Academic and Business Leaders Agree: Six Skills Essential for Effective Management

This study surveyed 632 business and public education mid-level managers to ascertain both the importance of and their confidence in using six research-based management competencies. Both groups rated the six as equally or highly valuable; however, educational managers valued conflict resolution more than business counterparts. The education group reported less confidence using their skills in problem solving, conflict resolution, and strategic planning. While both groups perceived most of the six competencies as equally valuable, the two groups did not feel similarly confident using the skills. Participants’ ratings of skill-importance did not predict their level of confidence using the skills

Construct Validation of the Social-Emotional Character Development Scale in Belize: Measurement Invariance Through Exploratory Structural Equation Modeling

Social-emotional learning (SEL) measures assessing social-emotional learning and character development across a broad array of constructs have been developed but lack construct validity. Determining the efficacy of educational interventions requires structurally valid measures which are generalizable across settings, gender, and time. Utilizing recent factor analytic methods, the present study extends validity literature for SEL measures by investigating the structural validity and generalizability of the Social-Emotional and Character Development Scale (SECDS) with a large sample of children from schools in Belize (n = 1877, ages 8 to13). The SECDS exhibited structural and generalizability evidence of construct validity when examined under exploratory structural equation modeling (ESEM). While a higher order confirmatory factor structure with six secondary factors provided acceptable fit, the ESEM six-factor structure provided both substantive and methodological advantages. The ESEM structural model situates the SECDS into the larger body of SEL literature while also exhibiting generalizability evidence over both gender and time

Teacher-Led Math Inquiry: A Cluster Randomized Trial in Belize

Teacher professional development and in-class mentors were used to support structured inquiry with math manipulatives. Twenty-four primary schools (n = 6,628 students) were randomly assigned to treatment and control groups as an experimental field trial to examine the effectiveness of this instructional approach in a scaled-up application in Belize for the duration of a school year. Implementation fidelity measures were collected permitting evaluation of two separate multilevel models: intention-to-treat and test-of-treatment. Both quantitative and qualitative evidence suggest students within this culture respond well to this relatively simple and inexpensive intervention that departs from traditional, expository math instruction in many developing countries. Policy implications are discussed that supported nationwide rollout of the intervention