Special Guest Artists

Program listing performers and works performe

New Teacher Support: How One Massachusetts School District Facilitates and Sustains Teacher Growth

Thesis advisor: Lauri JohnsonThis qualitative case study examined the structures and conditions in one Massachusetts school district that supported new teachers. Data was gathered from semi-structured interviews with teachers and administrators, artifact analyses and participant observations of district meetings. While the existing literature on new teacher support focuses on mentoring as the primary means of induction, study results indicated that the district supported new teachers through building a collaborative atmosphere where new teachers regularly meet with veteran teachers in their subject area and grade level; weekly meetings with mentor coordinators; and strong principal support. However, new teachers were not formally assigned a mentor, which can leave them without a primary support person. Recommendations are made to formalize the mentoring program, to provide a mentor coordinator for each building, and to involve principals more formally in the induction program.Thesis (EdD) — Boston College, 2014.Submitted to: Boston College. Lynch School of Education.Discipline: Educational Leadership and Higher Education

Engaging Teachers in the Reflective Process: How one Massachusetts School District Facilitates and Sustains Teacher Growth

Thesis advisor: Lauri JohnsonThis qualitative case study examined the perceptions of teachers and leaders in one Massachusetts school district about the actions of school leaders that engaged teachers in the reflective process. Utilizing Lave and Wenger's (1991) "Communities of Practice" as a framework enabled the researcher to examine the extent to which a social process of learning existed and whether the district's current structures and conditions engaged teachers in the reflective process. The findings from this study drew upon interview, observation, and document data to explore teacher and leader views regarding specific leadership actions (or inactions) that supported and facilitated teacher engagement in the examination of their practice and whether teachers viewed those actions as impacting their ability to reflect. Results indicated that school leaders implemented anticipatory and ongoing actions to create necessary preconditions, which fostered teacher reflection. Data revealed a district belief that reflective dialogue in pairs (teacher to teacher or teacher to administrator) or in groups (faculty meetings, grade level or departmental meeting) was important to educator growth. Administrators' actions, which engaged teachers in a reflective process, were perceived to be those associated with being an instructional leader. Recommendations include helping district leaders understand the role and design of collaborative reflection as well as the role of the principal in order to plan and implement effective professional learning, which develops reflective practitioners.Thesis (EdD) — Boston College, 2014.Submitted to: Boston College. Lynch School of Education.Discipline: Educational Leadership and Higher Education

Feedback: How one Massachusetts School District Facilitates and Sustains Teacher Growth

Thesis advisor: Lauri JohnsonThis qualitative case study examined teacher and administrator perceptions of how one Massachusetts school district used the feedback processes to facilitate teacher growth and development. Feedback was defined as any type of information about performance or progress towards a goal that is transferred from one individual or group to another individual or group. Data gathered from participant interviews, artifact analyses, and observations of district meetings found not only effective distribution and use of educator feedback, but also that teachers and administrators participated in feedback-seeking behavior. The district appeared to be successful in embedding a social learning culture that facilitated and conditioned the positive use of feedback as an activator for ongoing examination of teaching and learning as well as the development and progress monitoring of individual and collective district improvement goals.Thesis (EdD) — Boston College, 2014.Submitted to: Boston College. Lynch School of Education.Discipline: Educational Leadership and Higher Education

Building Leadership Capacity: How One Massachusetts School District Facilitates and Sustains Teacher Growth

Thesis advisor: Lauri JohnsonDistrict leadership has been found to have a measurable effect on student achievement by creating conditions within which teachers and administrators frame their daily work with children. The superintendent is uniquely poised to build the needed infrastructure of support and assure its alignment with the philosophy and mission of the district and, in turn, with the work of the school. By attending to the habits and conditions that allow a staff to work as a unit, superintendents are able to contribute to the development of a community of professional learners within and among district schools. This qualitative case study analyzed district leadership practices that support ongoing teacher growth in a Massachusetts school district by examining the work of the superintendent and the impact of his leadership on the ongoing development of a community of professional learners at the district and school level. Data included interviews with teachers and administrators, artifact analyses, and observations of district meetings. Findings reveal the superintendent's use of a PLC process to model and provide support to school-level leaders by encouraging broad-based participation in the skillful work of leadership; establishing a clear vision which resulted in program coherence; fostering a system of inquiry-based accountability that informed decision making and practice; and nurturing organizational relationships that involved high district engagement and low bureaucratization which supported school-based collaborative teacher growth.Thesis (EdD) — Boston College, 2014.Submitted to: Boston College. Lynch School of Education.Discipline: Educational Leadership and Higher Education

DETECTION OF GLIOTOXIN IN PLASMA FROM BIRDS WITH CONFIRMED AND PROBABLE ASPERGILLOSIS

International audienceAspergillosis remains a difficult disease to diagnose antemortem in many species, especially avian species. In the present study, banked plasma samples from various avian species were examined for gliotoxin (GT), which is a recognized key virulence factor produced during the replication of Aspergillus species hyphae and a secondary metabolite bis(methyl)gliotoxin (bmGT). Initially, liquid chromatography-tandem mass spectrometry methods for detecting GT and bmGT were validated in a controlled model using sera obtained from rats experimentally infected with Aspergillus fumigatus. The minimum detection level for both measurements was determined to be 3 ng/ml, and the assay was found to be accurate and reliable. As proof of concept, GT was detected in 85.7% (30/35) of the samples obtained from birds with confirmed aspergillosis and in 60.7% (17/28) of samples from birds with probable infection but only in one of those from clinically normal birds (1/119). None of the birds were positive for bmGT. Repeated measures from birds under treatment suggests results may have prognostic value. Further studies are needed to implement quantitative methods and to determine the utility of this test in surveillance screening in addition to its use as a diagnostic test in birds with suspected aspergillosis

Island Visual Artists'82 : An Exhibition Representing the Work of Island Visual Artists

Arsenault points out the diversity of Prince Edward Island artists' work. Includes brief artists' statements and biographical notes