Learning Focused Schools Strategies: The Level of Implementation and Perceived Impact on Student Achievement

Max Thompson’s Learning Focused Strategies approach to school improvement has been embraced by school leaders and teachers as an approach to redesign and reform public schools. The program developers claim schools with 90% minority students and 90% of students qualifying for free or reduced lunch programs can achieve at high levels on required curriculum. Examined are the beliefs and attitudes of teachers as related to the degree of implementation of Learning Focused Strategies in their classrooms. The study supported the premise that LFS are research based and effective, that teachers believe the strategies will improve instruction, high level of implementation, enhancing the potential for student success. The study examined the relationships between experience, grade level, degree level, and the self reported degree of implementation

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

Uncertainty Monitoring May Promote Emergents

We suggest that the phenomenon of uncertainty monitoring in nonhuman animals contributes richly to the conception of nonhuman animals’ self-monitoring. We propose that uncertainty may play a role in the emergence of new forms of behavior that are adaptive. We recommend that Smith et al. determine the extent to which the uncertain response transfers immediately to other test paradigms

Caucusing with Your Colleagues: Sharing Ideas to Create Effective Outreach Strategies

At The University of Alabama, librarians from Gorgas Information Services (GIS) pursue a wide variety of outreach activities in order to reduce library anxiety and promote the services that the libraries have to offer. Among other things, GIS librarians collaborate with Student Support Services, provide weekly on-site research help and workshops at an on-campus residential community via the Gorgas Library at Ridgecrest program, and offer “satellite reference” help at meeting spaces around campus. Although these programs are unique in scope and purpose, GIS librarians have discovered that collaboration on fundamental outreach strategies is key to the success of individual programs. To that end, librarians in GIS have instituted a monthly outreach meeting in order to discuss outreach strategies, brainstorm new ideas, and share their experiences – both positive and negative. In this panel, we will discuss the evolution of this idea, what we’ve learned from the process, and talk about how this sort of formalized collaboration can be easily transferable and applicable to other areas of academic librarianship.https://ir.una.edu/libfacpresentation/1005/thumbnail.jp

The Effect of Campus Configuration on Ninth-Grade Achievement

The purpose of this mixed-methods sequential explanatory research study was to determine whether there were significant differences between high schools having no freshman facility, a freshman wing, or a freshman campus on eight student performance measures. A second purpose was to examine principals’ perceptions of how their schools transition freshmen and how these transition strategies and arrangements worked. Of the eight ANOVAs conducted, only one analysis was statistically significant between the school configurations. In facilities using a freshman campus, high school students with disabilities earned significantly more core credit units than their counterparts in schools using no freshman facility. During individual interviews, all 15 principles emphasized using transition strategies to help students adjust to high school

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

Do Physical Activity Facilities near Schools Affect Physical Activity in High School Girls?

Objective - To investigate associations between the number of physical activity facilities within walking distance of school and physical activity behavior in 12th grade girls during after-school hours. Methods - Girls (N=1394) from 22 schools completed a self-report to determine physical activity after 3:00 pm. The number of physical activity facilities within a 0.75-mile buffer of the school was counted with a Geographic Information System. Associations between the number of facilities and girls\u27 physical activity were examined using linear mixed-model analysis of variance. Results - Overall, girls who attended schools with ≥ 5 facilities within the buffer reported more physical activity per day than girls in schools with \u3c 5 facilities. In addition, girls who attended rural schools with ≥ 5 facilities reported ~12% more physical activity per day than girls who attended rural schools with \u3c 5 facilities. No difference existed for girls in urban/suburban schools with ≥ 5 vs. \u3c 5 facilities. Conclusion - When school siting decisions are made, the number of physical activity facilities surrounding the school should be considered to encourage physical activity in 12th grade girls

Form of Supplemental Selenium Affects the Expression of mRNA Transcripts Encoding Selenoproteins, and Proteins Regulating Cholesterol Uptake, in the Corpus Luteum of Grazing Beef Cows

