Are Leader Behavior and Emotional Intelligence related to Teacher Efficacy?

There is general agreement and the research supports the contention that school leadership is related to student learning/achievement (Hallinger & Heck, 1996; Ross & Gray, 2006; Francera & Bliss, 2011; Shatzer, Caldarella, Hallam, & Brown, 2014). However, the nature and strength of that relationship is still uncertain. Identifying the effects, whether direct or indirect, leaders have on student learning/achievement is imperative to the further development of school leadership theory. Direct leader effects on student achievement/learning may be identified at some point. However, given that a leader impacts many factors related to student achievement/learning indirectly, the identification of indirect leader effects on student achievement/learning seems more likely. This study examined the relationships between and among school leader behaviors, leader emotional intelligence, and teacher efficacy. The findings revealed that leader behaviors were found to be inversely correlated to general teaching efficacy but that leadership behaviors and leader emotional intelligence were positively correlated. Also, leader emotional intelligence was found to be positively correlated (though weakly or moderately) to general teaching efficacy, and/or personal teacher efficacy

The Effect of College-Family Conflict on Academic Variables for College Student-Parents.

A large body of research exists concerning working parents\u27 dual-role conflict, known as Work-Family Conflict (WFC; Greenhaus & Beutell, 1985) and its adverse effect on work and non-work variables. Given the similarity to the salient life roles of academic work and parenting, this study applied the model of WFC to a college student-parent population to test a model of the harmful effects of College-Family Conflict (CFC) on academic variables. This sample included 345 graduate and undergraduate student-parents. This study used Structural Equation Modeling to provide a model of dual-role conflict that demonstrates how the roles of parent and college student conflict and adversely affect students\u27 study quality and quantity, class attendance and lateness, academic self-efficacy, and indirectly impact their GPA. CFC leads to perceptions of disrupted study quantity and quality, as well as influences students\u27 classroom attendance and beliefs about their ability to succeed academically. These findings should be understood to reflect only part of the effect of CFC and provide evidence for the further application of the WFC model to college student-parents. The findings highlight the importance of the additional support college student-parents need and the future research that could be done to find ways to lessen this conflict

Past trauma and future choices: Differences in discounting in low-income, urban African Americans

AbstractBackgroundExposure to traumatic events is surprisingly common, yet little is known about its effect on decision making beyond the fact that those with post-traumatic stress disorder are more likely to have substance-abuse problems. We examined the effects of exposure to severe trauma on decision making in low-income, urban African Americans, a group especially likely to have had such traumatic experiences.MethodParticipants completed three decision-making tasks that assessed the subjective value of delayed monetary rewards and payments and of probabilistic rewards. Trauma-exposed cases and controls were propensity-matched on demographic measures, treatment for psychological problems, and substance dependence.ResultsTrauma-exposed cases discounted the value of delayed rewards and delayed payments, but not probabilistic rewards, more steeply than controls. Surprisingly, given previous findings that suggested women are more affected by trauma when female and male participants’ data were analyzed separately, only the male cases showed steeper delay discounting. Compared with nonalcoholic males who were not exposed to trauma, both severe trauma and alcohol-dependence produced significantly steeper discounting of delayed rewards.ConclusionsThe current study shows that exposure to severe trauma selectively affects fundamental decision-making processes. Only males were affected, and effects were observed only on discounting delayed outcomes (i.e. intertemporal choice) and not on discounting probabilistic outcomes (i.e. risky choice). These findings are the first to show significant differences in the effects of trauma on men's and women's decision making, and the selectivity of these effects has potentially important implications for treatment and also provides clues as to underlying mechanisms.</jats:sec

Are Leader Behavior and Emotional Intelligence related to Teacher Efficacy?

