Conflict theory versus functionalist theory

2003

order to predict mathematics achievement using both student characteristics and school level characteristics. Utilizing Hierarchical Linear Modeling, this study extends the body of literature by exploring how race, socio-economic status, and gender, as well as the percentage of minority students in a school, whether or not the school is Catholic, the proportion of students in the academic track, and the mean socioeconomic status of the school all affect mathematics achievement. Through this methodology, it was possible to see the direct effects of both student level and school level variables on achievement, as well as the cross-level interaction of all of these variables. Findings suggest that there are discrepancies in how different types of students achieve, as well as how those students achieve in varying contexts. Many of the variables were statistically significant in their effect on mathematics achievement. Implications for this research are discussed and considerations for future research are presented. iv ACKNOWLEDGEMENTS Many people assisted and supported me while writing this thesis. First of all, I would like to thank the members of my thesis committee. Dr. Poston worked with me at a very difficult point in my life to change my topic around and focus my research. He has been tremendously encouraging throughout this process. I would also like to thank

This multi-national study used systematic review, as a data collection technique, to determine the current field of empirical studies that posit a definition of school culture and its characteristics. The data gathered, from a qualitative synthesis and analysis of the acquired studies, informed school culture taxonomy. The taxonomy presented domains, classes, categories, characteristics, and elements, which became the variables for meta-analysis. This adapted methodological process resulted in a valid and generalizable definition of school culture. The adapted mixed methods sequential exploratory approach used in this study resulted in the generation of grounded theory. This grounded theory is a definition of school culture that depicts its descriptions, domains, classes, categories, characteristics, and elements. School culture is the distinct individual social preferences, experiences, perceptions, and expectations of each member of the school community that forms the collective internal school environment. This resolution is essential to educational leadership, policymakers, and the research community.

Floriculture, Ornamental and Plant Biotechnology: Advances and Topical Issues Vol. III, 2006

Nitric oxide (NO) is a free radical gas formed endogenously in several biological systems, including plants, in which it performs a wide range of functions. Although many aspects of the physiological role of NO in plants remain to be elucidated, evidence is emerging that NO plays an important regulatory role in numerous processes, including stomatal closure, root development, stem elongation, seed germination, the host responses to infection, programmed cell death and senescence. In addition, it is now widely accepted that NO functions as a signal for hormonal responses in plants. Nonetheless, the mechanisms by which NO interacts with growth regulators is still far from clear, although considerable progress has been made during the last decade in our understanding of NO within the entire plant and in plant organelles. Herein, we specifically explore the role of NO and its cross talk with growth regulators in plants.

Narodna umjetnost: hrvatski časopis za etnologiju i folkloristiku, 1992