The introduction of ICT in fieldwork to enhance student learning

Report of a CELT project on supporting students through innovation and researchThe aim of the project was to introduce a dedicated ICT package into the fieldwork experience in order to enhance student learning in the field at a range of levels and in a number of subject areas. The field kit consists of a laptop computer, digital camera with multi-card reader, global positioning system (GPS), video camera, portable scanner and printer. The kit is kept in a waterproof portable case specifically for student fieldwork use (Plate 1). A digital microscope and video camera is also separately available. The students have been able to use the equipment in the field in order to produce supporting materials to enhance their fieldwork. For example the IT package has been used in conjunction with a data-logger on mapping equipment allowing maps to be printed in the field for detailed recording of field sites. Also the use of digital and video cameras has allowed students to take responsibility for identifying and recording aspects of fieldwork for their reports

Sharing Resources: Opportunities for Smaller Primary Care Practices to Increase Their Capacity for Patient Care

Outlines findings linking shared resources with use of health information technology, care coordination, self-management, and quality monitoring, and strategies to increase resources among small and midsize practices by expanding shared resource models

Women engineering faculty at research universities : a qualitative study.

Women represent less than three percent of engineering faculty and all indications are that the proportion of women in faculty positions is decreasing at a time when there is a critical shortage of engineering faculty. Qualitative interviews with ten women employed as faculty at two research universities were conducted. Findings indicate they were products of enriched environments and were influenced in their career choice by their fathers. All saw themselves as unusual in some way and described their educational experiences as enriched. The deviance theory, one that states women who chose nontraditional careers reject traditional family roles, was not supported. Participants successfully combined careers with family responsibilities and had partners in similar careers. Participants\u27 partners were supportive. Findings indicate that participants enjoyed their academic careers, especially the freedom to conduct research of their own choosing. While adequately prepared for their roles as researchers and grant writers, they lacked needed formal training in teaching. Further findings indicate they exhibited token behaviors. Although they were highly visible, they attempted to diminish their visibility so as not to pose a threat to male colleagues. They were isolated and did not openly align themselves with feminist causes. They did not experience sexual harassment nor feel they had been seriously discriminated against in their careers. Participants suffered from concerns about their self-image and feared others would perceive they were hired because of gender rather than competence. While few had or needed same-sex role models while in school they willingly served as role models for students. It was concluded that comprehensive changes in all levels of education are needed if the numbers of girls interested in engineering careers is to increase. Systemic changes in how girls are treated in the classroom and how women faculty are supported once hired are needed if a critical mass of women faculty is to be achieved and their influence felt

To Be or Not to Be...A School Leader: Motivators of Educational Administration Candidates

Leading a school presents unique opportunities and obstacles to the individuals who may aspire to become a principal. The balance between incentives and disincentives to seek building leadership is currently shifting as the pool of qualified candidates willing to assume positions in school leadership is growing smaller (Browne-Ferrigno, 2003; Carr & Million, 2010; Sava, 1998). At the same time, record numbers of school administrators are now reaching retirement age; so many school districts are finding it increasingly difficult to fill vacancies (Howley, Andrianaivo, & Perry, 2005). Strong leadership by the principal is a crucial ingredient in school improvement (Berry, 2009; Evans, 1996: Fink & Brayman, 2004: Fullan, 1997; Quinn, 2002). Thus, the increasing responsibility and accountability demands placed on principals add new challenges, as standards are raised by state and federal government to address critical issues faced by public schools (Cranston, 2007; Hill & Banta, 2008). The declining numbers of teachers seeking administration certification and the fact that many who are studying for the degree do not plan to seek an administrative position exacerbates the problem so that even when there may be sufficient numbers of candidates qualified for vacancies, candidates are not motivated to pursue school leadership (Cranston, 2007; Grubb & Flessa, 2006; Mezzacappa, 2008; Winter & Morgenthal, 2002). Within this climate, persuading the best educators to become building administrators requires a clearer understanding of the reasons candidates are attracted or hesitant to take on leadership roles--leading to improved recruitment and retention. Motivational theory may provide insight regarding the interrelationship between those incentives and disincentives associated with the decision to seek an assistant principal/principal’s position. For example, Alderfer’s (1972) ERG Theory identifies three categories of needs ordered in a non-sequential hierarchical manner. Alderfer first categorizes existence needs, which includes a person’s physiological and physically related safety needs such as food, shelter, and safe working conditions. Relatedness needs include a person’s need to interact with others, receive public recognition, and feel secure around people. The third category is growth needs, consisting of a person’s self-esteem through personal achievement. Incentives and disincentives associated with the position of assistant principal or principal could readily fall into each of the three categories (Cooley & Shen, 1999; Cusick, 2003; Howley, Andrianaivo, & Perry, 2005). While this theory may help explain in a broad sense what motivates educators to become school leaders, understanding specific factors can assist those who train, hire, and coach potential administrators to make the critical task of building leaderships more inviting. These factors may not fall into the traditional hierarchy, as the expectations and roles of school principals have evolved over the last decades (Evans, 1996; Hinton & Kastner, 2000). Therefore, the purpose of this study was to determine specific motivators affecting the decision to seek or not seek a position as a school assistant principal or principal

