Relevant bibliographies by topics / Rhode Island. Board of Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Rhode Island. Board of Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Rhode Island. Board of Education"

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Zoll, Susan. "The Montessori Experiment in Rhode Island (1913-1940): Tracing Theory to Implementation over Twenty-Five Years." Journal of Montessori Research 3, no. 2 (November 15, 2017): 39–54. http://dx.doi.org/10.17161/jomr.v3i2.6590.

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This article highlights archived documents pertaining to a 25-year experimental classroom implemented by Clara Craig, then supervisor of training at the Rhode Island Normal School. Craig is notable as she was the only participant in the first International Montessori Training Course in Rome, Italy, in 1913, to gain approval from the Rhode Island Board of Education to study the Montessori Method. Her administrative position at the Rhode Island Normal School provided her with a rare opportunity to influence both teacher preparation and classroom curriculum upon her return. The article traces implementation of the Montessori Method and its Americanized revision, serving as one of the earliest longitudinal examples (1913–1940) of a state-sanctioned Montessori classroom, well beyond the acknowledged first-wave era (1911–1917). Craig’s experience provides a historical perspective that can inform current Montessori initiatives working within complex education and policy contexts.
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Barre, Luke, Justin Gallo, and James V. McDonald. "Review of Disciplinary Actions Regarding Controlled Substances, Rhode Island 2012–2017." Journal of Medical Regulation 105, no. 1 (April 1, 2019): 22–27. http://dx.doi.org/10.30770/2572-1852-105.1.22.

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ABSTRACT Inappropriate and excessive prescribing is an important cause of the opioid epidemic. A retrospective review of disciplinary actions related to controlled substances in Rhode Island from 2012–2017 was undertaken from publicly available data. There were 47 physicians with opioid related disciplinary actions. All of them were male and the average age was 63. Providing targeted academic detailing and stratified continuing medical education to physicians who have been in practice longer than others provides state medical boards with a means of primary prevention of inappropriate and excessive prescribing. This approach may provide a more effective use of limited public health resources.
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McLoughlin, John Grant. "Solutions to Calendar." Mathematics Teacher 90, no. 3 (March 1997): 218–19. http://dx.doi.org/10.5951/mt.90.3.0218.

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Problems 1–5 were contributed by Michael A. Steuben, 4651 Brentleigh Court, Annandale, VA 22003. Problems 6–11 were prepared by Peter Booth of the Mathematics and Statistics Department of Memorial University of Newfoundland, StJohn's, NF A1C 5S7. Problems 15–12 (working backward) were offered by William H. Kraus, Wittenberg University, Springfield, OH 45501. Problems 16–18 represent the contribution of James E. Beamer and Bikkar S. Randhawa of the University of Saskatchewan. Saskatoon, SK S7N OWO, and Cheuk Ng of Athabaska University, Athebaska. Alberta. Problems 19, 20, and 22 were provided by Barry Scully, York Region Board of Education, Aurora, ON lAG 3H2. Problems 21 and 23–26 were prepared by students in Betty J. Thomson's History of Math class at the Community College of Rhode Island, Warwick, RI 02886. The students were Marg McLellan, Laurie Nayman, Christine Nye, Diane Pardini, Andre Sabo, and Rick Wilson. Problem 27 was taken from 101 Puzzle Problems by Nathaniel B. Bates and Sanderson M. Smith (Concord, Mass.: Bates Publishing Co., 1980). Problems 28–31 were originally prepared for the Hamilton Junior Mathematics Contest by Eileen Shannon, Westmount Secondary School, Hamilton, Ontario, who generously provided them for the Calendar.
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Luzzi, Louis A. "Comment: Clinical Education in Rhode Island." DICP 24, no. 9 (September 1990): 890–91. http://dx.doi.org/10.1177/106002809002400927.

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Brown, Larry K., Vincent J. Barone, Gregory K. Fritz, Pedro Cebollero, and Jack H. Nassau. "AIDS Education: The Rhode Island Experience." Health Education Quarterly 18, no. 2 (July 1991): 195–206. http://dx.doi.org/10.1177/109019819101800205.

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McDonald, James V., and Bianca Melo. "Framework for Just Culture: Rhode Island Board of Medical Licensure and Discipline." Journal of Medical Regulation 106, no. 4 (December 1, 2020): 27–31. http://dx.doi.org/10.30770/2572-1852-106.4.27.