There is general agreement and the research supports the contention that school leadership is related to student learning/achievement (Hallinger & Heck, 1996; Ross & Gray, 2006; Francera & Bliss, 2011; Shatzer, Caldarella, Hallam, & Brown, 2014). However, the nature and strength of that relationship is still uncertain. Identifying the effects, whether direct or indirect, leaders have on student learning/achievement is imperative to the further development of school leadership theory. Direct leader effects on student achievement/learning may be identified at some point. However, given that a leader impacts many factors related to student achievement/learning indirectly, the identification of indirect leader effects on student achievement/learning seems more likely. This study examined the relationships between and among school leader behaviors, leader emotional intelligence, and teacher efficacy. The findings revealed that leader behaviors were found to be inversely correlated to general teaching efficacy but that leadership behaviors and leader emotional intelligence were positively correlated. Also, leader emotional intelligence was found to be positively correlated (though weakly or moderately) to general teaching efficacy, and/or personal teacher efficacy

To Find Or Not To Find: Public Accounting Auditors Versus Governmental Auditors

This study examines the impact that the type of auditor (OfficeOffice of the Auditor General (OAG auditor) or CPA firm auditor) has on the number of compliance audit findings reported for select state agencies in a major Midwestern state. In the state studied, The OAG is responsible for conducting compliance audits of government agencies on at least a biennial basis. These audits are either performed by the Auditor General’s state auditors or by Certified Public Accounting (CPA) firms under contract to the OAG. A sample of agencies with audits that were sometimes performed by CPA firms and sometimes by OAG auditors was chosen. A statistical analysis concluded the number of compliance audit findings reported by OAG auditors was significantly higher than the number of compliance audit findings reported by CPA firm auditors, for the same set of state agencies

On the Scaling Interpretation of Exponents in Hyperboloid Models of Delay and Probability Discounting

Previously, we (McKerchar et al., 2009) showed that two-parameter hyperboloid models (Green and Myerson, 2004; Rachlin, 2006) provide significantly better fits to delay discounting data than simple, one-parameter hyperbolic and exponential models. Here, we extend this effort by comparing fits of the two-parameter hyperboloid models to data from a larger sample of participants (N= 171) who discounted probabilistic as well as delayed rewards. In particular, we examined the effects of amount on the exponents in the two hyperboloid models of delay and probability discounting in order to evaluate key theoretical predictions of the standard psychophysical scaling interpretation of these exponents. Both the Rachlin model and the Green and Myerson model provided very good fits to delay and probability discounting of both small and large amounts at both the group and individual levels (all R2s \u3e .97 at the group level; all median R2s \u3e .92 at the individual level). For delay discounting, the exponent in both models did not vary as a function of delayed amount, consistent with the psychophysical scaling interpretation. For probability discounting, however, the exponent in both models increased as the probabilistic amount increased—a finding inconsistent with the scaling interpretatio

Counting Schwarzschild and Charged Black Holes

We review the arguments that fundamental string states are in one to one correspondence with black hole states. We demonstrate the power of the assumption by showing that it implies that the statistical entropy of a wide class of nonextreme black holes occurring in string theory is proportional to the horizon area. However, the numerical coefficient relating the area and entropy only agrees with the Bekenstein--Hawking formula if the central charge of the string is six which does not correspond to any known string theory. Unlike the current D-brane methods the method used in this paper is applicable for the case of Schwarzschild and highly non-extreme charged black holes.Comment: 13 pages in phyzzx with 1 figure. An error is corrected which affects the conclusions. In addition, the argument is generalized to include rotating black hole

Evaluating Communication Tools and Increasing Fruit and Vegetable Consumption in Vermont Head Start Classrooms

Introduction: We designed a program for four Head Start classrooms that aimed to: 1) Provide classrooms a tool that would facilitate communication with families about nutrition, 2) Educate families about the MyMeal tool, and 3) Increase fruit and vegetable consumption by providing families with fresh fruits and vegetables Fruit and vegetables are important components of a healthy diet, and sufficient consumption helps reduce the risk of developing cardiovascular disease, cancer, diabetes and obesity. Eating behaviors during childhood are highly parentally influenced and function as the foundation for future eating patterns. Studies have shown that the extent to which fruits and vegetables are present and accessible in the home correlates with the amount of fruit and vegetables eaten by children.https://scholarworks.uvm.edu/comphp_gallery/1210/thumbnail.jp