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  • Эксцентричное чудо - русские кабаре в Берлине

    Type:
    Article
    Description/Abstract:
    A description of the history of Russian cabaret in Berlin between the wars. It discusses the Russian artists and actors who worked in the Blue Bird Cabaret and the Russian Romantic Theater.
    Creator/Author:
    Konecny, Mark
    Submitter:
    Mark Konecny
    Date Uploaded:
    03/06/2016
    Date Modified:
    08/08/2016
    Date Created:
    2009
    License:
    All rights reserved

  • You Make the Road By Walking

    Type:
    Article
    Description/Abstract:
    A sage expression, you make the road by walking, captures the nature of accompaniment in partnership development. The purpose of this action research project was to examine the partnership of a city school and an urban university as one that engaged mutual generation of knowledge from all participants. Action research, where participants are co-equals in decision-making, enhances the co-construction of knowledge and applied practice when stakeholders work to achieve more practical goals. Two high school co-instructors and a university faculty member examined what initially brought them together – a classroom instructional need. While designing and implementing an investigation of the use of class instructional time, they simultaneously conducted a self-study action research project about the dynamics of their partnership and how to improve it. Critical interviews revealed challenges to integrating research findings into practice as well as convergent benefits of partnership development that may be relevant to partnerships of all kinds. Key Terms: Action research, collaboration, collaborative organizations, mode 2 knowledge creation, partnership development, research-practice gap
    Creator/Author:
    Kroeger, Stephen; Kraus, Timothy, and Bernie, Jaime
    Submitter:
    Stephen Kroeger
    Date Uploaded:
    02/08/2016
    Date Modified:
    07/27/2016
    License:
    All rights reserved

  • Active Supervision, Precorrection, and Explicit Timing: A High School Case Study on Classroom Behavior

    Type:
    Article
    Description/Abstract:
    One proactive approach to increasing student engagement in schools is implementing Positive Behavior Intervention and Support (PBIS) strategies. PBIS focuses on prevention and concentrates on quality-of-life issues that include improved academic achievement, enhanced social competence, and safe learning and teaching environments. This study is a replication of a study that investigated the combination of active supervision, precorrection, and explicit timing. The purpose of the study was to decrease student problem behavior, reduce transition time, and support maintenance of the intervention in the setting. Results show that active supervision, precorrection, and explicit timing decreased student problem behavior, decreased the duration of transitions in two instructional periods, and the intervention was maintained in the setting. Implications, limitations, and future research are discussed. Keywords: active supervision, explicit timing, Positive Behavior Intervention and Support, precorrection, urban education
    Creator/Author:
    Kroeger, Stephen and Haydon, Todd
    Submitter:
    Stephen Kroeger
    Date Uploaded:
    02/08/2016
    Date Modified:
    08/11/2016
    License:
    All rights reserved

  • Defining the IASB’s governance network: a social network analysis

    Type:
    Article
    Description/Abstract:
    The purpose of this study was to define and examine the IASB’s governance network. The IASB’s governance network was bound to include 14 organisational members and 407 individual actors. I used social network methodology to examine the professional and geographic perspectives represented as well as the extent to which the governance network was structurally embedded. It was found that the network forms a definable hierarchy that exhibits qualities of structural embeddedness. Banking interests were more embedded within the governance network than any other professional, academic, or social group. Also, a strong Western influence was detected. The societal benefit of this effort was to engage society in general and accounting researchers in particular in hopes of encouraging discourse about regulatory processes with both macro and micro consequences.
    Creator/Author:
    Goedl, Patricia
    Submitter:
    Patricia Goedl
    Date Uploaded:
    06/01/2017
    Date Modified:
    06/01/2017
    Date Created:
    2012
    License:
    All rights reserved

  • Stable Integrated Neighborhoods: A Report to the Stephen H. Wilder Foundation

    Type:
    Article
    Description/Abstract:
    There is good news for those who desire to live in stable racially integrated neighborhoods in Hamilton County. Starting with the 1970 Census, racial segregation declined modestly in the City of Cincinnati and to a smaller extent in suburban areas of the county. This occurred as, over the three decades from 1970 to 2000, an increasing number of communities found blacks and whites living together on the same blocks. Indeed, at the 2000 Census, about one-quarter of Hamilton County communities were racially integrated by the measures used in this study. Moreover, starting with the 1980 Census, fourteen of those communities have maintained stable racial integration. This is in sharp contrast to the results of a 1984 study that found few racially integrated neighborhoods between 1940 and 1980, and that those that did exist generally did so only as neighborhoods changed from largely white to largely black. This news is also in sharp contrast to newspaper accounts of the 2000 Census that reported that “Cincinnati” remained one of the most racially segregated cities in the country. However, many of these reports confused the City of Cincinnati with the much larger Cincinnati Primary Statistical Metropolitan Area, which ranked the 8th or 9th most segregated metropolitan area in the country depending on the study. In actuality, the City of Cincinnati ranked 67th most segregated among 245 cities with populations over 100,000.
    Creator/Author:
    Casey-Leininger, Charles and Green, Erinn L.
    Submitter:
    Charles Casey-Leininger
    Date Uploaded:
    09/24/2015
    Date Modified:
    09/24/2015
    Date Created:
    2007
    License:
    All rights reserved

  • original English version of the Introduction to Sehen in Bewegung (Vision in Motion)

