Transferring Learning from the Classroom to the Workplace: Challenges and Implications for Educational Leadership Preparation

As American education enters the 21st century, cries for improved school performance are being voiced by parents, state departments of education, and the federal government

PORT ELEVATOR CAPACITY AND NATIONAL AND WORLD GRAIN SHIPMENTS

An analysis is conducted on the port component of the United States grain export system. A transshipment model is utilized which covers both United States internal and foreign shipments of corn, soybeans, and wheat during the four quarters of a year. The model suggests that there will be quarter to quarter constraints on port capacity but that annual capacity is adequate. Through sensitivity analysis a number of key factors were found which influence the adequacy of the current port system. Port adequacy is found to depend not as much on export market location as it does on domestic transportation rates and policies.International Relations/Trade,

Protocol for the effective feedback to improve primary care prescribing safety (EFIPPS) study : a cluster randomised controlled trial using ePrescribing data

High-risk prescribing in primary care is common and causes considerable harm. Feedback interventions to improve care are attractive because they are relatively cheap to widely implement. There is good evidence that feedback has small to moderate effects, but the most recent Cochrane review called for more high-quality, large trials that explicitly test different forms of feedback. The study is a three-arm cluster-randomised trial with general practices being randomised and outcomes measured at patient level. 262 practices in three Scottish Health Board areas have been randomised (94% of all possible practices). The two active arms receive different forms of prescribing safety data feedback, with rates of high-risk prescribing compared with a ‘usual care’ arm. Sample size estimation used baseline data from participating practices. With 85 practices randomised to each arm, then there is 93% power to detect a 25% difference in the percentage of high-risk prescribing (from 6.1% to 4.5%) between the usual care arm and each intervention arm. The primary outcome is a composite of six high-risk prescribing measures (antipsychotic prescribing to people aged ≥75 years; non-steroidal anti-inflammatory drug (NSAID) prescribing to people aged ≥75 without gastroprotection; NSAID prescribing to people prescribed aspirin/clopidogrel without gastroprotection; NSAID prescribing to people prescribed an ACE inhibitor/angiotensin receptor blocker and a diuretic; NSAID prescription to people prescribed an oral anticoagulant without gastroprotection; aspirin/clopidogrel prescription to people prescribed an oral anticoagulant without gastroprotection). The primary analysis will use multilevel modelling to account for repeated measurement of outcomes in patients clustered within practices. The study was reviewed and approved by the NHS Tayside Committee on Medical Research Ethics B (11/ES/0001). The study will be disseminated via a final report to the funder with a publicly available research summary, and peer reviewed publications

Feral Dogs of the Galapagos Islands: Impact and Control

The history of feral dogs on the Galapagos Islands is described. The authors discuss feral dogs\u27 prey of domestic animals and wildlife, such as marine iguanas, and the urgent need for effective dog control programs and the attempts to control the feral dog populations

Regulation, trust, and cronyism in Middle Eastern societies: The simple economics of 'wasta'

Despite being a fixture of everyday life in the Arab world, wasta, which may be thought of as special influence by members of the same group or tribe, has received little attention from social scientists. Our casual empiricism suggests that wasta is an important determinant of how economic activities are organized and resources are allocated in Middle Eastern societies, yet economists, even those who specialize in work related to the Middle East, have not addressed the issue of wasta. With this paper we provide a modest beginning to filling that void. Specifically, we use the history of wasta, Hayek's concept of extended order and Coase's work on the nature of the firm to draw inferences regarding the existence of wasta and its persistence in Arab societies

Introduction to School and District Leadership in an Era of Accountability: Chapter 1

