Teacher Morale As Related to School Leadership Behavior

The problem of this study was to identify the leadership behaviors of principals that affect teacher morale positively and negatively. Elementary schools containing a combination of kindergarten through eighth grade were included in this study. The study was conducted during the spring semester of the 1991-92 school year. The Leader Behavior Description Questionnaire--Form XII was the instrument used to assess principals\u27 perception of their own leader behavior. The Purdue Teacher Opinionaire was the instrument used to measure teacher morale. After the population was clustered by system, a random sample of 24 schools was used. A total of 433 teachers (83%) returned opinionaires and a total of 24 principals (100%) returned questionnaires. A significant difference was found to exist between the following leader behaviors and teacher morale. The principal\u27s leadership behavior representation revealed a significant relationship with teacher rapport with the principal, teacher salary, and curriculum issues. Tolerance of uncertainty affected teacher morale dimensions, teacher salary, rapport among teachers, community support of education, and community pressures. Leader behavior demand reconciliation revealed a significant relationship with teacher load. Persuasion affected teacher rapport with principal. Initiation of structure also affected rapport among teachers, teacher salary, teacher status, and community support of education. The score for tolerance of freedom indicated a significant relationship with teacher salary, teacher status, community support of education, and school facilities. The dimensions of teacher morale, teacher rapport with principal, rapport among teachers, teacher salary, and school facilities were affected by role assumption. Teachers, likewise, indicated the leader behavior consideration affected community support of education. A significant relationship did exist between production emphasis and rapport among teachers, curriculum issues, and school facilities. Leader behavior predictive accuracy positively affected school facilities and services. Teacher rapport with principal, curriculum issues, and school facilities and services were positively affected by leader behavior integration. Also, superior orientation affected teacher salary and status. Conclusions were based on the findings in this study. It was concluded that total teacher morale was positively related to the principal\u27s leadership in maintaining a closely knit organization and in resolving inter-member conflict. Total teacher morale seemed to be related to the principal\u27s leadership in allowing initiative, decision-making, and action. Other conclusions relating to the individual dimensions of teachers morale and the individual dimensions of leader behavior were drawn

Patient Experience of Informed Consent for Diagnostic Coronary Angiogram and Follow-On Treatments

Background/Aims Coronary angiography requires a complex informed consent process as a legal and ethical requirement before treatment. This process may allow percutaneous coronary intervention to be completed as a continuation of a coronary angiography. Patients routinely consent to both interventions, but over one-quarter will only receive the diagnostic angiogram. This study explored views and understandings of the informed consent process, and associations with demographic characteristics, among patients who consented to coronary angiography and same-setting percutaneous coronary intervention, but were found to be ineligible for the latter. Methods A descriptive cross-sectional survey design was used to explore patients' views. A total of 62 participants (73% male, mean age 68.4 years) completed a 36-item survey the day after undergoing diagnostic coronary angiography. Results Female participants reported greater difficulty in recalling treatment information (P<0.03), found discussions about alternative treatments more confusing (P<0.02), and the disclosure of comprehensive risk information more of a deterrent to consent for treatment (P<0.02) compared to men. Higher levels of education were associated with greater preference for information and involvement in treatment decisions (P<0.002). Conclusions Patients who give informed consent for diagnostic coronary angiography with or without a same-setting percutaneous coronary intervention need clear comprehensive information regarding alternative options. By recognising the patient's need for information, nurses can provide an individualised explanation and reinforcement of the information provided during informed consent

