, on the ways in which they were taught (Lortie, 1975; Tsui, 2007), novice teachers often experience identity-disrupting moments when their imagined identities (Barkhuizen, 2016; Xu, 2012) formed as pre-service teachers do not align with the lived realities of their classrooms (e.g., Li, 2016; Said, 2014). In his theorization of Communities of Practice, Wenger (1998) argued that identities are negotiated at the intersection of the individual and the social world (Nasir & Cooks, 2009); this intersection for teachers is often characterized by the dissonance teachers feel between who they perceive themselves to be and who they think they need to become to be teachers.This dissertation project, entitled C324 [ssam] I am, is an (auto)ethnographic and longitudinal case study of novice teacher identity negotiations in which I partnered with 10 first-time English as a foreign language (EFL) teachers in South Korea, asking (1) How do first-time teachers come to identify as teachers?, and (2) How can a teacher's community support them in the process of negotiating this identity? Over the course of this study, participating teachers performed a number of different identities, included imagined and enacted teacher identities as well as teacher-researcher and teacher-author identities. Across the three phases of the dissertation study, participating teachers and I generated data in myriad forms, including one-on-one interviews; small-group conversations among participating teachers; monthly reflections on a shared blog; observational field notes generated as participants taught in their EFL classrooms; and teaching artifacts in the form of student work, lesson plans, written reflections, etc.Following a three-piece dissertation model, the first two articles of this dissertation take the form of ethnographic case studies, a research method that recognizes the messy complexity of human experience (Erickson, 1986) and allows the researcher to construct cases to story these lived experiences (Dyson & Genishi, 2005). Article 1, entitled "I teach, but I'm no teacher": Identity Negotiations of a Sojourning EFL Teacher in South Korea, explored the dissonance caused when an imagined teacher identity fell apart.Article 2, entitled Here ghost nothing: A Novice EFL Teacher's Letter to the Ghosts that Haunt Them, used Derrida's (1994, 2002) theories of hauntology and hospitality as a theoretical lens to explore the ways in which another novice EFL teacher engaged with their insecurities and self-doubts, asking: What do these feelings have to teach me? Article 3-coauthored with five participating teachers from the larger study-borrowed from collaborative autoethnographic (Chang, 2013; Chang, Ngunjiri, & Hernandez, 2013) and self-study (Barak, 2015; Samaras, 2010) methodologies to demonstrate the power of community in the negotiation of one's teacher identity. In Collaborative Negotiations of Teacher Identity: A Study of Self in Six Voices, we join a medley of scholars (e.g., Barak, 2015; Hamiloglu, 2014; Sarasa & Porta, 2018) to stress the positive impact of shared reflection in navigating the development of a teacher identity. The identities performed in this dissertation-those of imagined, enacted, and socially negotiated teacher identities as well as emerging teacher-researcher identities-suggest the power of validation that comes from hearing "You are not alone" and call for a community of support approach to teacher education.
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Title: 7hip hop headz and digital equity : a descriptive study of Internet usage by African American male college students
Creator: Clark, Allison
Date: 2002
Collection: Electronic Theses & Dissertations

Title: 5-carboxymethyltetrazole and derivatives as active methylene compounds
Creator: Beebe, George Warren
Date: 1963
Collection: Electronic Theses & Dissertations

