Measuring Up: Teachers\u27 Perceptions of a New Evaluation System

Teacher appraisal and evaluation systems have increased the level of teacher accountability, resulting in increased pressure to be successful in the classroom (Benedict, Thomas, Kimerling, & Leko, 2013; Derrington, 2011; Glazerman et al., 2011; Papay, 2012). As a result, several states have begun to stray from the traditional methods of evaluating teachers, thus creating their own appraisal systems in an effort to increase teacher quality and teacher accountability of student performance and success (Anderson, 2012). This approach to transform traditional teacher evaluation methods has attracted both teachers and administrators alike (Derrington, 2011)

Improving School Leadership: The Connection of Transformational Leadership and Psychological Well-Being of the Followers

In this current era of public school accountability in the United States, the passage of No Child Left Behind resulted in dramatic changes for public school districts (U.S. Department of Education, 2001). Although the recent reauthorization, entitled Every Student Succeeds Act, allowed greater flexibility on the state and local levels, effective school leadership still remained a critical factor when establishing and maintaining high standards of student learning (Executive Office of the President, 2015). Onorato (2013) noted the federal and state accountability mandates have forced public school administrators to transform the educational environment while serving as instructional leaders for teachers and students. Additionally, Onorato noted as accountability pressures increased, educational leaders were compelled to strengthen student achievement through increased leadership qualities. Furthermore, transformational leadership empowered the followers to strive with higher levels of confidence and motivation while the followers also assumed the traits and actions of transformational leadership (Onorato, 2013). This phenomenological narrative study was designed to describe the transformational leadership components of selected superintendents in the state of Texas, which directly affected a follower\u27s psychological well-being. All seven individuals who participated in the research study were current or recent superintendents with experience in turning around a low-performing campus or district. The leader participants self-identified their own transformational leadership skills using the MLQ SX-Short by Avolio and Bass (2013). The research questions allowed for further investigation into the influence of the four components of transformational leadership on the follower\u27s psychological well-being. Findings indicated idealized influence and inspirational motivation as the most dominant transformational leadership components of the participants. Findings also emphasized the importance of the positive impact of transformational leadership processes on the follower\u27s psychological well-being

Rural Superintendents’ Experiences with Empowerment and Alignment to Vision in the Application of Principle-Centered Leadership

This qualitative phenomenological narrative inquiry research study used narrative inquiry to investigate rural superintendents’ experiences with the application of principle-centered leadership in their districts. Ten superintendents from rural districts in east Texas were interviewed. Narratives were analyzed by organizing, describing, classifying, and interpreting data collected from the interviews. The study results support the notion that the application of principle-centered leadership helps superintendents to become effective leaders in their districts. Other findings from this study include the notion that effective superintendents practice the tenets of principle-centered leadership with different actions and methods based on their beliefs and personalities. Findings also emphasized that trustworthiness and trust is the foundation of principle-centered leadership, which allows for empowerment and alignment to vision. This study provides superintendents and other educational leaders with practices critical to practicing principle-centered leadership in order to become more effective leaders in their districts

Educational Leaders Can Lead the Way for Increased Academic Achievement for Students on the Autism Spectrum

The problem that drove this study was the increasing number of students with autism entering the school system, and the barriers often encountered for both academic and social inclusion for students on the autism spectrum. Autism Spectrum Disorder, as defined by diagnostic criteria, includes deficits in social-relational communication; social-communication deficits can lead to educational impacts and limit opportunities upon transitioning from the public-school system. The purpose of this study was to examine the barriers to inclusion, from the perspectives of key stakeholders to include Local Education Agency (LEA) representatives, general and special education teachers, school counselors, school psychologists, speech-language pathologists and other educators who may be involved with Individualized Educational Plans (IEP). A phenomenological, qualitative study with a critical paradigm was conducted to discuss and examine individual experiences and perspectives concerning barriers encountered to inclusion as well as suggestions for better practices through and reported successes. The findings suggest several barriers to inclusion from each perspective and that collaboration of the IEP team is key to the development and implementation of successful IEPS that include both academic and social inclusion goals. Inclusive climates begin with a vision and mission of inclusion academically and socially from educational leadership

Rural Superintendents\u27 Experiences in the Application of Principle-Centered Leadership at the Personal and Interpersonal Levels

Covey ( 1990) suggested that to achieve success in leadership, one must identify core values and principles and ensure that managerial and organizational systems are aligned with these values and principles. These values explained by Covey in principle-centered leadership are built upon the foundation principles of trustworthiness at the personal level and trust at the interpersonal level, which allows for empowerment at the managerial level and alignment at the organizational level. Covey explained that trust or the lack of trust is the foundation of success or failure both in relationships as well as business, industry, education, and government. Combs, Edmonson, and Harris (2013) suggested the premise that trust matters has been confirmed by research findings and trust is often the distinguishing factor between leadership success and failure

Formula pricing hogs with wholesale and futures markets

The Oklahoma Cooperative Extension Service periodically issues revisions to its publications. The most current edition is made available. For access to an earlier edition, if available for this title, please contact the Oklahoma State University Library Archives by email at [email protected] or by phone at 405-744-6311

Formula Pricing fed cattle with wholesale and futures markets

The Oklahoma Cooperative Extension Service periodically issues revisions to its publications. The most current edition is made available. For access to an earlier edition, if available for this title, please contact the Oklahoma State University Library Archives by email at [email protected] or by phone at 405-744-6311

Locomotor loading mechanics in the hindlimbs of tegu lizards (Tupinambis merinae): comparitive and evolutionary implications

Skeletal elements are usually able to withstand several times their usual load before they yield, and this ratio is known as the bone\u27s safety factor. Limited studies on amphibians and non-avian reptiles have shown that they have much higher limb bone safety factors than birds and mammals. It has been hypothesized that this difference is related to the difference in posture between upright birds and mammals and sprawling ectotherms; however, limb bone loading data from a wider range of sprawling species are needed in order to determine whether the higher safety factors seen in amphibians and non-avian reptiles are ancestral or derived conditions. Tegus (family Teiidae) are an ideal lineage with which to expand sampling of limb bone loading mechanics for sprawling taxa, particularly for lizards, because they are from a different clade than previously sampled iguanas and exhibit different foraging and locomotor habits (actively foraging carnivore versus burst-activity herbivore). We evaluated the mechanics of locomotor loading for the femur of the Argentine black and white tegu (Tupinambus merianae) using three-dimensional measurements of the ground reaction force and hindlimb kinematics, in vivo bone strains and femoral mechanical properties. Peak bending stresses experienced by the femur were low (tensile: 10.4±1.1 MPa; compressive: –17.4±0.9 MPa) and comparable to those in other reptiles, with moderate shear stresses and strains also present. Analyses of peak femoral stresses and strains led to estimated safety factor ranges of 8.8–18.6 in bending and 7.8–17.5 in torsion, both substantially higher than typical for birds and mammals but similar to other sprawling tetrapods. These results broaden the range of reptilian and amphibian taxa in which high femoral safety factors have been evaluated and further indicate a trend for the independent evolution of lower limb bone safety factors in endothermic taxa