Dynamic assessment : a practical strategy for school educators

Thesis (M Ed) -- University of Stellenbosch, 1999.ENGLISH SUMMARY: Post-apartheid South Africa has seen a shift to process-centred, outcomesbased (OBE) education. Inherent in this shift and in the democratisation of the education system, has been a move to holistic, learner-centred and inclusive education. The successful implementation of a 'new' education system will require a major paradigm shift in educators' methodology, especially with regard to how educators assess learners within this processcentred, OBE approach. The concept of dynamic assessment is especially relevant in the shift to OBE. The dynamic assessment strategy proposed by this researcher is based on Feuerstein's theoretical design. Implicit in the theory are the concepts of ., structured cognitive modifiability (SCM) and the mediated learning experience (MLE). SCM is based on the assumption that human beings have the capacity to modify their cognitive functions and adapt to life's changing demands. They are thus open systems which are amenable to cognitive changes. Structural changes are pervasive and determine cognitive function in a broad series of mental activities. Feuerstein has suggested a list of deficient cognitive functions at the input, elaboration and output phases of the mental act. These serve as guidelines for observational and mediational efforts. The identification of the deficient cognitive function, the level of modifiability and the mediation required to change them are considered to be of vital importance to predicting future learning. This basic assumption shifts the responsibility for a person's modifiability from that individual to the mediator or examiner. For this reason, cognitive modifiability is best explained by the MLE theory. MLE refers to an interactional process in which adults interpose themselves between the leamer/child and his or her world and help him or her to make meaning of that world. For the purposes of this study project it was vital that the educators be trained to use the MLE criteria in their interactions. The literature study was followed by a pilot study, which was carried out in order to refine and contextualise the theoretical framework underpinning the strategy. The results of this pilot study led to further refinements of the proposed strategy which developed into the practical dynamic assessment strategy. (See Chapter 4.) The prototype of the dynamic assessment strategy contains training in both the needs and relevance of the strategy within the South African context, the theoretical foundations which underpin it, and strategies for its successful implementation. It requires approximately four hours of intensive training. The results of the research reflected that an overwhelming majority of the educators became more learner-centred and self-reflective, and had internalised and integrated the criteria of MLE. They found the strategy to be practical and implementable. It is preCisely strategies like this which are now needed in South Africa's educational transition. Without the necessary pre- and in-service training, the vision and principles of aBE could remain an idealistic dream, as opposed to an implemented and working reality.AFRIKAANSE OPSOMMING: Post-apartheid Suid-Afrika het "n verskuiwing na prosesgesentreerde, uitkomsgebaseerde onderwys (UGO) ondergaaan. Inherent binne hierdie verskuiwing en in die demokratisering van die onderwyssisteem is "n beweging na holistiese, leerdergesentreerde en inklusiewe onderwys. Die suksesvolle implementering van "n "nuwe' onderwyssisteem vra "n ingrypende paradigmaskuif ten opsigte van opvoeders se metodologie, veral wat betref die assessering van leerders binne hierdie prosesgesentreerde, uitkomsgebaseerde benadering. Die konsep van dinamiese assessering is veral relevant in die verskuiwing na UGO. Die dinamiese assesseringstrategie is gebaseer op Feuerstein se teoretiese ontwerp. Implisiet in die teorie is die konsepte van gestruktureerde kognitiewe modifieerbaarheid (SCM) en die gemedieerde leerervaring (MLE). SCM is gebaseer op die aanname dat die mens die kapasiteit het om sy kognitiewe funksies te modifieer en aan te pas by veranderde lewenseise. Die mens is dus "n oop sisteem, vatbaar vir kognitiewe verandering. Strukturele veranderinge is deurdringend en determineer kognitiewe funksies in "n breer reeks denkaktiwiteite. Feuerstein suggereer "n Iys van ontoereikende funksies by die invoer- verwerkings- en uitvoerfases van die den kaktiwiteite , wat kan dien as riglyne vir pogings tot observasie en mediering. Die identifisering van die ontoereikende kognitiewe funksies, die vlak van modifieerbaarheid en die mediering om dit te verander, word beskou as uiters belangrik vir die voorspelling van toekomstige leer. Op grond van hierdie basiese aanname verskuif die verantwoordelikheid vir "n persoon se modifieerbaarheid van die individu tot die mediator of ondersoeker. Om hierdie rede, bied die MLE-teorie die beste verduideliking van kognitiewe modifieerbaarheid. MLE is "n interaksionale proses waarvolgens volwassenes hulleself tussen die leerder/kind en sy of haar wereld plaas en hom of haar help om betekenis aan die wereld te gee. Ter wille van die doelwitte van hierdie studieprojek was dit uiters belangrik dat die opvoeders opgelei word om die MLE-kriteria in hulle interaksies te gebruik. Die navorser se literatuurstudie is opgevolg deur 'n loodsstudie ten einde van die teoretiese raamwerk, wat die strategie onderle, te verfyn en te kontekstualiseer. Die resultate van die loodsstudie het tot verdere verfyning van die voorgestelde strategie gelei wat ontwikkel het, in die praktiese dinamiese assesseringstrategie vir opvoeders (Hoofstuk 4). Die prototipe van die dinamiese assesseringstrategie omvat die opleiding, in beide die behoeftes en toepaslikheid van die strategie binne die Suid-Afrikaanse konteks, die teoretiese fundering wat dit onderle en ook die strategiee vir die suksesvolle implementering daarvan. Dit vereis ongeveer vier ure se intensiewe opleiding. Volgens die resultate van die navorsing het die oorgrote meerderheid van die opvoeders meer leerdergesentreerd en selfreflekterend geword en hulle het die MLE-kriteria ge"intemaliseerenge"integreer.Hulle het die strategie as prakties en implementeerbaar beleef. Dit is in besonder strategiee 5005 hierdie wat nou nodig is vir die oorgangsfase in Suid-Afrikaanse onderwys. Sonder die nodige voordiens- en indiensopleiding sal die visie en beginsels van UGO slegs 'n idealistiese droom bly, in teenstelling met 'n werkbare realiteit.Maste