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ABSTRACT The Rhode Island Board of Medical Licensure and Discipline (BMLD) is the regulatory body for physicians in Rhode Island, granting licenses and imposing disciplinary actions. The BMLD created a framework in the context of Just Culture to evaluate allegations of misconduct regarding physicians. This framework incorporates core concepts from Just Culture, in order to help determine if a physician is blameless or blameworthy regarding the underlying allegations and to help determine accountability to the individual physician or attribute to systems issues.
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Gill, Dragan. "Creating an asset map for student and community success: Finding our strengths through a campus partnership." College & Research Libraries News 81, no. 11 (December 9, 2020): 545. http://dx.doi.org/10.5860/crln.81.11.545.

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Rhode Island College (RIC) has a history of collaboration both across campus departments and within the larger Providence and Rhode Island community. These partnerships are an essential factor in student success and ensuring students access to available resources and opportunities. RIC’s librarians, with faculty status and liaison duties, are frequently well positioned to facilitate collaboration by both acting as a connection between departments and leveraging our expertise in data management. In 2012 and 2013, RIC began two initiatives: The Rhode Island College Central Falls Innovation Lab (Lab) and Learning for Life (L4L).
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Yell, Mitchell L., Antonis Katsiyannis, and Angela Prince. "Sheltered Workshops: United States v. Rhode Island." Intervention in School and Clinic 52, no. 5 (February 24, 2016): 311–14. http://dx.doi.org/10.1177/1053451216630277.

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Federal legislation, such as the Americans with Disabilities Act, Section 504, and the Individuals With Disabilities Education Act, mandates that individuals with disabilities be integrated in all aspects of life from education to employment to independent living. A recent development involves a settlement reached between the United States and the State of Rhode Island/City of Providence regarding sheltered workshops. States must ensure the availability of a continuum of alternative settings that span from restrictive (e.g., sheltered workshops) to fully integrated, community-based, competitive employment. The use of sheltered workshops as categorical, permanent, segregated practice is discriminatory.
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Livingston, Carolyn. "The History of Music and Music Education in Rhode Island." Bulletin of Historical Research in Music Education 20, no. 2 (January 1999): 121–42. http://dx.doi.org/10.1177/153660069902000204.

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Horm, Diane M., Beverly O'Keefe, Charlotte Diffendale, Amy Cohen, Ruth Schennum, Larry Pucciarelli, Cheryl Collins, et al. "Continuing evolution: The Rhode Island early childhood summer institute." Journal of Early Childhood Teacher Education 24, no. 4 (January 2004): 269–78. http://dx.doi.org/10.1080/1090102040240407.

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Dissertations / Theses on the topic "Rhode Island. Board of Education"

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Albanese, Laura Jean. "Identifying and assessing current practices in principal evaluation." Thesis, Boston University, 2003. https://hdl.handle.net/2144/32735.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
One of the most significant influences on the quality and character of a school is the school principal. With principals as the driving force behind their schools, evaluation of their performance is detrimental to their success as school leaders. Until very recently, however, school administrators have eluded the same level of scrutiny and intervention that teachers have undergone for years despite their high profile status in terms of leadership and instruction. The neglected area of principal evaluation, therefore, must be revisited. With the historic passage of Article 31, Rhode Island's Student Investment Initiative and S.A.L.T.- School Accountability for Learning and Teaching, increased attention has been placed on the effectiveness and quality of Rhode Island's schools. With this legislative mandate in mind, along with the extensive educational literature placing principals at the forefront of school effectiveness, this study investigated the various evaluation systems used to assess the performance of Rhode Island principals and the attitudes principals had toward these appraisals. Interviews were conducted with principals from each of Rhode Island's 36 school districts in order to examine current evaluation practices used to assess them and to uncover individual perceptions regarding the process. The study also included the collection of evaluation instruments, follow up questionnaires, and other artifacts such as contracts and job descriptions as a means of triangulation. This study confirmed that while Rhode Island principals indicated their desire to be held accountable for their work, they did not possess the necessary authority to carry out many of the duties and obligations inherent in their role as instructional leader. Staff selection and budget appropriations are key examples of the diminished authority they possess. The results of the study coupled with recommendations will be presented to Rhode Island's State Department of Education so that it can begin exploring administrative assessment procedures that can eventually be developed and implemented at the state level. With Rhode Island's many initiatives and mandates targeting accountability, it is recommended that Rhode Island retain a uniform method of assessing principal performance since a school's success or failure is often attributed to the school's principal.
2031-01-01
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Brigham, Gregory S. "Fakeability of the University of Rhode Island Change Assessment with a Substance Abuse Population." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392903063.

