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Grading is one of teachers' greatest challenges and most important professional responsibilities. Educators are unclear on whether standards-based grades or traditional-based grades do a better job of accurately reflecting what students have learned, so the purpose of this study was to understand the relationship between classroom grades and scores on the Scholastic Math Inventory (SMI) assessment. The individuals were sixth-, seventh-, and eighth-grade mathematics students from five different middle schools in the same district as they took the SMI assessment. There were about 500 students in the standards-based grading system and about 1,900 students in the traditional grading system.

This phenomenological case study investigated teacher candidates' experiences in a yearlong undergraduate teacher residency program to identify candidate conceptualizations of the effective design elements of an intentionally created practice-based teacher education program. Such experiences are generally characterized by full-year co-teaching experiences in PK-12 classrooms alongside a mentor teacher within a district whose values closely align with the preparation program, while simultaneously taking relevant coursework with supporting university faculty. Researchers interviewed 16 teacher candidates to develop deeper understandings of the meaningful structures of the residency program as manifested through their experiences. Through an analysis of candidate statements, multiple key design elements and candidates' perceived impact of the residency were unveiled. Findings demonstrate a paradigmatic challenge to current preparation models, and the potential of practice-base preparation, in particular teacher residency programs.

In the current study, the metabolism of two novel psychoactive substances (NPSs), mephedrone and methoxetamine (MXE), was studied in vitro in pig liver microsomes to determine potential metabolites by liquid chromatography-mass spectrometry (LC-MS). Later, in vitro studies were performed using HepaRG™ cells to determine the human metabolites of these drugs using gas chromatography-mass spectrometry (GC-MS). The aim of the study was to detect metabolites from the metabolic mixture in the human cell lines using GC-MS, since this is a more readily available technique within forensic laboratories. Microsomes were prepared through a conventional ultracentrifugation method and incubated under optimized conditions with the drugs for 3 h. Subsequently, the samples were investigated using LC-MS. A similar methodology was then applied in the HepaRG™ cells, and the GC-MS conditions were optimized using N,O-bis(trimethylsilyl)trifluoroacetamide as a derivatization agent. The analysis showed two molecules from a successful in vitro metabolism, namely, hydroxytoly-mephedrone and nor-dihydro mephedrone. For MXE, two metabolites are presented produced by the O-demethylation and reduction of the ketone moiety to the corresponding alcohol, respectively. Using the human HepaRG™ cells, only nor-dihydro mephedrone could be identified by GC-MS. Since hydroxytoly-mephedrone and the MXE metabolites are more polar, it is suggested that GC-MS even with derivatization may not be suitable. In addition, cytotoxicity was studied utilizing HepaRG™ cell lines. The drugs show cytotoxic effects causing in vitro cell death, within the specified range of EC50 0.3211 mM (79 μg/mL) and 0.6297 mM (111 μg/mL) for mephedrone and MXE, respectively. These drugs were able to cause 73–84% cell death.

The importance of parental involvement for students of all ages has been documented by researchers and acknowledged by practitioners. Although many earlier studies have contended that there is a positive association between parental involvement and school performance at the middle and high school levels, administrators in the field are aware that parental involvement levels decline as a child progresses through school, and that there are many challenges associated with implementing parental involvement strategies at the secondary level. This study assessed the attitudes of South Dakota high school principals regarding parental involvement in four categories including communication, competency, collaboration issues, and external factors. Analysis of the data revealed that while principals may agree that parental involvement is critical at the secondary level, implementation of appropriate and meaningful roles for parents is challenging. The most significant differences in principals' attitudes were found within the complex category of communication. Other slight attitudinal differences were found in the responses of principals to statements related to external factors which may inhibit secondary level parental involvement. The attitude of the principal cannot be understated when it comes to establishing a schoolwide parent involvement program. Thus, many principals would be well served to assess their own attitudes toward this sometimes overlooked aspect of educational partnerships. (Contains 8 tables.)

St Agnes Museum, Cornwall, currently holds in its collections a paint box with a metal plaque reading ‘John Opie 1806’, containing pigments and other artists’ materials. John Opie produced hundreds of oil paintings until his untimely death in 1807 and was a well-known and successful painter of portraits and historical scenes. However, his work has been little studied, in comparison to his contemporaries such as Joshua Reynolds. This paper discusses the identification of the pigments in the paint box using infrared spectroscopy (FTIR-ATR), optical microscopy, scanning electron microscopy with energy dispersive spectroscopy (SEM-EDX), Raman spectroscopy (SERS) and X-ray fluorescence (XRF). Seven pigments have been identified as ultramarine, lead white, fustic and carmine lakes, carbon black (likely ivory), hematite, and burnt sienna, consistent with the bottle labels where present. The identification has been further confirmed using historical literature, which has shown that the pigments are likely to be contemporary with the stated date of 1806. This information adds to the body of knowledge about the artist specifically, and the artists pigments generally available at the time. [ABSTRACT FROM AUTHOR]

