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This paper presents detailed classroom management strategies for teachers working in middle- and secondary-level classrooms. The strategies include: (1) plan lessons that are well organized and fully developed, showing all the components of the teaching-learning cycle using a variety of strategies and activities that reflect multiple learning styles; (2) be orderly by having a good room arrangement, a traffic area free of congestion, a professional space, and an attractive environment corresponding with the unit; (3) have a positive attitude and high expectations for all students; (4) when redirecting individual off-task behaviors, choose nonverbal over verbal comments whenever possible; (5) be motivated, enthusiastic, interested, and well-informed about what is being taught; (6) prevent discipline problems by planning for them before they happen; (7) give clear, explicit instruction of expectations before moving students to activities; (8) keep students actively engaged; and (9) use humor, creativity and concern to handle many problems. Four models of the discipline management plan are featured. (SM)

Discussing a teacher's effort to improve the research techniques of her secondary students, this paper outlines the implementation of controlled research projects. It suggests using many small projects to develop researching techniques, rather than one large "end-of-the-semester" project. The paper gives 8 different topic options for these "micro themes." It concludes that controlled papers mean more practice, more research, more interest, and more success. (SC)

This paper describes how a language teacher educator guides her students through a particular literacy research project, with the goal of helping students to enjoy their research experience. It outlines two stages to make up the entire assignment--the interview and the paper. It describes the development of questions for the purpose of gaining more awareness of the writing and reading processes. It concludes that the action research approach created a context for students to investigate a problem, ask higher order questions, gather data, draw conclusions, and present findings. It includes a list of six final suggestions. Appendixes contain details of assignments on "Writing-on-Writing," and present results of groupwork on collected class data. (SC)

This paper explains how teachers can set up good research problems to study in their classrooms. The purpose of the research is to provide teachers with a tool for reflection, change, learning, and renewal in student-centered classrooms. Teacher-researchers learn to ask critical questions, collect data, document findings, and share results with other educators through professional journals and conferences. To decide upon a research question, teachers should think about what they want to know about themselves professionally, what they want to explore in the classroom, what does and does not work in the classroom, persistent problems that need attention, specific student issues, and interesting information from the professional literature to explore in the classroom. Examples of research questions include examining what activities encourage students to revise their writing, how students evaluate their peers' reading and writing, how theory meshes with classroom reality, and which areas of concern they have experienced as student teachers. To get started, teachers must examine how to begin, how to focus the inquiry, how to find time for research, when to make field notes, how to analyze data, what issues constitute stumbling blocks, and with whom to share the research. Study partners or study groups are very useful when conducting classroom research. (SM)

Portfolio assessment is valuable for promoting reflective practice in student teachers. This paper describes how a university supervisor required her student teachers to select three professional goals at the beginning of their practicum and provide the proof that they achieved them by the end of the semester. The supervisor began by showing the student teachers her own first portfolio with its three goals. She explained the activity to the students using a handout. Student teachers were expected to select three goals that had personal meaning; make sure that the goals could be proven at the end of the semester; provide evidence of how they met each goal through artifacts such as notes, articles, handouts, dialogue, and observation; and write one page per goal of how each goal was met. The supervisor found that her student teachers used portfolios for many purposes, including identifying weaknesses and plans for growth and improvement; focusing on content; encouraging reflection of promising practices; solving problems; and reconstructing knowledge of the process of growth and learning. This paper provides examples of students' goals and responses to the activity. (SM)

A university supervisor used a "Stages of Concern" activity to promote reflective practice in preservice teachers. She wanted to show student teachers early in the semester that changes could be predicted, followed, and charted through their practicum to assess professional growth. The "Stages of Concern" model provides an overview of changes that will occur in processing any initiative. The model includes impact, task, and self stages that address refocusing, collaboration, consequence, management, personal, informational, and awareness concerns. The class activity involved the use of a reflective journal or learning log. The teacher introduced the stages of concern model; asked students to think of an example to use with the model; began a discussion of growth within each stage; had students develop expressions of concern for stages in their student teaching practicum; and continued discussion by asking students to reflect and write upon which stage best represented their growth at any moment during student teaching. Student teachers were expected to comprehend the stages of concern as an approach to facilitating change and apply the stages of concern to an educational innovation. (SM)

A list of suggestions for the content-area teacher dealing with limited-English-proficient students is designed to help increase the comprehensible input provided to the students. A brief introductory section reviews theory underlying the approach. Subsequently, nine lists outline specific classroom activities (speaking/listening), teacher behaviors, instructional material choices, audiovisual aids, features of the classroom environment, presentation techniques, interaction patterns, reading and writing instructional methods, study skills, evaluation techniques, test modifications, and testing techniques for teachers to use. Contains nine references. (MSE)

