Transforming equity-oriented leaders: Principal residency network program evaluation

After 12 years focused on developing school leaders who act as change agents for educational equity, the Principal Residency Network (PRN) partnered with Johnson and Wales University’s Center for Research and Evaluation to conduct a utilization-focused (Patton, 2002) program evaluation funded by a grant from the Rhode Island Foundation. The PRN is a principal preparation program of the non-profit organization, the Center for Leadership and Educational Equity. This sequential explanatory mixed methods study explored PRN graduates’ outcomes and perceptions of the program, with an overarching purpose of creating a coherent data collection and inquiry process to be used by program staff on an ongoing basis. Following the development of an evaluation framework, Phase I of the study consisted of collecting assessment data and feedback from current PRN participants, as well as administering a survey questionnaire to recent graduates of the program (N=14), previously administered in 2005 (N=21) and 2009 (N=6). Phase II of this evaluation was designed to further explore recent graduates’ perceptions of the nature and relevancy of the program in developing their commitment and skill to lead for equity in order to recommend program improvements; N=7 participated in a 90 minute focus group. Findings indicated four conclusions from which recommendations were drawn: the program is achieving strong results, participants perceive the program to have an interconnected and coherent focus on preparing them to be equity-oriented leaders, the mentor is a critical component, and modeling the cycle of inquiry created through this evaluative study is importan

Closing Intraschool Achievement Gaps: A Mixed Methods Pilot Study

This pilot project was designed to explore the degree to which educators closed identified intraschool achievement gaps (i.e. gaps occurring between sub-groups of students in the same school,), as well as to explore leaders, teachers, and staff perspectives on the ways their beliefs, assumptions and practices shifted while engaging in the effort to close the gaps

The relationship between self-efficacy and persistence in adult remedial education

Persistence in remediation as preparation for higher education continues at less than 50%. Self-efficacy may be a barrier to successful academic preparation. This study at a non-profit adult education site examined a relationship between general self-efficacy and academic self-efficacy and persistence. The survey data (N=75) indicated there was no significant correlation between the demographic characteristics and general self-efficacy, academic confidence, motivation, or persistence, but there was a significant correlation between general self-efficacy and academic confidence (r=.56, r2=.32,

Transforming Equity-oriented Leaders: Principal Residency Network Program Evaluation

After 12 years focused on developing school leaders who act as change agents for educational equity, the Principal Residency Network (PRN) partnered with Johnson and Wales University’s Center for Research and Evaluation to conduct a utilization-focused (Patton, 2002) program evaluation funded by a grant from the Rhode Island Foundation. The PRN is a principal preparation program of the non-profit organization, the Center for Leadership and Educational Equity. This sequential explanatory mixed methods study explored PRN graduates’ outcomes and perceptions of the program, with an overarching purpose of creating a coherent data collection and inquiry process to be used by program staff on an ongoing basis. Following the development of an evaluation framework, Phase I of the study consisted of collecting assessment data and feedback from current PRN participants, as well as administering a survey questionnaire to recent graduates of the program (N=14), previously administered in 2005 (N=21) and 2009 (N=6). Phase II of this evaluation was designed to further explore recent graduates’ perceptions of the nature and relevancy of the program in developing their commitment and skill to lead for equity in order to recommend program improvements; N=7 participated in a 90 minute focus group. Findings indicated four conclusions from which recommendations were drawn: the program is achieving strong results, participants perceive the program to have an interconnected and coherent focus on preparing them to be equity-oriented leaders, the mentor is a critical component, and modeling the cycle of inquiry created through this evaluative study is important

CFD analysis of pressure differentials in a plate-type fuel assembly

The Hydro-Mechanical Fuel Test Facility (HMFTF) is being built at Oregon State University to evaluate fluid flow through plate-type fuel assemblies. The first plate assembly that will be examined in the facility is the Generic Test Plate Assembly (GTPA). The GTPA consists of an array of six parallel flat plates, 24 inches long, forming seven flow channels. The plates are a total of 4 inches wide and 0.05 inches thick with 0.25 inches of the plate edge being imbedded in the side plate making a flow channel of 3.5 inches wide. The height of the flow channels is adjustable. A support comb is used to stiffen the free edges of the fuel plates. The Star-CCM+ CFD tool was used to analyze fluid flow through the GTPA with channels of equal height (0.075 inches) except for the middle channel which was 0.125 inches high. Using standard CFD practices the mesh type, mesh size, and turbulence model were selected. Using different boundary conditions, consisting of three flow rates with a fixed temperature and three temperatures, with the flow rate fixed at one of the three analyzed flow rates, the pressure differentials between the channels were analyzed to determine the possibility of plate deflection. The analysis revealed that the pressure difference between the channels increased with increasing volumetric flow rate. The results also indicate that as the system temperature increased the pressure differential between the channels decreased slightly. Velocity results were compared to Miller's critical velocity and indicate that plate deflection is not expected to occur at the inlet of the channel due to the stiffening caused by the presence of the support comb

