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You searched for subject:(JAVITS). Showing records 1 – 2 of 2 total matches.

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Vanderbilt University

1. Gajewski, Paula Kathleen. The New York Stock Exchange and the Transformation of Retirement in America.

Degree: PhD, History, 2016, Vanderbilt University

This dissertation explains how the performance of the New York Stock Exchange has become vitally important to the methods by which a majority of Americans finance retirement. In 1974, the US Congress passed the Employee Retirement Income Security Act (ERISA), which extended comprehensive federal regulation to the private pension system for the first time. At the same time, Congress and the Securities and Exchange Commission forced the New York Stock Exchange to adopt a negotiated commission rate system, introducing competition on the basis of the price of a stock trade for the first time in the Exchangeâs history. Both these measures were a response to the growth of institutional investing of pension funds. Increased competition on Wall Street forced stockbrokers to seek new methods, such as retirement investing, to increase trading volume. By creating a heavy regulatory burden, ERISA encouraged business to seek alternatives to the traditional defined benefit pension plan. Their response was to adopt defined contribution plans, in which the burden of responsibility falls to individual employees, who often lack specialized investment knowledge. The combined effects of ERISA and negotiated rates forced individuals to play a more active role in financing their own retirement, while also increasing their dependence on investment institutions and stock market performance. Advisors/Committee Members: Daniel H. Usner, Jr., Ph.D. (chair), David L. Carlton, Ph.D. (committee member), Peter L. Rousseau (committee member), Thomas Alan Schwartz (committee member).

Subjects/Keywords: Jacob Javits; Harrison Williams; Individual Retirement Account; deregulation; Mayday

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gajewski, P. K. (2016). The New York Stock Exchange and the Transformation of Retirement in America. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03242016-124406/ ;

Chicago Manual of Style (16th Edition):

Gajewski, Paula Kathleen. “The New York Stock Exchange and the Transformation of Retirement in America.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed July 10, 2020. http://etd.library.vanderbilt.edu/available/etd-03242016-124406/ ;.

MLA Handbook (7th Edition):

Gajewski, Paula Kathleen. “The New York Stock Exchange and the Transformation of Retirement in America.” 2016. Web. 10 Jul 2020.

Vancouver:

Gajewski PK. The New York Stock Exchange and the Transformation of Retirement in America. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2020 Jul 10]. Available from: http://etd.library.vanderbilt.edu/available/etd-03242016-124406/ ;.

Council of Science Editors:

Gajewski PK. The New York Stock Exchange and the Transformation of Retirement in America. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://etd.library.vanderbilt.edu/available/etd-03242016-124406/ ;


University of Southern California

2. Sellers, Dena M. Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions.

Degree: EdD, Education (Leadership), 2008, University of Southern California

For years research on gifted education has discussed the importance of professional development for teachers of gifted students. This study examined data on how professional development has affected the choices of a group of teachers trained through a Javits Grant Project compared to a control group of teachers. This data revealed that professional development in models of teaching and differentiated curriculum and instruction resulted in teachers more often selecting differentiated strategies such as grouping practices, use of prompts of depth and complexity and teaching universal concepts and big ideas. Teachers also selected rationales for their choices of differentiated curriculum and instruction strategies such as affects all learners, expectations of the school or district, and expediency. Six of the teachers in the Javits Grant Project were then interviewed in order to determine how class composition affected their choices for differentiated or traditional lessons. These teachers' responses revealed that they would choose to teach the differentiated lesson consistently only for classes with a cluster group of gifted students or a class comprised solely of gifted students. This study also examined the self-perceptions of students in these six teachers' classrooms in order to determine if a relationship existed between the teacher s' choices for differentiated lessons and their students' self-perceptions. No significant relationship existed between the self-perception responses of either of the groups; gifted versus non-gifted students in each teacher 's classroom, or all gifted versus non-gifted students surveyed. Advisors/Committee Members: Kaplan, Sandra N. (Committee Chair), Ragusa, Gisele (Committee Member), Pensavalle, Margo T. (Committee Member).

Subjects/Keywords: gifted; differentiation; differentiated; self perception; self-perception; JAVITS; Kaplan; differentiated curriculum; teacher choices

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sellers, D. M. (2008). Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/195177/rec/2733

Chicago Manual of Style (16th Edition):

Sellers, Dena M. “Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/195177/rec/2733.

MLA Handbook (7th Edition):

Sellers, Dena M. “Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions.” 2008. Web. 10 Jul 2020.

Vancouver:

Sellers DM. Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/195177/rec/2733.

Council of Science Editors:

Sellers DM. Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/195177/rec/2733

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