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Wilhite, Sarah. "A more comprehensive approach to school accountability: a case study of inspection reports in England, Rhode Island, and Massachusetts." Thesis, Boston University, 2004. https://hdl.handle.net/2144/27797.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
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Newell, Jeremiah. "The State Education Agency: The Chief Learning Organization - Lessons From the Rhode Island Department of Education." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645027.

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In a post Race to the Top and No Child Left Behind environment, state education agencies (SEA’s) play an increasing role in influencing the policy and practices of schools and districts. Yet, the challenges of SEA’s are monumental. American students continue to be outperformed by their international peers. Schools and districts across America are struggling to make any headway on the persistent achievement gaps for poor and minority students. The system is in crisis, and the solutions are unknown. To meet this challenge of imagination, ingenuity, and learning, SEA’s must pivot from a predominantly compliance-oriented, highly bureaucratic culture to a more nimble learning-oriented culture. The central question is how can the SEA become a learning organization? Drawing from research on enabling learning in organizations, developing effective teams, and promoting adult development, I argue that by developing an internal learning-oriented team that leads the organization’s efforts to learn and by engaging with statewide stakeholders- defined as educators, parents, business, community leaders, and students in the challenging of assumptions, the SEA will shift its orientation to learning. In this capstone, I describe my efforts at the Rhode Island Department of Education (RIDE) to support this pivot to a learning organization through the design and facilitation of a community-driven, design-thinking based strategic planning process that asks stakeholders to learn from each other, national experts, and RIDE staff and to parley that learning into a collaboratively defined statewide vision and strategy for public education. Furthermore, I describe RIDE’s efforts to learn from and enact this strategic plan. Analysis of this capstone reveal three key insights: (1) taking the time to build broad-based support for a statewide educational strategy matters greatly to building legitimacy and long-term sustainability; (2) despite their traditional compliance-oriented roles, SEA’s can form nimble learning oriented teams that impel learning throughout the entire organization; and (3) SEA’s can best shift their role through a open dialogue of continuous improvement that happens both within the agency and across the state.
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O'Reilly, Foran Megan. "Representational status of minority students in special education in the State of Rhode Island /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3276983.

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Fox-Norwitz, Shayna K. "Charter School Teacher Attitudes Toward the Implementation of the Rhode Island Model of the Educator Evaluation System." Thesis, Johnson & Wales University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564339.

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No matter how well an educator evaluation system is designed, it can only be as effective as those who are actually implementing it in the trenches (Stronge, 1993). Unfortunately, many educational reforms at the school level have entirely failed or have failed to be implemented as designed. While much of the current educator evaluation research is focused on the perceptions of school principals and teacher perceptions of how the evaluation system has impacted student learning, "it is important to consider the faculty's perceptions of the evaluation system and their opinion of instructional leadership in their building" (Batchelor, 2008, p.22).

This study addressed the following main research questions: What is the relationship of the leadership dimensions of vision, support, structure, and trust on charter school teacher attitudes toward the implementation of the Rhode Island Model of the Educator Evaluation System? What do teachers perceive as the factors that contribute to teachers' attitudes toward the implementation of the Rhode Island Model of the Educator Evaluation System in relation to leadership?

Both quantitative and qualitative approaches were used sequentially in this mixed methods study that examined charter school teachers' attitudes toward the implementation of the Rhode Island model of the Educator Evaluation System. The population sampled was Rhode Island grade 6 - 12 Charter School teachers. The entire population was sampled for the online questionnaire, while a sample of those who completed the survey and volunteered were selected to participate in the focus group.

Survey respondents perceive support, structure, and trust as having a significant correlation with teacher attitude towards the implementation of the Rhode Island Model of the Educator Evaluation System; trust and support explained 72% of the variance. Focus group participants reported that alignment of visions, clarity, transparency, and a small school setting, were factors that contributed to their attitudes toward the implementation of the Rhode Island Model of the Educator Evaluation System.

The findings of this study could help several stakeholders in the implementation and sustained use of the Rhode Island Model of the Educator Evaluation System: school level leadership, district level leadership, and state level leadership.

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Heredia, Yvonne Michele. "Preventative Strategies to Improve Birth Outcomes Among African American Women in Rhode Island." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1478.