Students With Emotional–Behavioral Disorders as Cross-Age Tutors: A Synthesis of the Literature

The purpose of this quantitative synthesis was to evaluate the effectiveness and related outcomes of the cross-age tutoring model when students with or at risk for emotional–behavioral disorders (EBD) serve as tutors. Research questions were posed to identify the shared and unique components (e.g., dosage, tutor training) of the cross-age tutoring model; the extent to which students with EBD can effectively serve as cross-age tutors (i.e., fidelity of implementation and tutees’ improvement); the extent to which the model was effective in promoting desired academic and/or social–emotional–behavioral outcomes for tutees and tutors with EBD; the generalization, maintenance, and social validity of the effects; and the overall methodological quality and rigor of the included studies. Findings showed common training and instructional components across interventions and that tutors with EBD can implement cross-age tutoring procedures with fidelity. The cross-age model was shown to be effective in promoting academic and social–behavioral skills for the tutees as well as the tutors. Evidence for effectiveness in improving self-concept and attitude of the tutor with EBD was inconsistent. Implications and future research considerations are discussed

Sleep Disturbance, Symptoms, Psychological Distress, and Health-Related Quality of Life in Pulmonary Arterial Hypertension

Background: Pulmonary arterial hypertension (PAH) is a devastating disease characterized by elevated pulmonary pressures that lead to right heart failure and premature mortality. Patients experience multiple symptoms including dyspnea, fatigue and chest pain, but little is known about sleep disturbance, PAH symptoms, psychological distress and health-related quality of life (HRQOL) in PAH. Aim: The purpose of this study was to describe the occurrence of sleep disturbance and compare PAH symptoms, psychological distress, and HRQOL across severity of sleep disturbance. Methods: One hundred and ninety-one participants completed a socio-demographic and clinical data form, PAH Symptom Severity Scale, Profile of Mood States (POMS) short form and the Medical Outcomes Short Form-36 (SF-36). Descriptive statistics were used to describe sleep disturbances; analysis of variance models were used to quantify differences in PAH symptoms, psychological distress and HRQOL by sleep disturbance groups. Results: The majority of participants (n=162, 85%) were women with a mean age of 53 years. Sixty-five (34%) reported no sleep disturbance; 54 (28%) mild sleep disturbance; 41 (22%) moderate sleep disturbance; and 31 (16%) severe sleep disturbance. Those reporting higher sleep disturbance severity reported worse PAH symptoms, psychological distress, and HRQOL. Conclusions: Sleep disturbance is a significant finding in PAH. Increasing levels of sleep disturbance are associated with worse PAH symptoms, psychological states, and health-related quality of life. Interventions that decrease sleep disturbances may improve symptoms and HRQOL

Evaluation of certain material films flown on the Space Shuttle Mission 46, EOIM-3 experiment

Nine film samples were carried aboard the STS-46 Atlantis shuttle to complement the 'Evaluation of Oxygen Interaction with Materials (EOIM-III)' experiment to evaluate the effects of atomic oxygen on materials and to monitor the gaseous environment in the shuttle bay. The morphological changes of the samples produced by the atomic oxygen fluence of 2.07E-20 atoms/sq cm have been reported. The changes have been verified using X-ray Photoelectron Spectrometer (XPS) also known as Electron Spectroscopy for Chemical Analysis (ESCA), gravimetric measurements, microscopic observations and thermo-optical measurements. The samples including Kapton, Tefzel, Aclar, Polyacrylonitrile film, and Llumalloy films have been characterized by their oxygen reaction efficiency on the basis of their erosion losses and the fluence. Those efficiencies have been compared with results from other similar experiments, when available. The efficiencies of the samples are all in the range of E-24 gm/atom

