A study of the educational facilities planning process within the context of a social and political environment

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010).The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.Dissertation advisor: Dr. Jay Scribner.Vita.Ed. D. University of Missouri--Columbia 2009.The extensive need to renovate, replace, and plan educational facilities may sound like an overwhelming task, but it also presents a great opportunity for educational leaders to plan and design schools that will meet the needs of students being educated in the 21st century. In order for leaders to successfully address the planning and design of educational facilities, research should be undertaken that examines the authentic context of the planning process. Insight into the political and social dimensions of change may allow leaders to successfully guide stakeholders through the social and political dimensions of change. The purpose of investigating one planning episode in one school district was to develop an understanding of how an educational leader guided stakeholders through the social and political dimensions that existed within the authentic context of the planning process. Three major themes emerged from the in-depth interviews and data analysis. First, the leader engaged key stakeholders to create a collaborative and meaningful planning process. Second, the effective actions of the leader contributed to a meaningful planning process. Third, the leader successfully shaped the context of the planning process.Includes bibliographical references

Putting Social Rewards And Identity Salience To The Test: Evidence From A Field Experiment On Teachers In Philadelphia

We partnered with the School District of Philadelphia (SDP) to run a randomized experiment testing interventions to increase teacher participation in an annual feedback survey, an uncompensated task that requires a teacher’s time but helps the educational system overall. Our experiment varied the nature of the incentive scheme used, and the associated messaging. In the experiment, all 8,062 active teachers in the SDP were randomly assigned to receive one of four emails using a 2x2 experimental design; specifically, teachers received a lottery-based financial incentive to complete the survey that was either personal (a chance to win one of fifteen $100 gift cards for themselves) or social (a chance to win one of fifteen$100 gift cards for supplies for their students), and also received email messaging that either did or did not make salient their identity as an educator. Despite abundant statistical power, we find no discernible differences across our conditions on survey completion rates. One implication of these null results is that from a public administration perspective, social rewards may be preferable since funds used for this purpose by school districts go directly to students (through increased expenditure on student supplies), and do not seem less efficacious than personal financial incentives for teachers

Invisible Inequality Leads to Punishing the Poor and Rewarding the Rich

This is the author accepted manuscript. The final version is available from Cambridge University Press via the DOI in this record.Four experiments examine how lack of awareness of inequality affect behaviour towards the rich and poor. In experiment 1, participants who became aware that wealthy individuals donated a smaller percentage of their income switched from rewarding the wealthy to rewarding the poor. In experiments 2 and 3, participants who played a public goods game— and were assigned incomes reflective of the U.S. income distribution either at random or on merit—punished the poor (for small absolute contributions) and rewarded the rich (for large absolute contributions) when incomes were unknown; when incomes were revealed, participants punished the rich (for the low percentage of income contributed) and rewarded the poor (for their high percentage). In experiment 4, participants provided with public education contributions for five New York school districts levied additional taxes on mostly poorer school districts when incomes were unknown, but targeted wealthier districts when incomes were revealed. These results shed light on how income transparency shapes preferences for equity and redistribution. We discuss implications for policy-makers

The Influence of the Patient-Clinician Relationship on Healthcare Outcomes: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

Objective: To determine whether the patient-clinician relationship has a beneficial effect on either objective or validated subjective healthcare outcomes. Design: Systematic review and meta-analysis. Data Sources Electronic databases EMBASE and MEDLINE and the reference sections of previous reviews. Eligibility Criteria for Selecting Studies Included studies were randomized controlled trials (RCTs) in adult patients in which the patient-clinician relationship was systematically manipulated and healthcare outcomes were either objective (e.g., blood pressure) or validated subjective measures (e.g., pain scores). Studies were excluded if the encounter was a routine physical, or a mental health or substance abuse visit; if the outcome was an intermediate outcome such as patient satisfaction or adherence to treatment; if the patient-clinician relationship was manipulated solely by intervening with patients; or if the duration of the clinical encounter was unequal across conditions. Results: Thirteen RCTs met eligibility criteria. Observed effect sizes for the individual studies ranged from d = −.23 to .66. Using a random-effects model, the estimate of the overall effect size was small (d = .11), but statistically significant (p = .02). Conclusions: This systematic review and meta-analysis of RCTs suggests that the patient-clinician relationship has a small, but statistically significant effect on healthcare outcomes. Given that relatively few RCTs met our eligibility criteria, and that the majority of these trials were not specifically designed to test the effect of the patient-clinician relationship on healthcare outcomes, we conclude with a call for more research on this important topic