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Despite increased access to prenatal care, birth outcomes continue to be a major source of disparity among women in the United States. The focus on lifestyle choices and negative behaviors prior to a pregnancy to reduce adverse birth outcomes has become a well-documented strategy. The purpose of this study was to determine if preparing for a pregnancy in advance improves birth outcomes for African American women of childbearing age between the ages of 12 and 45 years in the State of Rhode Island (RI). The theoretical foundation for this study was based on Prochaska's model of change, which is also known as the readiness to change model. This study was conducted using secondary data from the Rhode Island Department of Health PRAMS data set. The research questions determined if African American women received preconception care education at the same rate as White women, if African American women had a higher rate of infant mortality than other races, and if African American women had a higher rate of unintended pregnancies than White women in the state of Rhode Island. Independent t tests and chi square tests were used to answer the research questions. The results indicated a difference between the infant mortality rates for African American women compared to other races as well as a difference between African American women compared to White women with regard to unintentional pregnancies in Rhode Island. However, there was no difference in African American women compared to White women receiving preconception education in the state of Rhode Island. The implications for positive social change include micro- and macro-level changes in support of how planning for a pregnancy in advance can reduce poor birth outcomes.
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Uttley, Clarissa M. "Multicultural awareness in college freshmen : an examination of measures and interventions /." View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3328733.

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Harden, Tamara Shank. "Changes of University of Rhode Island Change Assessment Over Time Associated with Stages of Change." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492972365458096.

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Marandola, Marissa. "The Dollar Debates: Comparing the Implications of Judicial versus Political Intervention for School Finance Reform." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106774.

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Thesis advisor: Dennis Hale
This project traces the use of litigation and judicial intervention as a remedy to the enduring problem of intrastate, interdistrict variations in education funding from the US Supreme Court’s 1954 ruling in Brown v. Board of Education to the present. Reformers contend that these nested inequalities directly correlate to the achievement gap between students in property-poor districts and their wealthier peers, and frequently appeal to the judiciary to compel states to redistribute funds for public schools to disadvantaged districts. Quantitative and qualitative analysis of education finance reform processes in Rhode Island and New Jersey offers evidence that judicial remedies are ineffective in improving at-risk students’ learning outcomes because they lack the political will to implement and sustain reform. The Rhode Island Supreme Court chose to respect the state legislature’s primacy in determining allocations. As a result, the state undertook a years-long, scientifically guided process to develop a nationally acclaimed formula that enjoys enduring support in the political branches. In contrast, New Jersey has been embroiled in litigation since 1973, a costly process that has produced mixed results. Rulings favorable to disadvantaged students continually falter during implementation, when the political branches lack the resources to enact a sweeping judicial policy. As the Rhode Island and New Jersey experiences demonstrate, action by the political branches produces longer-lasting, more efficient state funding mechanisms that further the goal of equalization
Thesis (BA) — Boston College, 2016
Submitted to: Boston College. College of Arts and Sciences
Discipline: Departmental Honors
Discipline: Political Science
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Books on the topic "Rhode Island. Board of Education"

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Rhode Island Board of Governors for Higher Education. External Committee on Telecommunications and Higher Education. Telecommunications in Rhode Island public higher education: A report from the External Committee on Telecommunications and Higher Education to the Rhode Island Board of Governors for Higher Education. [Providence, R.I.]: Rhode Island Office of Higher Education, Program and Planning, 1995.

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Rhode Island. Board of Regents for Elementary and Secondary Education. The Challenge to succeed: Report of the Rhode Island Board of Regents for Elementary and Secondary Education. Providence, RI: Rhode Island Dept. of Education, 1990.

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Kaiser, Edward A. Rhode Island Department of Education, Providence, Rhode Island. [Atlanta, Ga.?]: U.S. Dept. of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, 1993.

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Kaiser, Edward A. Rhode Island Department of Education, Providence, Rhode Island. [Atlanta, Ga.?]: U.S. Dept. of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, 1993.

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Inc, MGT of America. [Vocational education in Rhode Island]. [Tallahasse, Fla.]: MGT of America, 1985.

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Feitosa, Lucia M. B. The Economic impact of higher education in Rhode Island, 1989-1990. Providence, R.I. (301 Promenade St., Providence 02908-5089): Office of Higher Education, 1991.

