Who Ya Gonna Call? Networks of Rural School Administrators

When they need help or advice, who are rural school administrators going to call? Relationships among rural school administrators develop into networks that can affect the success of administrators and their schools. Understanding the structure and content of these networks provides insights into how resources, innovations, and communication flow both within and between rural district administrators. Based on network theory and analysis, this study examines the structure, content, and strategic implications of the administrative networks within and across six contiguous rural school districts in the Western United States. Network graphs are included, illustrating both individual district and the combined six-district rural administrator networks. While acquaintance ties and active work ties are evident both within and across districts, relationally embedded ties and greater cohesion of ties are more evident within districts than across districts. Analyses include consideration of administrative assignment, gender, and geographical location of the network structures. Strategic implications of the network structures and content are discussed

Preservice Teacher Preparation in International Contexts: A Case-Study Examination of the International Student Teacher Programs

This article examines the teacher preparation experiences of preservice teachers in six international contexts: China, Fiji, Kiribati, Mexico, Samoa, and Tonga. More specifically, it looks at the value-added components in an international teacher education program, with an emphasis on effective teaching and employability. Theoretically the study is based on Straus and Corbin’s (1998a) substantive grounded theory and Patton’s (1997) Theory of Action Framework. Verbal and non-verbal forms of feedback were identified as essential aspects of the international preservice training experience. Cultural diversity, teaching English as a second language, collaboration, and exposure to a different educational system were identified among several components as advantages to individuals who conduct their preservice teacher training in international settings.</jats:p

Alignment of Classroom Instruction with Indonesian National Standards

This study examines the degree of alignment between classroom instruction and national curriculum standards. This alignment may vary as a function of teacher characteristics. Using self-reports from teachers about their experiences teaching the national curriculum standards, the study explores the extent to which classroom instruction aligns with Indonesian national standards in the following nationally-assessed subjects: Indonesian, English, science, and mathematics. A mixed multilevel regression analyses was used to examine the relationships between alignments and teacher characteristics. The study involved 501 junior secondary school teachers from three western provinces in Indonesia (Lampung, Jakarta, and East Java).&nbsp; The findings showed that the majority of teachers taught 100% of the topics outlined in the national curriculum standards. However, a small number of teachers had taught less than 100% of the required topics. In fact, some of them had only taught less than 70%.&nbsp; As the Indonesian educational system used standards-based national exams, skipping topics in classroom instruction may significantly affect student achievement because test items are developed based on the curriculum standards.&nbsp; In terms of the relationships of alignments with teacher characteristics such as gender, working status, college major, level of education, years of teaching experience and professional development, the findings suggested that these relationships varied. Theoretically, this research provides two contributions: (1) lacking research in the area of curriculum standards and classroom instruction as mediator of student competencies, the findings of this study make an important contribution to the current research of the standards-based education system; (2) predicting alignments as a function of teacher characteristics in this study contributes to the theoretical discussion of teacher characteristics and their possible effects on classroom instruction

Assessment of the Perceived Role and Function of a Community Advisory Board in a NIH Center of Excellence: Lessons Learned

Background: The Community Advisory Board (CAB) was a vital component of the Center for Equal Health. The center addressed health disparities through community-based research and educational outreach initiatives. Objectives: To evaluate the perceived relationship of the CAB and Center, explore members’ perceptions of the CAB’s role, and elicit feedback on how to enhance the relationship between the Center and the CAB. Methods: Ten in-depth, semi-structured interviews were conducted. All interviews were transcribed verbatim and analyzed with a focus on predetermined codes. Results: Main themes focused on perception of CAB roles and need for utilization of board members; overall center challenges; and board member knowledge and communication within the center. Conclusions: Lessons learned mainly focused on clarification of CAB roles as necessary for more effective and efficient communication. Based on feedback, communication channels between the board and center were developed, orientation packets clarifying center roles were provided, and annual retreats were completed. Additional lessons learned for conducting community-academic partnerships are provided

The interaction of board network structure and network content on firm innovation.

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Expatriate Performance Appraisal in U.S. Multinational Firms

The exploratory study examines empirically expatriate performance appraisal(EPA) practices for U.S. multinational firms and assesses how such practices relate to the perceived accuracy of EPAs. From a sample of U.S. multinationals, the results suggest that a balanced set of raters from host and home countries and more frequent appraisals relate positively to perceived accuracy of EPAs. The data suggest, however, that most respondent firms did not follow these practices. In addition, the use of standardized and customized EPA evaluation forms relates negatively to perceived EPA accuracy. Implications of these exploratory findings for research and practice are also discussed.© 1996 JIBS. Journal of International Business Studies (1996) 27, 711–738

Heterotypic Stressors Unmask Behavioral Influences of PMAT Deficiency in Mice

Certain life stressors having enduring physiological and behavioral consequences, in part by eliciting dramatic signaling shifts in monoamine neurotransmitters. High monoamine levels can overwhelm selective transporters like the serotonin transporter. This is when polyspecific transporters like plasma membrane monoamine transporter (PMAT, Slc29a4) are hypothesized to contribute most to monoaminergic signaling regulation. Here, we employed two distinct counterbalanced stressors—fear conditioning and swim stress—in mice to systematically determine how reductions in PMAT function affect heterotypic stressor responsivity. We hypothesized that male heterozygotes would exhibit augmented stressor responses relative to female heterozygotes. Decreased PMAT function enhanced context fear expression, an effect unexpectedly obscured by a sham stress condition. Impaired cued fear extinction retention and enhanced context fear expression in males were conversely unmasked by a sham swim condition. Abrogated corticosterone levels in male heterozygotes that underwent swim stress after context fear conditioning did not map onto any measured behaviors. In sum, male heterozygous mouse fear behaviors proved malleable in response to preceding stressor or sham stress exposure. Combined, these data indicate that reduced male PMAT function elicits a form of stress-responsive plasticity. Future studies should assess how PMAT is differentially affected across sexes and identify downstream consequences of the stress-shifted corticosterone dynamics