The identification of the fuel found in a crime scene and establishing its source is important for forensic investigations. In this study petrol and diesel samples were analysed in order to identify chemical composition and additives with the aim of obtaining a set of markers or compounds that will allow forensic scientists to identify fuel sources. The study was performed using petrol and diesel sold in the city of Lincoln (UK) during four seasons (winter, spring, summer, autumn).Diesel samples, representing eight different brands were analyzed by gas chromatography−mass spectrometry (GC−MS) and principal component analysis (PCA). From the GC–MS analytical results, MTBE and ETBE were identified as the additive more preferably added in super unleaded petrol samples that can be used to aid in separation and identification. In diesel, the distribution of FAME contents showed the effect of seasonal variation as these were found in all spring, summer and autumn samples, but not found in all winter ones. The selection of a reduced number of key fuel compounds and additives was also shown to be sufficient to achieve a high level of classification among the different fuel samples. Leave–one–out cross–validation was applied in order to validate the results.

The expectation for strong superintendent leadership has increased due to a demand for greater student achievement and accountability. This study examined public school board presidents' and superintendents' perceptions of the characteristics superintendents must possess to effectively lead in today's complex educational system. A researcher-developed survey instrument was used to collect data from public school board presidents and superintendents in a Midwestern state. Computation of item means indicated school board presidents perceived developing a close, positive, and productive relationship with the school board, developing a culture and climate which enhances teacher morale and student achievement, developing partnerships between school and community, developing budgets and manage fiscal matters, and visibility throughout the community and district as the most important characteristics of effective superintendents. Superintendents perceived developing a culture and climate which enhances teacher morale and student achievement, developing a close positive, and productive relationship with the school board, building a team atmosphere and coherence, developing budgets and manage fiscal matters, and communicating with stakeholders as the most important characteristics of effective superintendents. School board presidents considered involvement of stakeholders in collaborative goal-setting and monitoring as well as superintendent visibility throughout the community and district to be significantly more important than did superintendents. In contrast, superintendents believed recruiting, selecting, developing personnel, and implementing effective evaluation structures to be significantly more important than did the superintendents. Independent sample t tests revealed that small district public school superintendents perceived recruiting, selecting, developing personnel, and implementing effective evaluation structures as significantly more important than small district school board presidents did (p < 0.05). There was no statistically significant difference in perceptions for the 20 characteristics of effective superintendents between large district board presidents and superintendents, or between less experienced school board presidents and superintendents (p < 0.05). More experienced school board members perceived involving stakeholders in collaborative goal-setting and monitoring to be statistically significantly more important than did more experienced superintendents (p < 0.05).

A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers' perceptions regarding the flipped classroom and differences in teachers' perceptions based on grade level and content area taught. A researcher-developed survey instrument was used to collect data from K-12 teachers that utilize a flipped classroom in Southwest and South Central Minnesota. Survey participants totaled 44, which included 27 high school teachers, 15 middle school teachers, and 2 teachers that identified as other. It was found that participants perceived that the flipped classroom creates time for varied instructional techniques, including active learning and higher order thinking, along with increased student-to-teacher interaction. The insights from the study inform teachers in the field about benefits and best practices in regard to the flipped classroom instructional model.

Extensive research has shown inquiry in science education to be best practice; however, most universities currently do not include inquiry practices in their coursework. The purpose of this study was to determine the level of inquiry that students in a Biology Survey Laboratory course considered to be the most supportive of their learning at a small, rural, midwestern university. A survey instrument, developed using the inquiry level rubric designed by Bruck, Bretz, and Towns (2008) and consisting of 36 Likert-scale items plus four demographic items, was used to collect data (N = 190). When considering the most appropriate level of inquiry to support their learning of biology, students perceived that they would learn best with open or authentic inquiry levels. (Contains 3 tables and 2 figures.)

Study compared students' achievement gains and attitudes using traditional (lecture-based) teaching methods and problem-based learning (PBL) techniques in an addiction studies class. Results showed students did not respond well to PBL and preferred a lecture-based format. Pretest mean scores indicated the PBL group entered the course at a higher knowledge level, but failed to demonstrate a significantly greater achievement gain. (Contains 27 references and 2 tables.) (ADT)

Describes a peer review visit to a fictitious high school using the North Central Association Commission on Accreditation and School Improvement (NCA-CASI) Performance Accreditation Framework and School Improvement Process. From the perspective of a steering committee member, describes the peer review team orientation, meetings and interviews, and the writing and presentation of the exit report. (KP)

Describes the process of implementation of the North Central Association Commission on Accreditation and School Improvement's Performance Accreditation Framework and School Improvement Process at Holgarth Middle School (South Dakota). Includes sections on essence of goals, assessment of program, interventions and strategies, selection of peer review team, and next steps. (NB)

Presents a case study of 95 elementary schools within a 50-mile radius of Sioux Falls, South Dakota, to discern the extent to which elementary schools use local cultural/arts organizations to enhance teaching and learning. Concludes that most schools made use of available resources and that there is a need for a community "clearinghouse" for available opportunities and curriculum links. (VWC)