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Cornell, Claire Pedrick. Degrees granted by the Rhode Island institutions of higher education, 1977 to 1984. [Providence]: State of Rhode Island and Providence Plantations, Office of Higher Education, 1985.

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Board of Education v. Pico (1982): Book banning. New York: Twenty-First Century Books, 1994.

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Off-campus Library Services Conference (8th 1998 Providence, R.I.). The eighth Off-campus Library Services Conference proceedings: Providence, Rhode Island, April 22-24, 1998. Mount Pleasant, MI: Central Michigan University, 1998.

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Off-campus Library Services Conference (8th 1998 Providence, R.I.). The Eighth Off-campus Library Services Conference proceedings: Providence, Rhode Island, April 22-24, 1998. Mount Pleasant, Mich: Central Michigan University, 1998.

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Book chapters on the topic "Rhode Island. Board of Education"

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Pingul, Mia M., Steven E. Reinert, Geetha Gopalakrishnan, Wendy Plante, Charlotte M. Boney, and JB Quiroz Quintos. "Pediatric Diabetes Outpatient Center at Rhode Island Hospital: The Impact of Changing Initial Diabetes Education from Inpatient to Outpatient." In The Endocrine Society's 93rd Annual Meeting & Expo, June 4–7, 2011 - Boston, P3–454—P3–454. The Endocrine Society, 2011. http://dx.doi.org/10.1210/endo-meetings.2011.part4.p3.p3-454.

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Correia, Amy. "Flip the Script." In Social Justice and Putting Theory Into Practice in Schools and Communities, 81–93. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9434-5.ch006.

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English learners (ELs) in the United States are viewed as deficits based on their lack of the English language and their performance on standardized assessments. To improve education for ELs, practitioners need to be trained to value a student's multilingualism and culture, leverage native language to build content knowledge and English language acquisition, and embrace Arthur Pearl's vision of democratic education for ELs. The building of language and content will allow ELs to be able to participate with and contribute to society. The University of Rhode Island has developed a teacher training program to meet this need.
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Hursh, David, Sarah McGinnis, Zhe Chen, and Bob Lingard. "Resisting the neoliberal: parent activism in New York State against the corporate reform agenda in schooling." In Resisting Neoliberalism in Education, 89–102. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447350057.003.0007.

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Over the last two decades, parents and community members in New York have increasingly resisted the neoliberal corporate reform agenda in schooling, including rejecting high-stakes testing. The parent-led opt-out movement in New York State has successfully opted around 20% of eligible students out of the Common Core state standardized tests over the last three years. To understand how a parent-led grassroots movement has achieved such political success, this chapter focuses on the two most influential opt-out organizations in New York State, the New York State Allies for Public Education (NYSAPE) and Long Island Opt Out (LIOO). The chapter investigates how they used social media and horizontal grassroots organizing strategies to gain political success, along with vertical strategies pressuring the legislature and Board of Regents. Our research reveals that parents in New York are reclaiming their democratic citizenship role in influencing their children’s public schooling and rejecting the corporate reform agenda.
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Dorn, Charles. "“To Meet the Training and Retraining Needs of Established Business”." In For the Common Good. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9780801452345.003.0011.

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This chapter explores community colleges. The community college is the workhorse of American higher education—and it has never been more popular. Yet community colleges have received relatively little attention from historians, an unfortunate shortcoming both because the community college is the single form of higher education that Americans can lay legitimate claim to having “invented” and because the institution has undergone a remarkable historical transformation. Beginning in the early twentieth century as “junior colleges,” community colleges were designed to provide the first two years of undergraduate study leading to the bachelor's degree. Over time, however, many became training grounds for individuals seeking occupational certification while also serving as resources for small-business development and agents of small-scale technology transfer. The chapter then looks at the cases of the Community College of Rhode Island and Santa Fe Community College to illustrate how a rising ethos of affluence guided the transformation of community colleges.
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Gardner, Catherine Villanueva, Joannah Portman-Daley, Jeannette E. Riley, and Kathleen M. Torrens. "Supporting Sustained Faculty Engagement in Blended Learning." In Handbook of Research on Faculty Development for Digital Teaching and Learning, 17–35. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8476-6.ch002.