Our fourth book in the International Research on School Leadership series focuses on school leadership in an era of high-stakes accountability. Fueled by sweeping federal education accountability reforms, such as No Child Left Behind (NCLB) and Race to the Top (RttT) in the United States and Australia’s Performance Measurement and Reporting Task Force, school systems around the world are being forced to increase academic standards, participate in high-stakes testing, and raise evaluation standards for teachers and principals. These results-driven reforms are intended to hold educators “accountable for student learning and accountable to the public” (Anderson, 2005, p.2). While policymakers and the public debate the merits of student achievement accountability measures, P-12 educational leaders do not have the luxury to wait for clear guidance and resources to improve their schools and operating systems. Instead, successful leaders must balance the need to create learning communities, manage the organizational climate, and encourage community involvement with the consequences testing has on teacher morale and public scrutiny. The chapters in this volume clearly indicate that school leaders attending to these potentially competing forces affects their problem-solving strategies, their ability to facilitate change, and encourage community involvement. 123 In soliciting manuscripts for this volume, we encouraged authors to explore successful leadership being practiced by building and district level leaders as external pressures to improve student achievement have increased. Our goal was to create an edited book that examines successful school and district leadership during the accountability era from multiple perspectives. Our call for manuscripts asked potential authors to consider these important questions: - How do educational leaders successfully manage the politics of accountability? - To what degree are innovation and creativity affected as accountability increases? - What are effective ways of maintaining staff morale and community involvement as the pressure to raise student achievement rises?- Why do some schools thrive during times of increasing accountability? - How has accountability shaped what schools and districts do to build leadership capacity, professional learning communities, and continuous improvement? - During the accountability era, how have school leadership practices changed? Have these changes led to improved student achievement? - How have school leaders used elements of accountability (e.g., transparency, testing, data disaggregation) to inform their practice? This first chapter in the book volume provides a brief overview of the theme of the book and then an introduction for each of the eleven chapters, with links to the full book

The Multiple Futures of the Field of Educational Leadership Research and Practice – An Introduction

As the sixth volume in the International Research on School Leadership series, the contributing authors in this volume consider the history, challenges, and opportunities of the field of research and practice in educational leadership and administration in schools and districts. Ten years after the work of Firestone and Riehl (2005) and their contributing authors, our aim with the present volume was to summarize and update the work of the field, and provide a space to consider the multiple futures of educational leadership in schools and districts, as both challenges and opportunities. The first decade of the twenty-first century brought significant critiques, challenges, and competition to the research and practice of training leaders and administrators of schools and districts around the world. Congruently, the field experienced significant growth and change, as multiple new sub-domains flourished and were founded. Thus, in this volume we were delighted to included excellent chapters from multiple authors that considered the duality of the challenges and opportunities of: • The work of the field of educational leadership and administration research to date. • The opportunities and challenges of new visions of leadership in traditional and non-traditional schools. • The evolving state of research evidence in educational leadership and the increasing sophistication of multiple methodologies, including qualitative research, quantitative modeling, the ability to test theory, and the increasing opportunities brought on by the intersection of data, research, and practice. • The preparation of educational leaders. • And the emerging trends in the professional development of school leaders. The authors of the nine chapters in the present book volume took on this challenge of confronting the duality of not only including the past as we look to the future, but also the duality of the critique of the field in the midst of exciting and significant progress in our knowledge and understanding of leadership in schools. In the first section of the book (Chapters 2, 3 and 4), the authors examine the interplay of educational leadership research and theory as it relates to reform in schools, especially as it relates to serving historically underserved populations globally. In section 2 (Chapters 5 and 6), the authors highlight the importance of methodological considerations in school leadership research as a means to understand theory and practice as well as providing interesting avenues that point to multiple exciting future possibilities through relying on current innovations noted within the chapters. Section 3, (Chapters 7 and 8) examine the research and practice of school leadership preparation, especially as it relates to university-district partnerships and non-traditional school settings. And in the final chapter, (Chapter 9), our capstone contributor provides a means to link the present volume with the past writings on these topics, while also providing a lens to view the exciting possibilities and promises of the multiple futures of the field of educational leadership research and practice

Considering the Use of Data by School Leaders for Decision Making: An Introduction