Title: 3d-printed lightweight wearable microsystems with highly conductive interconnects
Creator: Alforidi, Ahmad Fudy
Date: 2019
Collection: Electronic Theses & Dissertations
Description: There is great demand for mass production of electronics in wide range of applications including, but not limited to, ubiquitous and lightweight wearable devices for the development of smart homes and health monitoring systems. The advancement of additive manufacturing in electronics industry and academia shows a potential replacement of conventional electronics fabrication methods. However, conductivity is the most difficult issue towards the implementation of highperformance 3D-printed...
Show moreThere is great demand for mass production of electronics in wide range of applications including, but not limited to, ubiquitous and lightweight wearable devices for the development of smart homes and health monitoring systems. The advancement of additive manufacturing in electronics industry and academia shows a potential replacement of conventional electronics fabrication methods. However, conductivity is the most difficult issue towards the implementation of highperformance 3D-printed microsystems. As most of 3D printing electronics utilizes ink-based conductive material for electrical connection, it requires high curing temperature for achieving low resistivity (150 °C for obtaining nearly 2.069 x 10-6 .m in copper connects), which is not suitable for most of 3D printing filaments. Thisseriously limits the availability of many lightweight 3D printable materials in microsystem applications because these materials usually have relatively low glass-transition temperatures (< 120 °C). Considering that pristine copper films thicker than 49 nm can offer a very low bulk resistivity of 1.67 x 10-8 .m, a new 3D-printing-compatible connection fabrication approach capable of depositing pristine copper structures with no need of curing processes is highly desirable. Therefore, a new technology with the ability to manufacture 3D-printed structures with high performance electronics is necessary.In this dissertation, novel 3D-printed metallization processes for multilayer microsystems made of lightweight material on planar and non-planar surfaces are presented. The incorporation of metal interconnects in the process is accomplished through evaporating, sputtering and electroplating techniques. This approach involves the following critical processes with unique features: a) patterning of metal interconnects using self-aligned 3D-printed shadow masks, b) fabrication of the temporary connections between isolated metal segments by 3D printing followed with metallization, which host the subsequent electroplating process, and c) fabrication of vertical interconnect access (VIA) features by 3D printing followed with metallization, which enable electrical connections between multilayers of the Microsystem for miniaturization.The presented technique offers approximate bulk resistivity with no curing temperature needed after deposition. Since the ultimate goal is developing lightweight wearable microsystem, this approach demonstrated for two layers and can easily extended for multilayer microsystems enabling realization and miniaturization of complex systems. In addition, the variety of filaments used in 3Dprinters provide opportunities to study implementation of these processes in many electronics fields including flexible electronics. Therefore, the integration of physical vapor deposition systems with 3D printing machines is very promising for the future industry of 3D-printed microsystems.
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Title: 3D3V simulation of electron cyclotron resonance plasmas
Creator: Gopinath, Venkatesh P.
Date: 1994
Collection: Electronic Theses & Dissertations

Title: 3D-printed in vitro analytical devices for diabetes therapeutics and blood banking studies
Creator: Chen, Chengpeng
Date: 2015
Collection: Electronic Theses & Dissertations
Description: Erythrocytes (ERYs) play an important role in regulating blood flow via a pathway involving ERY-derived adenosine triphosphate (ATP) and endothelium-derived nitric oxide (NO). Impaired ATP release from ERYs of diabetic patients is potentially responsible for diabetic complications, thereby therapies involving stimulation of ERY-derived ATP release might limit such complications. This work explores 3D-printing to fabricate a novel microfluidic device to mimic the physiology of ERYs. 3D...
Show moreErythrocytes (ERYs) play an important role in regulating blood flow via a pathway involving ERY-derived adenosine triphosphate (ATP) and endothelium-derived nitric oxide (NO). Impaired ATP release from ERYs of diabetic patients is potentially responsible for diabetic complications, thereby therapies involving stimulation of ERY-derived ATP release might limit such complications. This work explores 3D-printing to fabricate a novel microfluidic device to mimic the physiology of ERYs. 3D-printing enables fabrication of the device following a standard 96-well plate geometry for efficient and high throughput readout with a plate reader. This 3D-printed rugged device was reusable after simple rinsing, which enables the detection of a batch of samples on the same device during a long-term experiment. This 3D-printed fluidic device facilitated the investigation of the efficacy of C-peptide on stimulating ERY-derived ATP. Without albumin, C-peptide and Zn2+ cannot increase ERY-derived ATP, suggesting the indispensable role of albumin in the process. The glutamic acid at the 27 position of C-peptide participated in the binding to albumin. Collectively, the ensemble of albumin, C-peptide, and Zn2+ enhances ERY-derived ATP, which may reduce diabetes complications.To make the results more physiologically conclusive, an Organs-on-a-Chip platform that combined pancreatic β-cells, ERYs and endothelial cells as a blood barrier mimic was developed. The secretion profiles of the β-cells on the device simulate the physiological secreting process well. Subsequent cell-cell communication investigations showed that β-cell secretions do not affect the endothelial cells but increase ATP release from ERYs, which in turn, exerts a downstream effect on endothelial cells by stimulating NO production. Currently approved hyperglycemic ERY storage solutions impair ATP release from ERYs. This work continues to investigate the reversibility of ATP release from stored ERYs and shows that 15 days of storage is a turning point, after which the ATP release is no longer reversible. This result is consistent with the clinical reports that blood stored longer than 2 weeks is more likely to result in transfusion complications. The mechanism by which hyperglycemia impairs ATP release was also explored by studying ERY deformability using a 3D-printed demand-based cell filter, finding that hyperglycemia permanently alters the deformability of ERYs after 5 days of storage. A 3D-printed intravenous device was developed to mimic a transfusion process in vitro. Addition of β-cells on the platform showed that hyperglycemia-stored ERYs failed to respond to the endocrine cells.Summarily, 3D-printing yields reusable, robust and reproducible microfluidic devices, and demand-based devices. The ensemble of albumin, C-peptide and Zn2+ can be a potential therapy for diabetes complications, and the current ERY storage protocol adversely alter the physiology of stored ERYs. A normoglycemic alternative may avoid this problem.
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