Diffusion and utilization of scientific and technological knowledge within state and local governments: Executive summary

The requirements for technology transfer among the state and local governments are analyzed. Topics discussed include: information systems, federal funding, delivery channels, state executive programs, and state legislature requirements for scientific information

Increasing Diversity Exposure In Rural, Homogeneous Elementary Classrooms Through Picture Books

This Capstone Project examined the question: How can educators increase diversity exposure in rural, homogeneous elementary classrooms using picture books? Text sets with nine different categories of diversity were created and thirty-nine books were included for educators to use within classrooms. Using the theory of mirrors, windows, and doors for examining diversity in books guided the books to include within the text sets so that all students can see themselves represented or learn about others that are different from them. Key influences included Larrick for one of the first studies on diversity within children’s books, the Cooperative Children’s Book Center for their consistent reporting on diversity within children’s publishing, Style for introducing mirrors, windows, and doors, and Matias for addressing the whiteness of education and how teachers can be culturally responsive teachers. Diversity in children’s books has never represented the demographics of the United States, but diverse book choices are increasing since reports were published and the Cooperative Children’s Book Center have been tracking statistics

Demographics and Growth History of Whitebark Pine on Undisturbed Sites Across the Northern US Rocky Mountains

Along with fluctuating precipitation and temperatures in the form of climate change, whitebark pine (Pinus albicaulis) has seen a territory wide increase in mortality leading to a decline in population. While the most direct influences on whitebark pine health and mortality are mountain pine beetle (Dendroctonus ponderosae) outbreaks, fire exclusion policies, and the spread of white pine blister rust (Cronartium ribicola), climate change can impact the intervals and severity of such beetle, rust, and fire disturbances, and may affect the growth and health of whitebark pine directly. The objectives of this study were to identify whitebark pine stands within the northern US Rocky Mountains exhibiting low or no impacts of beetle attack and blister rust, to document the regeneration levels and structural components of these stands, and to examine the climatic controls on radial growth of the mature whitebark pine over the last 100 years. Across the high elevation forests of Montana, Idaho, and Wyoming, 92 minimally disturbed stands were identified. While free of blister rust and pine beetle damage, these stands still contained a high proportion of standing dead trees (24% of standing mature trees (\u3e4.5” DBH) were dead on average). These stands also contained a high proportion of subalpine fir (on average, 14.4% of the mature tree density), but nonetheless exhibited high levels of whitebark pine regeneration (on average 1,195/acre below 4.5” DBH and 1,044/acre \u3c4.5’ in height). Tree ring growth analyses of the mature whitebark pine did not show any long-term trends, but inter-annual variations were positively correlated with growing season precipitation and negatively correlated with growing season temperatures. Tree ring indices also show that more recent radial growth rates are still within the range of variability for the 100 years sampled and do not appear to be decreasing with the increasing stress predicted by ongoing climate change. Over the same 100 years, yearly mean climate averages calculated using PRISM data attributed to the individual sites showed a range of 30.7° F for maximum temperatures, 40.2° F for minimum temperatures, and 97.03” for total precipitation

Gender and embodied mobility : learning in Tarsaw. northern Ghana

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Interview and Focus Groups Analysis of Decreased Composite Benchmark Scores on Dynamic Indicators of Basic Early Literacy Skills DIBELS from Kindergarten to First Grade Students

School districts in the state of Utah are required to use Dynamic Indicators of Basic Literacy Skills (DIBELS) as an assessment of reading ability for students in kindergarten through fifth grade. The Logan City School District (LCSD) kindergarten end of year (EOY) Composite DIBELS data have been strong over the past 5 years with over 90% of students scoring at benchmark. In comparison, in each of those 5 years, first grade beginning of year (BOY) data drops considerably. LCSD is concerned with this trend because it is larger than the state trend of 13-14%, the trend is increasing, and this decrease is the biggest among all grade levels. The purpose of this study was to gather information from experts, a representative from DIBELS, and a representative from the DIBELS reporting company Amplify, in an interview; then the interview was shared along with the LCSD DIBELS data with three focus groups of administrators, kindergarten teachers, and first grade teachers, to analyze the data. The strongest hypothesis of the focus groups for the reason for the large decrease from EOY kindergarten to BOY first grade Composite data on DIBELS for LCSD students was awareness of how proficient the student performance was at benchmark. The focus groups discussed possible hypothesis and made recommendations for the district on steps to take to further study the issue. This study has brought to the attention of administrators and educators the need to analyze LCSD DIBELS data more intently and to begin to effect change moving forward