Understanding the population dynamics of invasive species, such as the green mussel Perna viridis (Linnaeus, 1758), can aid in explaining the success of newly introduced populations and help predict the potential for spread. During a two-year field study of established populations in the invaded region of southwest Florida, year round gametogenesis and continuous spawning capabilities were observed through histological analysis of mussels collected monthly. This was supported by overall stable energetic reserves as measured through proximal biochemical composition (protein, glycogen and lipid content). However, egg outputs in the summer (6.4 x 10(6) +/- 2.6 x 10(6) eggs / female) were significantly higher than egg outputs of winter-spawned mussels (7.7 x 10(4) +/- 1.4 x 10(4) eggs / female). Stability in biochemical composition, suggests temperature and food availability were sufficient year round, allowing for the maintenance of reserves and active gametogenesis. Protein ranged from 409.0-628.0 mg g(-1), glycogen from 44.3-158.5 mg g(-1) and total lipids from 7.4-13.5 mg g(-1). Year-round reproductive capabilities supported by sufficient energy reserves may help explain the rapid colonization and high densities of green mussels along the southeastern United States and suggests the potential for competition with native species, particularly the eastern oyster Crassostrea virginica (Gmelin, 1791).

Worldwide, introductions of exotic species to new regions is of rising concern which can lead to catastrophic ecosystem alterations through competition with native species and disruption in energy flow. Perna viridis is a recently introduced bivalve species to US coastal waters and has vigorously spread throughout the southeastern US. However, little information regarding population structure and response to local environmental factors has been reported. Red tide blooms formed by the toxic dinoflagellate Karenia brevis are frequent along the Gulf coast of Florida and as a recently introduced species, it is unclear what tolerance P. viridis has toward these events and associated brevetoxins (PbTx). Further, as an invasive species ecological concerns have risen regarding potential for spread and competition with native bivalve species, particularly the eastern oyster Crassostrea virginica. This study aimed to characterize the population dynamics of established P. viridis populations and their response to naturally occurring K. brevis blooms. This was completed through monitoring of growth, mortality, juvenile recruitment, gametogenesis and biochemical composition (protein, glycogen and lipid) throughout a three year monitoring period to evaluate the effects of K. brevis blooms. Additionally, tissue PbTx concentrations were analyzed to determine uptake, accumulation and elimination rates. Data collected from the field and information reported in the literature were used to create a functional DEB model to predict individual growth and reproduction of P. viridis under environmentally realistic conditions. Prior to onset of the first K. brevis bloom event, P. viridis showed rapid growth rates (6 – 11 mm month-1) and high survival (mortality <1%). However, during K. brevis blooms growth rate dropped significantly and bioaccumulation of PbTx in the soft tissue was observed. High tissue PbTx concentrations persisted long after bloom dissipation and high rates of mortality, Dans le monde entier les introductions d'espèces dans de nouvelles régions constituent une préoccupation écologique croissante ; ces introductions peuvent conduire à des modifications drastiques des écosystèmes, entre autres du fait de la compétition avec des espèces indigènes et également par la modification des réseaux de flux d'énergie dans les écosystèmes. La moule verte Perna viridis est une espèce récemment introduite dans les eaux côtières américaines et qui s'est rapidement disséminée le long des côtes du Sud-Est des États-Unis. Cependant, il n'existe pour le moment que très peu d'informations concernant la structure des populations, et leur dynamique en réponse à la variabilité environnementale locale. Les efflorescences de marées rouges formées par le dinoflagellé toxique Karenia brevis sont fréquentes le long des côtes de Floride bordant le Golfe du Mexique, et la tolérance de P. viridis a l'égard de ces événements et des brévitoxines (PbTx) associées n'est pas connue. En outre, comme P. viridis est une espèce invasive, la potentielle concurrence (ressources trophiques, espace, ...) avec des bivalves indigènes comme l'huître Crassostrea virginica, est une préoccupation majeure dans les systèmes côtiers de Floride. Cette étude vise à caractériser la dynamique des populations établies de P. viridis populations établies et leur réponse aux efflorescences naturelles de K. brevis. Les effets des efflorescences à K. brevis ont été évalués à partir des résultats d'un suivi de la croissance, de la mortalité, du recrutement, de la gamétogenèse et de la composition biochimique des tissus (protéines, glycogène et lipides) durant trois ans. En outre, les concentrations en PbTx dans les tissus ont été analysées afin de déterminer l'absorption, l'accumulation et des taux d'élimination de ces toxines. Par ailleurs, les données recueillies sur le terrain et des informations de la littérature ont été

In 2009, over six million people attended an LGBT (lesbian, gay, bisexual, and transgender) Pride parade in 110 cities in the U.S. This dissertation is the first comprehensive sociological study of the Pride parade phenomenon. I draw together observations of six LGBT Pride parades across the country, interviews with parade participants, and content analysis of crowd photographs. I add to this an investigation of the first Pride events in New York City and Los Angeles in 1970. Integrating cultural sociology with the study of social movements, I describe Pride parades as cultural protest tactics that aim to achieve cultural, rather than legal/political, equality. I examine both external and internal dimensions of Pride parades. Externally, I analyze the cultural messages communicated through these events and the ways these messages contest wider culture. Internally, I analyze the ways that Pride parades are a site to build collective identity among LGBT people and their straight allies. I conclude by outlining a theoretical framework for the study of other cultural protest tactics and suggest multiple avenues for future research.