Seeking the Sense of Community: A Comparison of Two Elementary School\u27s Ethical Climates

School climate is created through the combined culture of the adults and students within a school – both the culture they share as an organization and the diverse cultures they bring from home. This study compared the school climate of two elementary schools, one urban and one suburban, by measuring 179 fourth and fifth grade students’ and 65 teachers’ perceptions of their schools’ ethical climates. The Elementary School Ethical Climate Index (ESECI) was utilized to factor perceptions into teacher to student, student to teacher/learning environment, and student to student interactions. For each of the ESECI subscales, two-way analyses of variance (ANOVAs) were conducted with a respondent factor (student or teacher/staff) and a community type factor (urban or suburban). While both the urban and suburban schools reported positive perceptions of school culture by students and teachers, the urban teachers were significantly less positive than their suburban peers in student to teacher/learning environment and student to student interactions, and also significantly less positive than their urban students. Results emphasize the importance of evaluating the culture of the school in an intentional, thorough manner by asking all groups for perceptions of school climate and utilizing what is uncovered to strengthen the sense of community

The Development and Validation of the Elementary School Ethical Climate Index

The purposes of this study were to develop and validate an instrument that measures the ethical climate of elementary schools. To create the Elementary School Ethical Climate Index (ESECI), we adapted the ethical climate index for middle and high schools. The ESECI assesses student and teacher interactions and relationships through the application of five ethical principles: respect for autonomy, nonmaleficence, beneficence, justice, and fidelity (Kitchener, 1984, 1985). To provide evidence of the ESECI’s reliability and validity we distributed the ESECI to the students and teachers/staff at one urban elementary school in a Midwestern city. There was a significant difference in student perceptions of student to student interactions and relationships across grade levels. Schools could use the ESECI to pinpoint areas where changes need to be made in order to enhance a school’s sense of community

Walking the Talk: Educational Administration Candidates\u27 Espoused and Observed Dispositions

Teachers who seek a career as a school administrator envision their leadership will be transformational and charismatic--and are often surprised by the conflict and confrontation that is an inevitable part of school administration (Hall, 2008; Hartzell, Williams, & Nelson, 1995; Sigford, 2005). Just as preservice teachers imagine a future career where all children love learning and respect teachers, only to find a reality that is less utopian (Su, 1992), this disconnect between the ideal of the vision and the reality and the new job often produces disappointment and shock (Senge, et al., 2000). The reality is that successful school leaders must engage the school and community in the development of school structures and climates that will promote change, innovation, and creativity to educate the most diverse group of students ever seen in U.S. schools (CCSSO, 2008: Jazzar & Algozzine, 2006; Murphy, 2006). School administrators are responsible for improving teaching, learning, and student achievement at all levels of public and private education, and so developing and assessing the potential for this leadership is central to the mission of educational administration programs. Along with knowledge and skills, dispositions form the basis of what a school leader can bring to the critical and creative tasks of educational administration. Dispositions, “the values, commitments, and professional ethics that influence behavior” (NCATE, 2002, p. 53), can be more difficult to teach and assess than knowledge or skills (Edick, Danielson, & Edwards, 2005; Edwards & Edick, 2006). Development of positive dispositions must be vigorously and intentionally addressed by school leadership preparation programs, because administrators who have not developed positive dispositions have trouble being leaders of an effective schools (Davis, 1998; Hallinger & Heck, 1996; Heifetz, 2006). Therefore, it is imperative for those who prepare administrators to assess and encourage the development of these dispositions in a deliberate, sequential manner