Selenium (Se)-deficient soils necessitate supplementation of this mineral to the diet of forage-grazing cattle. Functionally, Se is incorporated into selenoproteins, some of which function as important antioxidants. We have previously shown that the source of supplemental Se; inorganic (sodium selenite or sodium selenate; ISe), organic (selenomethionine or selenocysteine; OSe) or 1:1 mix of ISe and OSe (MIX), provided to Angus-cross cows affects concentrations of progesterone (P4) during the early luteal phase of the estrous cycle. In this study, we sought to investigate (1) the effect of form of Se on the expression of mRNA encoding selenoproteins in the corpus luteum (CL), and (2) whether this previously reported MIX-induced increase in P4 is the result of increased luteal expression of key steroidogenic transcripts. Following a Se depletion and repletion regimen, 3-year-old, non-lactating, Angus-cross cows were supplemented with either ISe as the industry standard, or MIX for at least 90 days, with the CL then retrieved on Day 7 post-estrus. Half of each CL was used for analysis of targeted mRNA transcripts and the remainder was dissociated for culture with select agonists. The expression of three selenoprotein transcripts and one selenoprotein P receptor was increased (p \u3c 0.05), with an additional five transcripts tending to be increased (p \u3c 0.10), in cows supplemented with MIX versus ISe. In cultures of luteal cells, hCG-induced increases in P4 (p \u3c 0.05) were observed in CL obtained from ISe-supplemented cows. The abundance of steroidogenic transcripts in the CL was not affected by the form of Se, however, the abundance of mRNA encoding 2 key transcripts regulating cholesterol availability (Ldlr and Hsl) was increased (p \u3c 0.05) in MIX-supplemented cows. Overall, the form of Se provided to cows is reported to affect the expression of mRNA encoding several selenoproteins in the CL, and that the form of Se-induced effects on luteal production of P4 appears to be the result of changes in cholesterol availability rather than a direct effect on the expression of steroidogenic enzymes within the CL

Comparison of Two Approaches to Structured Physical Activity Surveys of Adolescents

Purpose - To compare the test-retest reliability, convergent validity, and overall feasibility/usability of activity-based (AB) and time-based (TB) approaches for obtaining self-reported moderate-to-vigorous physical activity (MVPA) from adolescents. Methods - Adolescents (206 females and 114 males) completed two 3-d physical activity recalls using the AB and TB surveys, which contained identical lists of physical activities. The participants wore an MTI Actigraph® accelerometer for the same period. Results - The TB instrument took about 3 min longer to complete (P=0.022). Overall 2-d test-retest correlations for MVPA were similar for the two surveys (r=0.676 and 0.667), but the girls had higher reliability on the AB survey than the boys (girls: r=0.713; boys: r=0.568). The overall 3-d correlations for MVPA surveys and Actigraph counts varied by gender (girls: AB=0.265 vs TB=0.314; boys: AB=0.340 vs TB=0.277). Correlations for vigorous physical activity and Actigraph counts were higher for the AB than for the TB (r=0.281 vs 0.162). As the interval between completing the surveys and the days being recalled increased, reliability and validity were lower, especially for the AB survey. Conclusion - For both genders, either approach is acceptable for obtaining MVPA information on a single day, but the TB approach appears to be slightly favored over the AB approach for obtaining multiple days of MVPA. A 3-d recall period appears to be too long for accurate recall of MVPA information from either instrument. For both genders, the surveys overestimate activity levels; thus, self-reports should be supplemented with objective data

SPACE for physical activity - a multicomponent intervention study: study design and baseline findings from a cluster randomized controlled trial

<p>Abstract</p> <p>Background</p> <p>The aim of the School site, Play Spot, Active transport, Club fitness and Environment (SPACE) Study was to develop, document, and assess a comprehensive intervention in local school districts that promote everyday physical activity (PA) among 11-15-year-old adolescents. The study is based on a social ecological framework, and is designed to implement organizational and structural changes in the physical environment.</p> <p>Methods/design</p> <p>The SPACE Study used a cluster randomized controlled study design. Twenty-one eligible schools in the Region of Southern Denmark were matched and randomized in seven pairs according to eight matching variables summarized in an audit tool (crow-fly distance from residence to school for 5-6^thgraders; area household income; area education level; area ethnicity distribution; school district urbanity; condition and characteristics of school outdoor areas; school health policy; and active transport in the local area). Baseline measurements with accelerometers, questionnaires, diaries, and physical fitness tests were obtained in Spring 2010 in 5-6^thgrade in 7 intervention and 7 control schools, with follow-up measurements to be taken in Spring 2012 in 7-8^thgrade. The primary outcome measure is objective average daily physical activity and will be supported by analyses of time spent in moderate to vigorous activity and time spent sedentary. Other secondary outcome measures will be obtained, such as, overweight, physical fitness, active commuting to/from school and physical activity in recess periods.</p> <p>Discussion</p> <p>A total of 1348 adolescents in 5-6^thgrade in the Region of Southern Denmark participated at baseline (n = 14 schools). The response rate was high in all type of measurements (72.6-97.4%). There were no significant differences between intervention and control groups at baseline according to selected background variables and outcome measures: gender (p = .54), age (p = .17), BMI (p = .59), waist circumference (p = .17), physical fitness (p = .93), and physical activity (accelerometer) (p = .09).</p> <p>The randomization and matched pair design produced equivalent groups according to central outcome measures and background variables. The SPACE for physical activity Study will provide new insights on the effectiveness of multicomponent interventions to improve adolescents' physical activity level.</p> <p>Trial registration</p> <p>Current Controlled Trials <a href="http://www.controlled-trials.com/ISRCTN79122411">ISRCTN79122411</a></p