Validation of the Principal’s High Stakes Testing Survey

The purpose of this study was to examine the soundness of the psychometric characteristics of the Principal’s High Stakes Testing Survey. The 48-item instrument is comprised of six hypothesized subscales (i.e., curriculum, teaching, work satisfaction, stress, accountability, and students) measured with a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). An expert panel reviewed the instrument plus an exploratory factor analysis and confirmatory factor analyses were conducted. Expert panel members suggested only a few minor modifications to improve the instrument. The confirmatory factor analyses yielded data to support the fit of the model and the factorial invariance of the model by gender and race or ethnicity

Teacher Perceptions of the Instructional Leadership Practices of Principals

In today’s world school leadership, particularly instructional leadership, has taken on a new look. The era of high- stakes accountability has changed almost everything. The instructional leader of the 80’s was presented as an efficient top-down, task oriented manager who was focused on curriculum and instruction rather than buildings and budgets (Lashway, 2002). Gone are the days when principals spent most of their time with bus schedules, fire drills, and general curriculum, says the National Association of Elementary Principals (Henry, 2001). Leaders must keep abreast of state and federal goals, the latest technologies and teaching practices, as well as learn to use data to identify learning gaps among all students

In vitro single molecule and bulk phase studies reveal the AP-1 transcription factor cFos binds to DNA without its partner cJun

The AP-1 transcription factor family crucially regulates progression of the cell cycle, as well as playing roles in proliferation, differentiation, and the stress response. The two best described AP-1 family members, cFos and cJun, are known to dimerize to form a functional AP-1 heterodimer that binds to a consensus response element sequence. Although cJun can also homodimerize and bind to DNA, the canonical view is that cFos cannot bind DNA without heterodimerizing with cJun. Here, we show that cFos can actually bind to DNA in the absence of cJun in vitro. Using dual color single molecule imaging of cFos alone, we directly visualize binding to and movement on DNA. Of all these DNA-bound proteins, detailed analysis suggested 30-46% were homodimers. Furthermore, we constructed fluorescent protein fusions of cFos and cJun for FRET experiments. These constructs indicated complete dimerization of cJun, but although cFos could dimerize, its extent was reduced. Finally, to provide orthogonal confirmation of cFos binding to DNA we performed bulk-phase circular dichroism experiments that showed clear structural changes in DNA; these were found to be specific to the AP-1 consensus sequence. Taken together our results clearly show cFos can interact with DNA both as monomers and dimers independently of its archetypal partner, cJun

Validation of the Principal’s High Stakes Testing Survey

The purpose of this study was to examine the soundness of the psychometric characteristics of the Principal’s High Stakes Testing Survey. The 48-item instrument is comprised of six hypothesized subscales (i.e., curriculum, teaching, work satisfaction, stress, accountability, and students) measured with a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). An expert panel reviewed the instrument plus an exploratory factor analysis and confirmatory factor analyses were conducted. Expert panel members suggested only a few minor modifications to improve the instrument. The confirmatory factor analyses yielded data to support the fit of the model and the factorial invariance of the model by gender and race or ethnicity

Academic Skills, Community Engaged, Leadership, and Global Themed First-Year Seminars: Comparisons in Student Success

In this study, retention and academic performance of students enrolled in four different versions of a first-year seminar at a large, public 4-year university were compared for a 2-year period. The first-year seminars examined were 3-credit courses with either traditional, global, community engagement, or leadership themes and were essentially required of all first-year, full-time students. Statistical analysis using logistic regression and analysis of covariance were employed to determine whether differences existed. In addition, the variables of gender, race, high school grade point average, American College Testing/Scholastic Aptitude Test scores, type of instructor (full time or part time), and enrollment in a learning community were considered covariates in data analysis. The study revealed no significant differences in first-year to second-year retention rate or in academic performance as measured by college grade point average for the four different versions of the seminar; however, enrollment in a learning community did have significant impact on retention, even after controlling for covariates known to strongly affect retention