    Type:
    Article
    Description/Abstract:
    Lloyd C. Engelbrecht (born 1927) is Professor Emeritus of Art History at the University of Cincinnati. He is author of Moholy-Nagy: Mentor to Modernism (Cincinnati: Flying Trapeze Press, 2009), two volumes. Moholy-Nagy: Mentor to Modernism is the first comprehensive, fully documented biography of the most fully-rounded creative figure of the twentieth century. This introductory essay was originally published in German in 2014 in the Beiheft, or supplementary volume, that accompanies the first German edition of Vision in Motion. Bibliography László Moholy-Nagy, Sehen in Bewegung, Deutsche Fassung von László Moholy-Nagys vision in motion in der Übersetzung von Herwig Engelmann [on verso of title page: “Mit einem Beiheft mit Texten von Lloyd C. Engelbrecht, Hattula Moholy-Nagy und Philipp Oswalt”] (Leipzig: Spector Books, 2014) László Moholy-Nagy, Vision in Motion, “id BOOK, INSTITUTE OF DESIGN” (Chicago: Paul Theobald, 1947)
    Creator/Author:
    Engelbrecht, Lloyd C.
    Submitter:
    Lloyd C. Engelbrecht
    Date Uploaded:
    12/10/2015
    Date Modified:
    12/10/2015
    License:
    All rights reserved

  • Addenda and Corrigenda for Lloyd C. Engelbrecht, Moholy-Nagy: Mentor to Modernism (Cincinnati: Flying Trapeze Press, 2009)

    Type:
    Article
    Description/Abstract:
    Lloyd C. Engelbrecht (born 1927) is Professor Emeritus of Art History at the University of Cincinnati.  He is author of Moholy-Nagy: Mentor to Modernism (Cincinnati: Flying Trapeze Press, 2009).  He will supply addenda and corrigenda for this book on a continuing basis.
    Creator/Author:
    Engelbrecht, Lloyd C.
    Submitter:
    Lloyd C. Engelbrecht
    Date Uploaded:
    07/07/2016
    Date Modified:
    07/07/2016
    License:
    All rights reserved

  • Unpublished Letter to The New Yorker

    Type:
    Article
    Description/Abstract:
    Lloyd C. Engelbrecht (born 1927) is Professor Emeritus of Art History at the University of Cincinnati. He is author of Moholy-Nagy: Mentor to Modernism (Cincinnati: Flying Trapeze Press, 2009).
    Creator/Author:
    Engelbrecht, Lloyd C.
    Submitter:
    Lloyd C. Engelbrecht
    Date Uploaded:
    07/07/2016
    Date Modified:
    07/07/2016
    License:
    All rights reserved

  • Effective Academic Vocabulary Instruction in the Urban Middle School

    Type:
    Article
    Description/Abstract:
    In urban middle schools, educators find it challenging to meet the literacy needs of the many struggling readers in their classrooms, including language-minority (LM) learners and students from low-income backgrounds. One strategy for improving these students' reading comprehension is to teach essential academic vocabulary in a meaningful, engaging, and systematic way. This article describes the development and evaluation of an academic vocabulary curriculum for sixth-grade mainstream classrooms with large numbers of LM learners who struggle with comprehension. In a study conducted in 21 sixth-grade classrooms, the curriculum was found to be effective both in improving students' vocabulary and reading comprehension and in supporting teachers' learning about how to teach academic vocabulary. Seven universal learnings for all classrooms are described and illustrated with specific examples of activities, perspectives from teachers, and insights from students, drawn from the study.
    Creator/Author:
    Lesaux, Nonie K.; Kelley, Joan G.; Faller, S. Elisabeth (Beth), and Kieffer, Michael J.
    Submitter:
    S. Elisabeth (Beth) Faller
    Date Uploaded:
    08/23/2017
    Date Modified:
    08/23/2017
    License:
    All rights reserved

  • The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools

    Type:
    Article
    Description/Abstract:
    The present study aims to advance the extant research base by evaluating the implementation and effectiveness of an academic vocabulary program designed for use in mainstream middle school classrooms with high proportions of language minority learners. The quasi-experimental, mixed-methods study was conducted in 21 classes (13 treatment matched to 8 control) in seven middle schools in a large district, with 476 sixth-grade students (346 language minority learners, 130 native English speakers). Classroom observations and teacher logs indicated the 18-week program was implemented with good fidelity and that the approach contrasted sharply with the standard district English language arts (ELA) curriculum. Multilevel modeling indicated that the program resulted in significant effects on several aspects of vocabulary knowledge, including meanings of taught words (d = 0.39; p < .0001), morphological awareness (d = 0.20; p = .0003), and the word meanings as presented in expository text (d = 0.20; p = .0227). The program also yielded marginally significant, but promising effects on a depth of word knowledge measure (d = 0.15; p =0.0830) and a norm-referenced measure of reading comprehension (d = 0.15; p = .0568). No effects were found on a norm-referenced vocabulary measure. These effects were comparable for language minority learners and their native-English-speaking classmates. Data from teachers shed light on the challenges of meeting students' diverse instructional needs and the roles of curriculum and professional networks in building instructional capacity. The findings show promise in developing effective multifaceted vocabulary instruction for implementation by ELA teachers in middle school classrooms with high numbers of language minority learners.
    Creator/Author:
    Lesaux, Nonie K.; Kelley, Joan G.; Faller, S. Elisabeth (Beth), and Kieffer, Michael J.
    Submitter:
    S. Elisabeth (Beth) Faller
    Date Uploaded:
    08/23/2017
    Date Modified:
    10/02/2017
    License:
    All rights reserved