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Faculty professional development in higher education, especially at the intersections of pedagogy and technology, is an essential need given rapid, ongoing changes in technology, as well as the digital learning experiences students bring to college that inform how they learn and how they want to learn. This chapter outlines the implementation of faculty development programs at UMass Dartmouth and the University of Rhode Island that have positively impacted blended teaching and learning practices. The authors discuss best practices of blended learning training courses that can transform faculty thinking about course (re)design and student learning assessment, as well as the need for strong faculty peer mentorship programs to create a culture of collaboration, mentorship, and assessment focused on student retention and learning. As the authors conclude, there is a need for concurrent, intentional faculty development programming, and peer mentoring in order to improve student learning outcomes in the blended learning environment.
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Conference papers on the topic "Rhode Island. Board of Education"

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Hubert J Montas and Adel Shirmohammadi. "Applications of Embedded Scheme in Bioengineering Education." In 2008 Providence, Rhode Island, June 29 - July 2, 2008. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2008. http://dx.doi.org/10.13031/2013.25200.

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Elsa Susana Sepulveda Bustos. "Information Technology for Distance Education in Developing Countries." In 2008 Providence, Rhode Island, June 29 - July 2, 2008. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2008. http://dx.doi.org/10.13031/2013.24897.

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A Bulent Koc, Caner Koc, and Mustafa Vatandas. "Software Tools for Teaching Microcontroller Programming in Agricultural Engineering Education." In 2008 Providence, Rhode Island, June 29 - July 2, 2008. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2008. http://dx.doi.org/10.13031/2013.25131.

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David R Bohnhoff. "A Capstone Course Designed to Effectively Bridge Undergraduate Education and Professional Practice." In 2008 Providence, Rhode Island, June 29 - July 2, 2008. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2008. http://dx.doi.org/10.13031/2013.24768.

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Steve Reid, Nancy E Deal, Beth Buffington, and David Lindbo. "Updating North Carolina's Education and Training Curriculum for Onsite/Decentralized Wastewater Treatment System Operators." In Eleventh Individual and Small Community Sewage Systems Conference Proceedings, 20-24 October 2007, Warwick, Rhode Island. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2007. http://dx.doi.org/10.13031/2013.24001.

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Ballora, Mark, Christopher Roman, Robert Pockalny, and Karen Wishner. "Sonification and Science Pedagogy: Preliminary Experiences and Assessments of Earth Science Data Presented in an Undergraduate General Education Course." In The 24th International Conference on Auditory Display. Arlington, Virginia: The International Community for Auditory Display, 2018. http://dx.doi.org/10.21785/icad2018.004.

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This paper describes preliminary investigations into how sonifications of scientific graphs are perceived by undergraduate students in an introductory course in oceanography at the University of Rhode Island. The goal is to gather data that can assist in gauging students’ levels of engagement with sonification as a component of science education. The results, while preliminary, show promise that sonified graphs improve understanding, especially when they are presented in combination with visual graphs.
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Jouaneh, Musa K., and William J. Palm. "System Dynamics Experimentation at Home." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12688.

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Most Mechanical Engineering curricula include courses in system dynamics, controls, mechatronics, and vibrations. At most schools, these courses do not have a laboratory component. Even at schools that have such a component, laboratory access is often limited, and thus there is a need to increase students’ laboratory experience. This paper addresses the development and initial testing of instructional material in the form of take-home software and hardware kits that can be used to perform laboratory experiments and measurements at home to illustrate system dynamics concepts. Rather than having students perform an experiment in the university laboratory, the students are given a compact, low cost software and hardware kit with which they can perform an experiment at home using only their PC. The kits are designed so that the experiments can be conducted on a provided experimental setup such as a DC motor/tachometer system or can be used to perform dynamic measurements on engineering systems that are available at home such as motor powered devices and heating/cooling systems. The take-home kit consists of three components. The first component is a hardware interface board that is built around a PIC18F4550 microcontroller which interfaces with the student’s PC and with the experiment hardware. The second component is a Windows based user interface program that is loaded on the student’s PC and is used to run the experiment and collect data. The third component is the actual experimental setup or the sensor system to perform the measurement. Fifty five kits have been fabricated to perform five different experiments. Two of these experiments were tested in two courses in the mechanical engineering department at the University of Rhode Island. The paper discusses the design of the kit components, the details of the experiments, as well the initial experiences gained from using this new approach for laboratory experimentation.
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Reports on the topic "Rhode Island. Board of Education"

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Health hazard evaluation report: HETA-91-349-2311, Rhode Island Department of Education, Providence, Rhode Island. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, May 1993. http://dx.doi.org/10.26616/nioshheta913492311.

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