Exploring the role of Positive Leadership for Mobilizing Innovative Practices: a social network approach

An emerging body of literature suggests the importance of positive leadership for school and district improvement (e.g., Cherkowski, 2018; Louis & Murphy, 2018). A number of lines of evidence have converged upon how positive leadership principles can influence behavioral outcomes (e.g., collaboration among school staff), attitudinal outcomes (e.g., job satisfaction), leader-related outcomes (e.g., trust for leadership), and performance outcomes (e.g., collective efficacy), as well as a wide variety of moderating and mediating variables for these outcomes (Murphy & Louis, 2018). At present, there is little evidence about the role of positive leadership in relation to the mobilization of innovative teaching and learning practices, particularly practices that advance well-being and positive mental health for students and teachers. This article reports on a study that examined the associations between school staff perceptions of positive school leadership, their behaviors related to innovative practices, and their connections to other staff within a multi-school network. The question guiding our work was, "How do school staff perceptions of positive leadership alongside information about their school roles and social connections influence the potential for mobilizing innovative practices?" A cross-sectional survey methodolog y combining traditional and social network data collection methods (Carolan, 2014; Groves et al., 2009) was employed to generate an understanding of the interconnectedness of relational patterns within schools, perceptions of positive leadership, and individual efforts toward innovation. The case for this study was a federation comprising three infant schools in Hampshire, England. In total, 31 teaching staff completed the survey: a response rate of 84%. Our analysis suggests that well-being and positive mental health leadership roles are important not only for mobilizing advice about teaching practices and classroom management, but also in galvanizing the expressive social networks that promote self-governance in school staff. Furthermore, expert uses of innovative practices related to well-being appear to be concentrated on the staff holding well-being leadership positions. Although it is intuitively beneficial to have this concentration of expertise in individuals explicitly charged to promote and support well-being, comparisons between the instrumental and expressive networks suggest that some school staff were not strongly influenced by these leaders. We view this finding as reflecting the importance of paying attention to how practices are mobilized throughout school networks. Against the backdrop of positive leadership, mobilizing practices requires that leaders have an authentic understanding of their staff, an attentiveness to their needs, and an ability to attune their behaviors to those needs

Facilitating research-informed educational practice for inclusion. Survey findings from 147 teachers and school leaders in England

This paper considers the engagement by teachers and school leaders in England in educational practices that are both ‘research-informed’ and supportive of inclusive education. We do so by seeking to understand the benefits, costs, and signifying factors these educators associate with research-use. In undertaking the study, we first worked to develop and refine a survey instrument (the ’Research-Use BCS survey’) that could be used to uniquely and simultaneously measure these concepts. Our survey development involved a comprehensive process that comprised: (1) a review of recent literature; (2) item pre-testing; and (3) cognitive interviews. We then administered this questionnaire to a representative sample of English educators. Although response rates were somewhat impacted by the recent COVID-19 pandemic, we achieved a sufficient number of responses (147 in total) to allow us to engage in descriptive analyses, as well as the production of classification trees. Our analysis resulted in several key findings, including that: (1) if respondents see the benefits of research, they are likely to use it (with the converse also true); (2) if educators have the needed support of their colleagues, they are more likely to use research; and (3) perceiving research-use as an activity that successful teachers and schools engage in is also associated with individual-level research use. We conclude the paper by pointing to potential interventions and strategies that might serve (at least, in the English context) to enhance research-use, so increasing the likelihood of the development and use of effective inclusive practices in schools

Densitometry and Thermometry of Starburst Galaxies

With a goal toward deriving the physical conditions in external galaxies, we present a survey of formaldehyde (H2CO) and ammonia (NH3) emission and absorption in a sample of starburst galaxies using the Green Bank Telescope. By extending well-established techniques used to derive the spatial density in star formation regions in our own Galaxy, we show how the relative intensity of the 1(10)-1(11) and 2(11)-2(12) K-doublet transitions of H2CO can provide an accurate densitometer for the active star formation environments found in starburst galaxies (c.f. Mangum et al. 2008). Similarly, we employ the well-established technique of using the relative intensities of the (1,1), (2,2), and (4,4) transitions of NH3 to derive the kinetic temperature in starburst galaxies. Our measurements of the kinetic temperature constrained spatial density in our starburst galaxy sample represent the first mean density measurements made toward starburst galaxies. We note a disparity between kinetic temperature measurements derived assuming direct coupling to dust and those derived from our NH3 measurements which points to the absolute need for direct gas kinetic temperature measurements using an appropriate molecular probe. Finally, our spatial density measurements point to a rough constancy to the spatial density (10^{4.5} to 10^{5.5} cm^{-3}) in our starburst galaxy sample. This implies that the Schmidt-Kennicutt relation between L_{IR} and M_{dense}: (1) Is a measure of the dense gas mass reservoir available to form stars, and (2) Is not directly dependent upon a higher average density driving the star formation process in the most luminous starburst galaxies.Comment: 4 pages, to appear in proceedings of The 5th Zermatt ISM Symposiu

Micro electrostatic precipitation for air treatment

Micro-Electrostatic precipitation uses combining impulses and dc voltage in order to charge and remove fine, sub-micron particles efficiently. Short impulses are expected to increase the precipitation efficiency and to reduce power consumption

Gold(I)-Catalysed Direct Thioetherifications Using Allylic Alcohols: an Experimental and Computational Study

A gold(I)-catalysed direct thioetherification reaction between allylic alcohols and thiols is presented. The reaction is generally highly regioselective (S(N)2′). This dehydrative allylation procedure is very mild and atom economical, producing only water as the by-product and avoiding any unnecessary waste/steps associated with installing a leaving or activating group on the substrate. Computational studies are presented to gain insight into the mechanism of the reaction. Calculations indicate that the regioselectivity is under equilibrium control and is ultimately dictated by the thermodynamic stability of the products

The Impact of Domestic Violence in the Workplace: Results from a Pan-Canadian Survey

When workers experience domestic violence (DV) at home, impacts are felt in the workplace; however, little research is available on this topic. Methods: We conducted an online survey regarding the impacts of DV at work. Results: A total of 8429 people completed the survey. More than a third of respondents reported experiencing DV; among them, more than a third reported that DV affected their ability to get to work, and more than half reported that it continued at or near work. Most reported that DV negatively affected their performance. Almost all respondents, regardless of DV experience, believed that it impacts victims\u27 work lives. Conclusions: This research identifies the scope and impact of DV on workers and workplaces. The data should assist governments, unions, and employers to enact and evaluate proactive practices to address the impact of DV in the workplace

Perceptions on the role of evidence: an English alcohol policy case study

This paper explores the competing influences which inform public health policy and describes the role that research evidence plays within the policy-making process. In particular it draws on a recent English alcohol policy case study to assess the role of evidence in informing policy and practice. Semi-structured interviews with key national, regional and local policy informants were transcribed and analysed thematically. A strong theme identified was that of the role of evidence. Findings are discussed in the context of competing views on what constitutes appropriate evidence for policy-making