A Relational Study of Elementary Principals\u27 Leadership Traits, Teacher Morale, and School Performance

The purpose of the study was to determine if a significant relationship existed between elementary principals\u27 leadership traits and teacher morale. The study sought to identify the impact of the principal-teacher relationship on school achievement as it relates to student performance on state standards as outlined in the Mississippi state academic frameworks and as measured using the Quality of the Distribution Index (QDI) on the Mississippi state end-of-grade test, Mississippi Curriculum Test, Second Edition (MCT2). The end-of-year assessments, collectively known as MCT2: Reading-Language Arts and Mathematics, administered to students in grades 3 through 8 in the spring of each school year, provided additional quantitative data for the study. Further, the study identified whether a correlation existed between the way principals and teachers perceive the principals\u27 primary leadership traits. A quantitative survey-design method was used to conduct the study. The Leadership Practices Inventory (LPI) -Self and -Observer were used to measure the principals\u27 leadership traits that have been associated with organizational effectiveness. The Purdue Teacher Opinionaire (PTO) was used to measure teacher morale as defined by two selected factors, rapport with principal and job satisfaction. School performance was measured by the end-of-grade state assessment for Mississippi, MCT2, which measures what students know and are able to do in the areas of reading-language arts and mathematics. State statisticians use the collectives schools\u27 and districts\u27 scores to develop Quality of the Distribution Indexes for each participating entity. Findings indicated that classroom-based study participants perceived that each of the Leadership Practices Inventory\u27s five subscales of leadership traits correlated to the variable Teacher Satisfaction, whereas their Rapport with the Principal correlated with three of five subscales. Study participants also perceived that neither principal\u27s leadership traits nor teacher morale predicts school performance, which disputes current research. Further, analysis of the data indicated that classroom-based participants did not agree with their principals regarding the principals\u27 primary modes of leadership by rating the principal lower on the LPI than their principals who rated themselves higher in each of the five factors

The Healthy Futures Project

This article discusses the formation of the Healthy Futures Network which is an informal network of schools in the North West who began meeting over a period of several months seeking to address issues relating to the Health and Wellbeing of young people. The health focus was mainly on Obesity and Physical activity. There was however a recognition of the need to address underlying contribution factors relating to health and wellbeing. In 2014, this informal “Network” became the ‘Healthy Futures Network’, a cross-sector partnership between the University of Chester and 8 schools from the North West of England funded by Health Education England (North). The Project was designed to assess how a collaborative network of schools at a regional/sub-regional level could work together to promote health and wellbeing, and to improve emotional health and wellbeing of their pupils. This project was also part of an engagement strategy for raising aspiration and awareness of potential career education opportunities within the NHS

Food Consumption Patterns and Use of Country Foods by Native Canadians Near Wood Buffalo National Park, Canada

This study examined food consumption patterns of native (Indian and Metis) Canadians living in a boreal forest area with good access to both store-bought and country foods (traditional foods from the land, such as wild animals, birds, fish and berries). Frequency of use by season of 48 country foods by 120 households was examined by interview with the female household head. Twenty-four-hour recalls of individual food consumption on four separate days over two seasons were obtained by interview with 178 persons (71 males, 107 females) age 13-86 years, and the mean values per person were used to represent their usual intakes. The mean reported household frequency of use (number of occasions per year) was as follows: all country foods 319, including large mammals 128, berries 63, fish 62, birds 32, and small mammals 27. The upper quintile of households used country food two and one-half times more often than the sample as a whole. Recalls of individual food consumption showed that country food was consumed on average 4.2 times per week and averaged 0.5 kg per week. Country meat, birds and fish accounted for one-third of the total consumption of meat, birds and fish. Young people consumed less country food than did their elders. Thus, country food constitutes an important part of the food supply, especially of meat and fish of many native people of this region.Key words: country food, food consumption patterns, Indians, Metis, native CanadiansMots clés: aliments provenant directement de la nature, schémas de consommation alimentaire, Indiens, Métis, autochtones canadien

Exploring the staff development needs of junior academic middle managers in a Faculty of Health and Social Care during organisational change: A Bourdieusian perspective.

The aim of this study was to gain an in-depth understanding of the personal and professional staff development needs of junior academic middle managers in a Faculty of Health and Social Care during a period of change. The research was undertaken in the North West of England in a post-1992 University, following a reorganisation of the Faculty of Health and Social Care and introduction of new roles. The study adopted an action research methodology and a co-operative inquiry method, which consisted of a co-operative inquiry group of junior academic middle managers who were also co-researchers. The nature of co-operative inquiry is for co -researchers to engage in repeated cycles of reflection and action that generate changes to their professional practice. The study was conducted over a period of one year and during this time multiple data collection methods were utilised to triangulate the evidence. The research findings identified that multiple identities caused conflict between professional and academic roles, negatively impacting on junior academic middle managers during periods of change. During transition, some participants reported difficulty in adapting to complex political reforms, which caused dissonance between their actual and perceived roles in the field. The junior academic middle managers reported that the safe and trusting environment of the co-operative inquiry group enhanced their confidence and enabled them to learn in action and acquire a reflexive approach when undertaking their roles in the newly structured organisation. The study contributes to the existing literature regarding role identity of professional academics in higher education and offers new insights into transition during complex organisational change

Enhancing practice teachers’ knowledge and skills using collaborative action learning sets

This research project was designed to enhance the critical thinking and problem-solving skills of practice teachers (PTs) and promote role modelling to specialist community public health nursing (SCPHN) students. This paper explores the impact of action learning sets (ALS) on the trainee PT role and associated students and stakeholders. Pre- and post-intervention surveys were completed by eight trainee PTs and three focus groups were held consisting of trainee PTs, practice education facilitators and students. Three focus groups for the trainee PTs, practice education facilitators and allocated students were held. Findings are presented in relation to three themes: knowledge, skills and role modelling in practice; dedicated practice teacher development; and ALS in practice. Data analysis demonstrated that the PTs valued the dedicated module and ALS enhanced their knowledge and skills. These skills were role modelled to students to guide reflection and knowledge acquisition. All participants intended to develop ALS as part of continued professional development. The paper concludes with recommendations to improve the educational development of both trainee and experienced PTs through the integration of ALS as part of PT development.This research project was designed to enhance the critical thinking and problem-solving skills of practice teachers (PTs) and promote role modelling to specialist community public health nursing (SCPHN) students. This paper explores the impact of action learning sets (ALS) on the trainee PT role and associated students and stakeholders. Pre- and post-intervention surveys were completed by eight trainee PTs and three focus groups were held consisting of trainee PTs, practice education facilitators and students. Three focus groups for the trainee PTs, practice education facilitators and allocated students were held. Findings are presented in relation to three themes: knowledge, skills and role modelling in practice; dedicated practice teacher development; and ALS in practice. Data analysis demonstrated that the PTs valued the dedicated module and ALS enhanced their knowledge and skills. These skills were role modelled to students to guide reflection and knowledge acquisition. All participants intended to develop ALS as part of continued professional development. The paper concludes with recommendations to improve the educational development of both trainee and experienced PTs through the integration of ALS as part of PT development