Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership

ABSTRACT Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership Abigail Gray There is a need for unified theory as to how and why principals\u27 engagement with instructional initiatives does or does not develop, and how that engagement manifests, both in specific leadership behaviors and in changes in teacher practice. Such theory could inform policy decision-making by shedding light on the mechanisms that may facilitate principals\u27 engagement with reform initiatives, and by clarifying what that engagement might ultimately produce. This study seeks to advance a new theoretical perspective on principal behavior in the context of instructional reform by examining the implementation of a literacy intervention through the lens of principal ownership. Using structural equation modeling and targeted qualitative inquiry, the study tests a hypothesized conceptual framework for principal ownership which posits that three antecedents (control, knowledge, and self-investment) contribute to principals\u27 engagement in ownership behavior relative to an instructional initiative. The framework further posits that this ownership behavior--specifically, change promotion relative to the initiative--leads to changes in teacher collaboration around the reform, and ultimately influences classroom practice. This framework builds upon extant theory regarding school leadership, the processes around school change, and psychological ownership. While further research is needed to confirm these findings, the results of this exploratory study suggest that the hypothesized relationships are plausible. Significant pathways are found between the antecedents and the ownership behavior, and between the behavior and teacher collaboration. Mediational analysis of the pathways between principals\u27 ownership behavior and the reform\u27s reported influence on classroom instruction reveals that both the direct pathway and the indirect pathway (mediated by teacher collaboration) are significant. The findings of case-study research focused on three schools largely support the SEM study\u27s conclusions and the hypothesized relationships. Viewed together, the quantitative and qualitative findings highlight lingering questions and directions for future research

Dexterity, Deliberateness, And Disposition: An Investigation of Instructional Strength for Early Literacy

This mixed-methods study examines the relationship between an emergent conceptualization of teachers’ instructional strength and their students’ progress in early literacy. The conceptualization includes three components: a teacher’s deliberateness, their instructional dexterity, and a set of teacher dispositions that catalyse and maximize these attributes. Based on the results of qualitative inquiry, the authors developed a measure of individual teachers’ instructional strength according to this conceptualization. Regression analysis reveals that all three components are significant predictors of students’ growth in early literacy. The study includes 318 teachers and 1,181 students from 227 schools across the country

The i3 Validation of SunBay Digital Mathematics

Decades of research have emphasized the need for engaging, accessible ways to help students learn fundamental mathematical concepts. Research also shows that teacher beliefs about teaching and learning have an outsized influence on the quality and effectiveness of curricular interventions. This article reports results of an independent evaluation of the i3 implementation of SunBay Digital Mathematics, a middle-school math intervention, and examines the program’s impacts on both student progress and teachers’ beliefs about math instruction. Prior studies have demonstrated the efficacy of SunBay Math for students of varied levels of prior achievement. This independent evaluation included a randomized controlled trial in 60 Florida middle schools during the 2015-16 school year and a mixed-methods implementation study. No impact on student achievement was observed overall; however, the evaluation did reveal positive impacts on teachers’ classroom practices and beliefs about the use of technology in math instruction. Inadequate implementation of instructional units and lack of impact on teachers for targeted beliefs about math instruction likely contributed to lack of overall program effects

Mineralogical Variation in Shells of the Blackfoot Abalone, Haliotis iris (Mollusca: Gastropoda: Haliotidae), in Southern New Zealand

The New Zealand blackfoot abalone, Haliotis iris Gmelin, is among the few gastropods that precipitate both calcite and aragonite in their shells. The location, composition, and thickness of these mineral layers may affect color, luster, and strength of the shell, which is locally important in jewelry manufacture. Skeletal mineralogy and shell structure of H. iris from three southern New Zealand locations were determined using X-ray diffractometry, scanning electron micrography, and mineral staining. In H. iris an outer calcitic layer is separated from an inner aragonitic surface by both calcified and noncalcified organic layers running longitudinally through the shell. Skeletal mineralogy within individual shells varies from 29 to 98% aragonite, with older shell having significantly higher aragonite content than young sections. Variation within populations ranges from 40 to 98% aragonite, and among three populations from 34 to 98% aragonite. Shell thickness, too, varies within individual shells from 0.2 to 4.2 mm, with a significant positive relationship with age. Within population variation in shell thickness ranges from 2.1 to 5.4 mm, with no significant difference in shell thickness variation among populations. The high degree of variability within and among individual shells suggests that it is essential to test replicate samples from individual mollusk shells, especially when they have complex bimineral structure