Our fifth book in the International Research on School Leadership series focuses on the use of data in schools and districts as useful information for leadership and decision making. Schools are awash in data and information, from test scores, to grades, to discipline reports, and attendance as just a short list of student information sources (Bernhardt, 2004), while additional streams of data feed into schools and districts from teachers and parents as well as local, regional and national policy levels (Henig, 2012; Honig & Venkateswaran, 2012; Piety, 2013). To deal with the data, schools have implemented a variety of data practices, from data rooms, to data days, data walks, and data protocols (Mandinach & Gummer, 2013; Marsh, 2012). However, despite the flood of data, successful school leaders are leveraging an analysis of their school’s data as a means to bring about continuous improvement in an effort to improve instruction for all students (Boudett & Steele, 2007). Nevertheless, some drown, some swim, while others find success. Our goal in this book volume was to bring together a set of chapters by authors who examine successful data use as it relates to leadership and school improvement. In particular, the chapters in this volume consider important issues in this domain, including: - How do educational leaders use data to inform their practice? - What types of data and data analysis are most useful to successful school leaders? - To what extent are data driven and data informed practices helping school leaders positively change instructional practice? - In what ways does good data collection and analysis feed into successful continuous improvement and holistic systems thinking? - How have school leadership practices changed as more data and data analysis techniques have become available? - What are the major obstacles facing school leaders when using data for decision making and how do they overcome them

The Multiple Futures of the Field of Educational Leadership Research and Practice – An Introduction

As the sixth volume in the International Research on School Leadership series, the contributing authors in this volume consider the history, challenges, and opportunities of the field of research and practice in educational leadership and administration in schools and districts. Ten years after the work of Firestone and Riehl (2005) and their contributing authors, our aim with the present volume was to summarize and update the work of the field, and provide a space to consider the multiple futures of educational leadership in schools and districts, as both challenges and opportunities. The first decade of the twenty-first century brought significant critiques, challenges, and competition to the research and practice of training leaders and administrators of schools and districts around the world. Congruently, the field experienced significant growth and change, as multiple new sub-domains flourished and were founded. Thus, in this volume we were delighted to included excellent chapters from multiple authors that considered the duality of the challenges and opportunities of: • The work of the field of educational leadership and administration research to date. • The opportunities and challenges of new visions of leadership in traditional and non-traditional schools. • The evolving state of research evidence in educational leadership and the increasing sophistication of multiple methodologies, including qualitative research, quantitative modeling, the ability to test theory, and the increasing opportunities brought on by the intersection of data, research, and practice. • The preparation of educational leaders. • And the emerging trends in the professional development of school leaders. The authors of the nine chapters in the present book volume took on this challenge of confronting the duality of not only including the past as we look to the future, but also the duality of the critique of the field in the midst of exciting and significant progress in our knowledge and understanding of leadership in schools. In the first section of the book (Chapters 2, 3 and 4), the authors examine the interplay of educational leadership research and theory as it relates to reform in schools, especially as it relates to serving historically underserved populations globally. In section 2 (Chapters 5 and 6), the authors highlight the importance of methodological considerations in school leadership research as a means to understand theory and practice as well as providing interesting avenues that point to multiple exciting future possibilities through relying on current innovations noted within the chapters. Section 3, (Chapters 7 and 8) examine the research and practice of school leadership preparation, especially as it relates to university-district partnerships and non-traditional school settings. And in the final chapter, (Chapter 9), our capstone contributor provides a means to link the present volume with the past writings on these topics, while also providing a lens to view the exciting possibilities and promises of the multiple futures of the field of educational leadership research and practice

Teaching Scholarly Writing to Doctoral Students: Giving Novice Scholars a Running Start

Students entering doctoral programs in adult education and related fields often experience culture shock. Perhaps the biggest adjustment is learning how to think and write like a scholar. This paper examines how involvement by doctoral students in a formal scholarly writing project during their first semester of study influenced their subsequent doctoral experience and professional work