Berry Important? Wolf Provisions Pups with Berries in Northern Minnesota

Wolves (Canis lupus) primarily provision pups by catching mammalian prey and bringing remains of the carcass to the pups at a den or rendezvous site via their mouths or stomach. In August 2017, we observed an adult wolf regurgitating wild blueberries (Vaccinium spp.) to pups at a rendezvous site in the Greater Voyageurs Ecosystem, Minnesota, USA, which is the only known observation of wolves provisioning pups with wild berries. This observation, in combination with other evidence from the Greater Voyageurs Ecosystem, suggests wild berries might be a more valuable food source for wolves in southern boreal ecosystems than previously appreciated

Evolving an Accelerated School Model through Student Perceptions and Student Outcome Data

A mixed methods convergent evaluation informed the redesign of an innovative public school that uses an accelerated model to serve grades 7-9 students who have been retained in grade level and are at risk for dropping out of school. After over 25 years in operation, a shift of practices/policies away from grade retention and toward social promotion required the school to adapt their model to best served students with high risk factors for dropping out of school who have been socially promoted, rather than retained in grade level. This study provided the qualitative (perspectives of former students (N = 8) and quantitative (demographic and outcome variables for students (N = 164) who completed the program between 2007-2009) data to ground the evolution of the school model. Five critical aspects of the school model emerged from the former students: teacher as warm demander, diverse and creative practices, being one community, student self-efficacy, and upholding diversity and equity. Quantitative analyses revealed the key finding that the number of times a student accelerated to the next grade in their courses was a positive predictor of all the high school outcomes studied. Data mixed during interpretation generated recommendations to continue strong practices and strengthen the following: have students set, monitor, and share progress; increase clear and high expectations; engage the adult community in setting, tracking and assessing goals; and increase culturally competent practices. These findings can also be used by schools serving students who may be at risk for dropping out of school

The sonographic digital portfolio: a longitudinal ultrasound image tracking program

BACKGROUND: Ultrasonography (US) at the medical student level is developing. As clinical skills and simulation centers expand, US equipment miniaturizes, and more students are exposed to ultrasound; a digital portfolio comprised of US images and videos may be useful in demonstrating experience and possibly competency. METHODS: Medical students participated in US curricula consisting of didactics and hands-on training. From 1 July 2006 to 30 June 2008, student images and videos were saved. Total images and videos were evaluated and catalogued. RESULTS: A total of 10,074 images and 1,227 videos were saved during the 2-year period. For the academic year 2006 to 2007, 159 medical students obtained 3,641 of the images (84.9%) and 270 of the videos (86.0%). First year students obtained 778 images and 20 videos; second year students, 1,174 images and 64 videos; third year students, 211 images and 20 videos; and fourth year students, 1,478 images and 166 videos. For the academic year 2007 to 2008, 222 medical students obtained 4,340 images (75%) and 619 videos (67.8%). First year students obtained 624 images and 109 videos; second year students, 555 images and 81 videos; third year students, 132 images and 14 videos; and fourth year students, 3,029 images and 415 videos. CONCLUSIONS: The ultrasound digital portfolio allows medical students to collate and document their ultrasound experience. Currently, there is no requirement for ultrasound training, documentation of competency, or minimum numbers of US exams for medical education. The ultrasound digital portfolio may be a useful tool in documenting ultrasound proficiency

Hyperglycemia recognised in early pregnancy is phenotypically type 2 diabetes mellitus not gestational diabetes mellitus: a case control study

OBJECTIVE: Gestational diabetes mellitus is defined as "diabetes recognized in the second or third trimester that is not clearly overt diabetes". Evidence relating to women with hyperglycemia early in pregnancy is limited. We aimed to evaluate women diagnosed with hyperglycemia early in pregnancy (eGDM) and compared them to those with pregestational established type 2 diabetes mellitus (T2DM) and gestational diabetes diagnosed routinely at 24-28-week gestation (rtGDM) to determine if the length of exposure to hyperglycemia adversely affected outcomes. METHODS: Forty consecutive women with eGDM who attended a multidisciplinary antenatal clinic were reviewed. Two separate BMI-matched control groups were identified, recognized pregestational T2DM (n = 80) and rtGDM (n = 80). Baseline demographics and outcomes were compared. RESULTS: A higher proportion of women in the eGDM and T2DM group required insulin and the incidence of hypertensive disorders was similarly increased compared with the rtGDM group (88.6, 77.0 versus 8.1%, p < .001 and 42.5%, 37.5 versus 12.5% p < .001, respectively). The proportion of infants born small for gestational age varied (eGDM 11.1%, T2DM 13.0%, and rtGDM 2.5%, p=.049). Postpartum, 7.5% of eGDM women were diagnosed with T2DM versus 1.3% in the rtGDM group (p<.001). CONCLUSIONS: These novel data demonstrate that the length of exposure to glucose adversely affects materno-foetal outcomes independent of maternal adiposity