An Examination of the Association Between State Medicaid Perinatal Services and Birth Outcomes

This thesis investigated the connection between socioeconomic status, healthcare coverage, and birth outcomes. The research question that was posed specifically looked at twenty perinatal services that states covered under Medicaid to varying degrees to see their association, if any, with premature birth rates and low birthweight rates. State-level and Mississippi county-level data were compiled regarding preterm birth rates, low birthweight rates, presumptive eligibility adoption, and coverage of twenty different perinatal services. Using these data, the correlation between state Medicaid expansion status and birth outcomes was first calculated in order to determine if variation in birth outcomes was associated with expanded Medicaid coverage. After this, the relationship between birth outcomes and poverty was determined at both the state level and the Mississippi county level. The research found that poverty had a very positive correlation with high rates of poor birth outcomes and that state-level coverage was minimally correlated with birth outcomes. This study concluded by calling for further research into the Medicaid system, preventative care models for Medicaid, or systemic reform to the healthcare delivery system

“A close read of my classroom”: Teacher research and identity work

It is not uncommon for classroom teacher researchers to face multiple obstacles, but for the fifth grade teacher in this study, Donna, her administrators did not support her research efforts because they thought it would take away from preparing students for end of grade tests. The purpose of this study was to explore the ways conducting teacher research shaped Donna’s teacher identities and to examine how the context of her school impacted any identity shifts. Data sources included: interviews, observations, and teacher-created artifacts such as annotations of journal articles; her research proposal, paper, and presentation; reflections; and classroom observations. Findings indicate that instead of being discouraged, Donna persisted because she believed that the research she was doing in her classroom helped her see her students and teaching in new ways. In particular, she was able to participate in meaningful, self-selected professional development while at the same time improving her classroom instruction

Shaping our literate lives: Examining the role of literacy experiences in shaping positive literacy identities of doctoral students

The purpose of this study was to examine the ways in which literacy histories and present literacy experiences of doctoral students shaped their literacy identities. Data were collected through surveys, interviews, and visual identity representations. This paper focuses on the literacy stories of two doctoral students with positive literacy identities. Findings suggest that participants valued literacy as a social learning experience from an early age through higher education. These social experiences with reading and writing can take many forms and can be embraced in various home and school contexts. Additionally, these findings highlight the need for schools to create and nurture such experiences across all grade levels, through multiple forums, which may lead to positive literacy identities

K-12 Writing Teachers’ Careerspan Development: Participatory Pedagogical Content Knowledge of Writing

This narrative grounded theory study examines 19 US K–12 teachers’ development of pedagogical content knowledge of writing (PCKW) across their careers. Building on writing pedagogies and career cycle theories, we invited writing teachers to tell stories of critical experiences that contributed to their development. Findings indicate that teachers’ understanding of writing, being writers, and teaching writers were propelled by various critical experiences--both personal and professional. Our model shows that these experiences prompted teachers to engage in participatory PCKW to cultivate development. Implications are that writing teachers need communities of practice, mentors, and ongoing participatory engagements to sustain process pedagogies

Reimagining Instructional Practices: Exploring the Identity Work of Teachers of Writing

This article provides a cross-case analysis of three teachers who participated in a two-week professional development (PD) on the teaching of writing that addressed their own identities as writers. This is an area that is commonly overlooked and how teachers view themselves as writers may play an important role in how they help their students to think of themselves as writers, may shape the conversations they have about writing, and may influence the kinds of writing opportunities they provide. Drawing on an identity perspective, the findings illustrate how the opportunity to construct and enact writing identities shaped how the teachers understood the teaching of writing. As they engaged in the writing process, collaborated in writing groups, and conversed in writing conferences with student writers in a weeklong writing camp, teachers reimagined their practice to include more nuanced writing instruction that focused on the capabilities of students as writers

Security of Tenure and Land Registration in Africa: Literature Review and Synthesis

In 1984, the Land Tenure Center embarked on a project to evaluate the experiences with land registration and tenure reform in Africa. The goal was to determine is African states been able to use tenure reform and land registration to provide greater security of tenure than was available through customary tenure systems. Donor agencies focused attention on the creation of individual freehold title, emphasizing the heightened security of holding, marketability, and access to credit under such tenure. National governments, on the other hand, were more concerned to see that land was used productively rather than merely accumulated for purposes of prestige or inheritance or as a hedge against inflation, and for this reason have tended to favor granting more circumscribed rights, such as leaseholds or rights of occupancy. This literature review and synthesis was prepared as part of an effort to increase very substantially our knowledge, especially on a quantitative level, of tenure and development relationships in Africa. The literature review is an attempt to gather in one place data about the diverse efforts at land registration and to describe briefly for each country the various registration programs that have taken place (if any), why they were undertaken, and what subsequent studies of these programs have found. Among other things, it will be seen that the intended benefits, and beneficiaries, of land registration have changed over the century or so since the first systems were put in place. In addition to these variations over time, there are also differences among Anglophone, Francophone, and Lusophone countries, differences that not only influenced the structure of registration systems established during the colonial era, but also continue to inform the kinds of registration systems adopted today.Land Economics/Use,

Understanding teachers’ inquiries and classroom literacy practices

Through teacher research, educators engage in ways of evaluating and changing their practices. Such inquiry allows teachers an opportunity to make their knowledge about learning visible to themselves and others. Unlike the knowledge generated by "outside" researchers, the knowledge generated by teacher researchers often takes the form of altered practices and/or re-envisioned curricula with the intent of use within the local context in which it is developed. In this study, an inquiry as stance framework is used to illustrate how teaching is a habit of mind or worldview rather than a set of formal strategies or specific competence skills. Given the abstract nature of stance (e.g., worldview), however, there is a need for further focus on the development of practices and perspectives which might lead to an inquiry stance and how and if that inquiry stance impacts instruction, specifically in the field of literacy. This qualitative case study does just that by examining how elementary teachers constructed and enacted an inquiry stance and how those stances shaped literacy instruction. This study occurred in two phases. In phase one, interviews, observations, and artifacts were used to understand how teachers constructed and enacted an inquiry stance within the context of the graduate class and how that stance shaped their classroom literacy practices. Phase two of the study, using the same methodology, followed one teacher the next year into her first-grade classroom to better understand how and if an inquiry stance continues and what impact that stance had on her literacy instruction. Findings suggest that although teachers enact their inquiry stances differently, these stances have short- and long-term effects on teachers' literacy instruction

Anisotropic material properties of the human uterus

The mechanical function of the uterus is crucial for the protection of the fetus during a healthy pregnancy. Early contractile activation of uterine tissue can lead to preterm labor and birth (PTB). In 2014, 9.56 percent of pregnancies ended in PTB; it is also the leading cause of death in children under five years of age. Characterizing the material properties of uterine tissue is important for understanding the mechanical failures of the uterus and the causes of PTB. In this study, a workflow of experiments and data processing techniques were employed. 78 uterine specimens were collected from consenting 28 patients who underwent hysterectomy. A four-level ramp-hold indentation test was performed. IFEA was performed to fit four material parameters to the experimental data: Young's Modulus E, Poisson’s ratio v, the fiber stiffness factor ksi, and the fiber angle concentration b. Within each uterus, significant differences in Young’s Modulus E and Poisson’s ratio n were observed at different locations and different layers, indicating the heterogeneity of the human uterine material properties. However, the fitted values for fiber stiffness x and angle concentration b exhibited a wide spread with no significant differences observed across comparison groups. There were also no obvious differences between patients with different parities, as suggested in previous studies