Rare and Costly Prosocial Behaviors Are Perceived as Heroic

Heroism has only recently become a topic of empirical investigation. Existing research suggests a connection between heroism and four well-documented dimensions of human social behavior: (1) the cost incurred by the actor; (2) the benefit provided to the recipient; (3) the perceived frequency (i.e., descriptive normativity); and (4) the perceived expectation to perform it (i.e., injunctive normativity). In a series of exploratory studies (total N = 408), we aim to shed light on how each of these constructs influence lay intuitions about the nature of heroism (i.e., what determines which acts people perceive to be heroic). In Study 1, subjects generated a list of acts they deemed to be heroic. In Study 2, subjects rated the heroicness of the acts from Study 1, revealing considerable variation in the level of heroism. Finally, subjects in Study 3 rated the cost to the actor, the benefit to the recipient(s), the descriptive normativity (i.e., frequency), and the injunctive normativity (i.e., obligatoriness) of ten acts, five of which received particularly high heroism scores in Study 2 (“exemplary” acts of heroism) and five of which received particularly low heroism scores in Study 2 (“ambiguous” acts of heroism). We find that more heroic acts are seen as rarer and more costly to actors—but, interestingly, not more beneficial to recipients or less obligatory. These findings help to illuminate what it means to be seen as a hero, and suggest clear future directions for both empirical and theoretical work

At-grade stabilization structure impact on surface water quality of an agricultural watershed

Decades of farming and fertilization of farm land in the unglaciated/Driftless Area (DA) of southwestern Wisconsin have resulted in the build-up of P and to some extent, N, in soils. This build-up, combined with steep topography and upper and lower elevation farming (tiered farming), exacerbates problems associated with runoff and nutrient transport in these landscapes. Use of an at-grade stabilization structure (AGSS) as an additional conservation practice to contour strip cropping and no-tillage, proved to be successful in reducing organic and sediment bound N and P within an agricultural watershed located in the DA. The research site was designed as a paired watershed study, in which monitoring stations were installed on the perennial streams draining both control and treatment watersheds. Linear mixed effects statistics were used to determine significant changes in nutrient concentrations before and after installation of an AGSS. Results indicate a significant reduction in storm event total P (TP) concentrations (P = 0.01) within the agricultural watershed after installation of the AGSS, but not total dissolved P (P = 0.23). This indicates that the reduction in P concentration is that of the particulate form. Storm event organic N concentrations were also significantly reduced (P = 0.03) after the AGSS was installed. We conclude that AGSS was successful in reducing the organic and sediment bound N and P concentrations in runoff waters thus reducing their delivery to nearby surface waters

At-grade stabilization structure impact on surface water quality of an agricultural watershed

Decades of farming and fertilization of farm land in the unglaciated/Driftless Area (DA) of southwestern Wisconsin have resulted in the build-up of P and to some extent, N, in soils. This build-up, combined with steep topography and upper and lower elevation farming (tiered farming), exacerbates problems associated with runoff and nutrient transport in these landscapes. Use of an at-grade stabilization structure (AGSS) as an additional conservation practice to contour strip cropping and no-tillage, proved to be successful in reducing organic and sediment bound N and P within an agricultural watershed located in the DA. The research site was designed as a paired watershed study, in which monitoring stations were installed on the perennial streams draining both control and treatment watersheds. Linear mixed effects statistics were used to determine significant changes in nutrient concentrations before and after installation of an AGSS. Results indicate a significant reduction in storm event total P (TP) concentrations (P = 0.01) within the agricultural watershed after installation of the AGSS, but not total dissolved P (P = 0.23). This indicates that the reduction in P concentration is that of the particulate form. Storm event organic N concentrations were also significantly reduced (P = 0.03) after the AGSS was installed. We conclude that AGSS was successful in reducing the organic and sediment bound N and P concentrations in runoff waters thus reducing their delivery to nearby surface waters

What does empathy sound like in social work communication? A mixed‐methods study of empathy in child protection social work practice

It is widely accepted that empathy is important for social work practice, yet there are multiple dimensions of empathy and comparatively few studies of empathy as a component of social work skill. To date, published studies have been quantitative, and as a result, we know little about how social workers demonstrate empathy in practice or what skilled empathic practice in child and family social work might sound like. This study contributes to the development of understanding of empathy as a social work skill through a mixed‐methods analysis of 110 audio recordings of meetings in a child protection service between workers and parents, applying a coding framework for analysis. Findings indicate that workers who demonstrate higher levels of empathy skill use more open questions and reflections in their communication with parents. Further, they demonstrate curiosity about and make efforts to understand parents' often difficult experiences, including a focus on emotions. That the majority of workers were found not to demonstrate a high level of empathy skill presents concerns to be considered by the social work profession. A deeper understanding of empathy presents an opportunity for an increased focus in organizations to enable workers to demonstrate empathy towards families they work with.