Tennessee Performance Funding and the University of Tennessee, Knoxville: A Case Study

This case study was undertaken to provide a description of the Tennessee Performance Funding Policy\u27s impact on the University of Tennessee, Knoxville over the past twenty years. Answers to three research questions were sought: 1. How has the Tennessee Performance Funding Policy impacted the University of Tennessee, Knoxville with regard to (a) awareness of the policy and its purposes and (b) the activities of the institution in relation to the policy? 2. How has educational decision making been affected by the Tennessee Performance Funding Policy at the University of Tennessee, Knoxville? 3. Based on professional experience and opinion, are strengths/liabilities and reform suggestions regarding the Tennessee Performance Funding Policy identified by selected University of Tennessee, Knoxville administrative and academic personnel? The sources of information for this study included available and relevant documentation obtained from the University of Tennessee, Knoxville, twenty-eight interviews conducted with selected past and present administrative and academic personnel associated with the institution, and observations of the attitudes and actions relating to the policy or this study when visiting the campus and conducting the interviews Findings of the study include the rountinization of the university\u27s response to the policy, inconsistent communication of data relating to the policy to colleges and departments, little recent evidence that educational decision making has been affected by the data generated for the policy, and skepticism relating to the validity of the data generated for certain performance funding indicators. Paradoxically, much support was communicated regarding the philosophical foundation of the policy and only one interviewee participating in this study indicated that the policy should be discontinued

Rights of Unwed Fathers in Mississippi Adoptions

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Maintenance of inferences by adults with right brain damage

The process of inferencing involves not only generation, but also selection and maintenance of inferences. The current study examined generation and maintenance of predictive inferences in adults with right hemisphere brain damage (RHD) and healthy older adults without brain damage (NBD). Results from the NBD group suggest that these individuals were able to both generate predictive inferences and maintain them over time. Data from the small contingent of adults with RHD tested to date indicate that some individuals may be slow to generate inferences, although the majority can maintain them over time

Hyporheic flow in a mountainous riverine system

Investigation into the effects of beaver dams on hyporheic exchange in peat dominated mountainous streams is needed to better understand stream-floodplain connections and improve our overall conceptual model of water storage and flow through riverine valleys. The objective of this study was to determine the influence of instream beaver dams on vertical and lateral hyporheic exchanges. Hyporheic interactions were examined using hydrometric methods to determine both flow pathways and water fluxes for a second-order stream draining a Canadian Rocky Mountain peatland. Investigation was conducted on two instream beaver dams and an undammed reference section for the ice free periods of summers 2006 and 2007 at the Sibbald Reseach Basin located in Kananaskis Country, Alberta, Canada. Lateral hyporheic fluxes dominated over vertical hyporheic fluxes, due to a layer with low saturated hydraulic conductivity (K &sim 10−7 – 10−9 m/s) just below the streambed throughout most of the study reach. The lateral flow around the north dam (> 0.6 m high) resulted in fluxes that ranged from 0.002 to 0.015 L/s in the near bank environment. These results confirm that hydraulic properties of the substrata are an important factor in the development of hyporheic exchange in stream systems draining peatlands. Results also demonstrate the ability of beaver to connect valley floors to their streams, which maintains seasonally stable water tables and wetland conditions in the riparian zone

Through The Eye Of The Beholder: Student Teaching In Kentucky During A Pandemic

Student teaching is the capstone of student teaching preparation. The Covid-19 pandemic has changed many aspects of student teaching; and students have had to adapt to a new way of both learning and teaching. As the world turned upside down, student teachers were expected to interact with their students and provide instruction. The pandemic caused student teachers to develop new ways to engage lessons and hold conversations in a virtual environment. This pilot study examines the ways in which a small group of student teachers in eastern Kentucky internalized their experience.https://scholarworks.moreheadstate.edu/celebration_posters_2021/1012/thumbnail.jp

Proficient or Deficient? Pre-service Elementary Teachers\u27 Social Studies Content Knowledge in the Era of NCLB

Millennial generation pre-service teachers enrolled in undergraduate social studies methods courses are largely the products of NCLB and the concomitant marginalization of social studies during their K-12 education experience. This study examined a sample (N=136) of pre-service elementary teachers’ entry-point social studies content knowledge strengths and weaknesses over a three-year time frame and the degree to which NCLB era K-12 content standards had an impact on pre-service teachers’ entry-point content knowledge scores. The unintended consequences of NCLB on pre-service elementary teachers’ social studies content knowledge and recommendations for intervention and continuous improvement are presented in this paper

Teacher to Teacher: Mentoring Preservice Teachers into the Profession

https://scholarworks.moreheadstate.edu/student_scholarship_posters/1003/thumbnail.jp

Making a Classroom Inclusive for Gifted Students

A PowerPoint presentation given on February 28, 2023 to the Kentucky Association for Gifted Education by Kaitlyn Buttrey, Lesia Lennex, Michael Kessinger and Kimberely Nettleton on making a classroom inclusive for gifted students

Seeing in Color: Does Colored Ink Increase Retention of the Names of Colors?

https://scholarworks.moreheadstate.edu/student_scholarship_posters/1141/thumbnail.jp