Dermoids in Calves

On the morning of April 1, 1943, four Hereford calves varying in age from three to ten days were presented at the Stange Memorial Clinic. Three of them were females; the other was a male. All were in excellent general condition. The history revealed that the calves were having eye trouble. Examination of the eyes disclosed peculiar growths at the sclero-corneal junction which had the appearance of skin furnished with a hairy covering. Other symptoms included erythema of the eyelids and excessive lacrimation with consequent formation of crusts around the eyes. Two of the calves were bilaterally involved; the other two each unilaterally involved. In two cases the hairs were brown in color; in the other cases they were white. The growths did not seem to impair the vision of the calves except for the mechanical interference and irritation they produced

A Qualitative Study of Individuals Holding Principalship Endorsement in Tennessee Yet Not Working As Such in a Public School Setting

The goal of this study was to develop insights into the experiences and opinions held common by individuals holding principalship endorsement in Tennessee, yet not working as a principal. The purpose of the study was to isolate phenomena common to these individuals at any point before, during, or after completing a program of principalship preparation, and further, to develop theory that would serve to describe these phenomena. The qualitative research method was used. An interview guide was developed using a review of related literature and further augmented by comments made during the interview process. Fourteen subjects were interviewed, representing all three grand divisions of the state. Transcripts of these interviews were produced and analyzed. Conclusions of the study converged on three general areas. In the time frame preceding initial enrollment in a principal preparation program, subjects noted the importance of one or more individuals who enrolled along with them. Many subjects also reflected on formal or informal support groups that evolved during the time they were in graduate school. Other factors affecting the subject\u27s decision to enroll in a program include financial considerations and the physical proximity of the program to their own locale. Subjects participating in this study professed little desire to become a school administrator at the time of enrollment and even less desire at the time of the study. Theory developed about preparation programs themselves hold that students are largely self-selected, they are universally dissatisfied with the scope and quantity of practical experiences offered, and that they are more likely to remember and identify with individual instructors than with a program or graduate department in general. Curiously, the subjects in this study largely agreed on the need for long term, meaningful internship experiences during a principal preparation program, yet felt that if it had been a requirement in the program they completed, they could not have participated. In developing theory to describe the experiences of individuals after completion of a principal preparation program, it was found that little effort was exerted toward obtaining a school principalship. Generally, the subjects in this study viewed promotion to a principalship in terms of promotion within the school at which they taught

Describing the Education Reform Landscape: A Typology of State Charter School Laws

Since 2014, 42 states have adopted charter school legislation. Research has been conducted on charter school effectiveness and legislative adoption. However, limitations in the research exist regarding school choice in that studies address inequalities and outcomes at the school level, with limited attention to the state-level policy environment. Additionally, research does not consider variations in state school choice policy nor does it link policy differences to equitable educational outcomes. This descriptive study described and categorized the variation of state charter school polices and explored differences in state level education finance, student demographics and academic outcomes, and school type characteristics. A cluster analysis yielded three clusters of states with charter school laws that were statistically and descriptively unique in terms of charter school autonomy, equity funding, and growth. ANOVA tests confirmed that the clusters were significantly different than one another. The three indices that were the basis of clustering have underlying composite variables that describe the nature of charter school laws in greater detail. Chi-square tests were conducted to determine whether or not the percentage of states, with each law characteristic specified in the composite variables that made up the index variables (autonomy, equity funding, and growth) differed significantly across clusters. Chi-square tests for all the composite variables reveal that the three state clusters differ significantly from one another. To further explore how the state clusters differed from one another in terms of factors examined in past research, the analysis compared cluster averages for variables measuring state level education finance, student demographics, education outcomes, and school types. ANOVAs were run for all of the clusters’ means for each characteristic variable. Only two of thirteen characteristic variables’ means were significantly different across clusters. The descriptive findings in this study can be used in concert with legislative adoption and charter school effectiveness research to reduce limitations in these research areas. Through this advance in charter school research, social workers will gain increased clarity to whether charter school reform is purportedly an equalizer of educational opportunity across class, race, ethnicity and/or gender