Change, Principal Trust and Enabling School Structures: An Analysis of Relationships in Southern Alberta Schools

Improved student learning continues to be a pressing issue compelling schools and districts to undergo change. Schools are complex organizations and there are a number of interrelated factors that contribute to the success or failure of change into a new model. In Alberta, organizational change was mandated in 2003 through government acceptance of a Commission’s recommendation that all schools operate as a professional learning community. The context of mandated change provided a unique opportunity to examine large scale change with factors that may have a relationship to successful change. The purpose of this quantitative study was to examine the relationship among three variables: (a) change into a professional learning community, (b) faculty trust in the principal, and (c) enabling school structures. Data collected through questionnaires was obtained from teachers of 45 schools in southern Alberta. The questionnaire contained a demographic data form and three previously developed instruments to measure the variables. Descriptive and correlation analysis was conducted to determine the relationship among the variables. The correlations among the variables were both strong and significant. It was concluded that schools imbued with high levels of trust in the principal were more successful in implementing change into a professional learning community, and more likely to possess enabling school structures. It was also concluded that schools perceived as having high levels of enabling bureaucratic structures were more successful in implementing change as a professional learning community. Overall, the variables of faculty trust in the principal and enabling school structures can be described as conditions related to successful change into a learning organization structure. The results have implications for educational stakeholders charged with instituting change in the context of reform. The conclusions implied that it is imperative for principals to recognize the importance of relationships and the foundation of trust, and attend to behaviors and processes required to build trust and relationships. There is a need for principals to understand the attributes of enabling bureaucracies and learning organizations in order to assess current capacity. Implications for system leaders include giving attention to leadership development, enabling structures at a system level, and modeling relational behaviors that foster trust

Developing an understanding of the Kanadier Mennonite and implications for education

vii, 158 leaves ; 29 cm. --The project focuses on a unique migrant population in Horizon School Division called the Kanadier Mennonites. The Kanadier Mennonites who depart Mexico and other Latin American countries present a number of educational challenges to a school division. A number of historical and cultural factors, language acquisition and illiteracy are entwined with the issue of education and schooling. Education is also impacted by school avoidance, absence due to work and migration, and early drop out. The first purpose of the project was to develop a better understanding of the Kanadier Mennonite population, their culture and the values and beliefs that underlie educational decisions and choices for their children. Historical and descriptive research was used to ascertain information to address the first purpose. Historical data deriving from literary sources focuses on history and culture. Descriptive interview data that focuses on contemporary Kanadier attitudes and values specific to education and schooling derived from two small, purposive samples. The second purpose of the project was to assemble more accurate data regarding Kanadier children's attendance patterns. An enrollment survey was used to ascertain attendance data. Discussion of the research results includes an attendance summary delineating identified patterns. A number of historical, cultural and contextual factors that impact the children's educational experience are considered. Implications regarding the future of the children given current practice are examined. The research discussion also delineates a host of needs that should be addressed in order to better facilitate the education of the children. Finally, recommendations are made for further research and the development of an educational program within the public school setting for Kanadier Mennonite children

Effects of Anacetrapib in Patients with Atherosclerotic Vascular Disease

BACKGROUND: Patients with atherosclerotic vascular disease remain at high risk for cardiovascular events despite effective statin-based treatment of low-density lipoprotein (LDL) cholesterol levels. The inhibition of cholesteryl ester transfer protein (CETP) by anacetrapib reduces LDL cholesterol levels and increases high-density lipoprotein (HDL) cholesterol levels. However, trials of other CETP inhibitors have shown neutral or adverse effects on cardiovascular outcomes. METHODS: We conducted a randomized, double-blind, placebo-controlled trial involving 30,449 adults with atherosclerotic vascular disease who were receiving intensive atorvastatin therapy and who had a mean LDL cholesterol level of 61 mg per deciliter (1.58 mmol per liter), a mean non-HDL cholesterol level of 92 mg per deciliter (2.38 mmol per liter), and a mean HDL cholesterol level of 40 mg per deciliter (1.03 mmol per liter). The patients were assigned to receive either 100 mg of anacetrapib once daily (15,225 patients) or matching placebo (15,224 patients). The primary outcome was the first major coronary event, a composite of coronary death, myocardial infarction, or coronary revascularization. RESULTS: During the median follow-up period of 4.1 years, the primary outcome occurred in significantly fewer patients in the anacetrapib group than in the placebo group (1640 of 15,225 patients [10.8%] vs. 1803 of 15,224 patients [11.8%]; rate ratio, 0.91; 95% confidence interval, 0.85 to 0.97; P=0.004). The relative difference in risk was similar across multiple prespecified subgroups. At the trial midpoint, the mean level of HDL cholesterol was higher by 43 mg per deciliter (1.12 mmol per liter) in the anacetrapib group than in the placebo group (a relative difference of 104%), and the mean level of non-HDL cholesterol was lower by 17 mg per deciliter (0.44 mmol per liter), a relative difference of -18%. There were no significant between-group differences in the risk of death, cancer, or other serious adverse events. CONCLUSIONS: Among patients with atherosclerotic vascular disease who were receiving intensive statin therapy, the use of anacetrapib resulted in a lower incidence of major coronary events than the use of placebo. (Funded by Merck and others; Current Controlled Trials number, ISRCTN48678192 ; ClinicalTrials.gov number, NCT01252953 ; and EudraCT number, 2010-023467-18 .)

Broadening the model of science - Recognizing different types of contributions

Resources for Society for the Improvement of Psychological Science (2016) Meeting - Diversity & Alternative Contribution