Prospectus, April 20, 1983

AWARDS GIVEN TO BYERS AND YOUNG; News Digest; Scott Gissing resigns; StuGo election set for April 27, 28; Image depends on public contact; Editor answers complaints on low sports coverage; \u27Someone with guts\u27 takes a shot at paper and StuGo; Difanis sees need for criminal code change; Draft, aid law delayed; Animal research is a necessary evil: Question: Should animals be used for scientific research?; 52 donate; Skylines; Caution: dog at work; Exotic pets becoming popular; Spring flowers have a meaning all their own; Farm is home for unusual animals; ISO to host touring performers; Pets create smiles; Happiness is...; Classified; Sorcery series provides fantasy with a twist; Upcoming months promise movie potpourri; Coach optimistic about chances; Player given first award; Cline makes first team; We callhttps://spark.parkland.edu/prospectus_1983/1019/thumbnail.jp

Atomic Oxygen and Space Environment Effects on Aerospace Materials Flown with EOIM-3 Experiment

Polymer materials samples mounted on a passive carrier tray were flown aboard the STS-46 Atlantis shuttle as complement to the EOIM-3 (Evaluation of Oxygen Interaction with Materials) experiment to evaluate the effects of atomic oxygen on the materials and to measure the gaseous shuttle bay environment. The morphological changes of the samples produced by the atomic oxygen fluence of 2.07 x 10(exp 20) atoms/cm(exp 2) are being reported. The changes have been verified using Electron Spectroscopy for Chemical Analysis (ESCA), gravimetric measurement, microscopic observations and thermo-optical measurements. The samples, including Kapton, Delrin, epoxies, Beta Cloth, Chemglaze Z306, silver Teflon, silicone coatings, 3M tape and Uralane and Ultem, PEEK, Victrex (PES), Polyethersulfone and Polymethylpentene thermoplastic, have been characterized by their oxygen reaction efficiency on the basis of their erosion losses and the oxygen fluence. Those efficiencies have been compared to results from other experiments, when available. The efficiencies of the samples are all in the range of E-24 g/atom. The results indicate that the reaction efficiencies of the reported materials can be grouped in about three ranges of values. The least affected materials which have efficiencies varying from 1 to 10(exp 25) g/atom, include silicones, epoxies, Uralane and Teflon. A second group with efficiency from 10 to 45(exp 25) g/atom includes additional silicone coatings, the Chemglaze Z306 paint and Kapton. The third range from 50 to 75(exp 25) includes organic compound such as Pentene, Peek, Ultem, Sulfone and a 3M tape. A Delrin sample had the highest reaction efficiency of 179(exp 25) g/atom. Two samples, the aluminum Beta cloth X389-7 and the epoxy fiberglass G-11 nonflame retardant, showed a slight mass increase

Prospectus, March 23, 1983

ADMISSION POLICIES CHIEF CAUSE OF RESIGNATION: PARKLAND WOMEN\u27S BASKETBALL COACH RESIGNS; News Digest; Monticello wins overall; Time out; C-U Happenings; MDA needs volunteer attendants; Lobby display appreciated; Club Notes; NJCAA coverage considered \u27poor\u27; Profile: DAP instructor Lake; Finances influence spring break decisions: Question: What are you going to be doing over spring break?; Failure to register for draft: Tangle of red tape threatens financial aid process; PC financial aid is business as usual; Urban League priority: find jobs; We Saw You On Campus; Central Illinois part of Tornado Alley; Believe it or not..; Eight-state area is the tornado capital of the world; Classified; Skylines; Trivia quiz; The Ramones are true \u27rock and roll\u27; Enter Oscars contest today; Trivia quiz dies; Sport shorts; Parkland College Softball Schedule; Parkland College Baseball Schedule; Parkland College Outdoor Track Schedule; 1983 Parkland College Indoor Track All-Americanshttps://spark.parkland.edu/prospectus_1983/1021/thumbnail.jp