Assessing the possibilities and challenges of patient involvement in sexual, reproductive and HIV/AIDS services

© CSIRO 2016. Background: Patient and public involvement (PPI) is a key feature of healthcare services in the UK. Sexual and reproductive health and HIV (SRHH) services face unique PPI challenges, as the anonymity and confidentiality required by service users can be a barrier to attracting patient input. PPI could improve sexual health services, through increased trust in services and the ability to tackle sexual health inequalities. However, specific practical guidance on how to address PPI in sexual health and the evidence to support it is sparse. Methods: This research aims to begin building an evidence base for PPI in sexual health services through: 1) an audit of PPI in SRHH in the Bristol region; and 2) a parallel survey of potential users of sexual health services about their experiences of PPI. For the audit, 18 SRHH organisations from all those in the region invited complete a short online survey, representing a range of different service providers. For the survey, participants, through a convenience sample via the University of the West of England and social media, were invited to complete an anonymous online survey of their experiences of PPI in SSRHs; 96 people responded. Results: Reliance on customer satisfaction approaches and patients not being asked for feedback or what PP is for are reported. Services cite under-resourcing and a lack of time as barriers. Conclusions: Improving the use of patient's voice in SRHH could be supported through clarity of purpose (measured against outcomes), better communication with patients, and the need for flexible methods. Journal compilatio

Building capacity to use and undertake applied health research: establishing a training programme for the health workforce in the West of England

ObjectivesIncreasing research capacity is important for health services as part of improving the conduct of high quality research which addresses the needs of patients and the public. It is a core function of the 13 Collaborations for Leadership in Applied Health Research and Care (CLAHRCs) established in England between 2008 and 2013. This paper reports on the development of an innovative capacity building programme in CLAHRC West over an 18-month period (May 2015-December 2016). It aims to disseminate the learning from the initiative and share our experience with other CLAHRCs.Study DesignThe study design was an evaluation of a training programme to build research capacity.MethodsWe carried out a training needs assessment among local stakeholders and scoped existing provision of research-related training. This informed the development of a programme of free short courses which were targeted at health and social care professionals including those working in local authorities and the voluntary sector. We aimed to engage professionals working at all levels in these organisations and to promote interprofessional education, in order to build a research culture. We engaged a variety of educators to provide a range of one-day courses at an introductory level which were accessible to practitioners.ResultsDuring the first 18 months of the training programme we delivered 31 courses and trained 350 participants. Attendees came from secondary care (20%), voluntary sector (18%) and local authorities (18%). Professionals working in the mental health sector comprised 11% and commissioning 6%. Less well represented were primary care (3%) and community care (4%). The largest professional group was public health, followed by medical, nursing and allied health professionals in approximately equal proportions. Courses were evaluated on a scale of 1 (poor) to 4 (excellent) with the mean being 3.6 (range 3.3-4.0).ConclusionsThe training programme has been highly successful with many courses over-subscribed and all courses being well evaluated by participants. It has met the needs of local professionals for brief, applied training in research, as well as attracting those from other parts of the UK, suggesting the courses are both appropriate and helping to fill a gap in provision. We are building on this work to further engage audiences working in areas such as the wider determinants of health and commissioning, as well as primary and community sectors. CLAHRCs are uniquely placed to drive a culture change in the use, understanding and application of research across the healthcare community

Mentoring Initial Research

This document details the initial research the group gathered as the problem statement was being refined. Some of this research will be used to inform future elements of the project

Project Plan - Mentoring

A presentation that includes the ideal goal for the project as well as how the project can relate to the other projects in the class

Evidence for Early Literacy Intervention: The Impacts of Reading Recovery

Research increasingly links low literacy levels in the early grades with a range of poor outcomes; for instance, students who read below grade level at the end of third grade are about four times less likely than their higher-achieving peers to graduate from high school (Annie E. Casey Foundation, 2010, 2011; Balfanz, Bridgeland, Bruce & Fox, 2012). In a four-year study, researchers from the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania and the Center for Research on Education and Social Policy (CRESP) at the University of Delaware examined the effectiveness of Reading Recovery—a widely used 1st grade literacy program—at helping struggling early readers catch up. The study’s findings offer promise for intensive early literacy intervention