A Descriptive Case Study of 21st Century Skills in Schools: Exploring the Challenges and Opportunities of Adaptive Change and Innovation for Educational Leaders and the Schools They Lead

The consensus is clear: our schools and instructional methods are in desperate need of an update (Carnoy, 1998; Daggett, n.d.; Fullan, 2007; Keigel & Patler, 1991; Schwahn & McGarvey, 2011; and Wagner, 2008). In order for students to be globally competitive, school leaders need to identify what students need to know, what they need to be able to do, and what they need to be like to be successful post-graduation, and then change and adapt school practices to meet global needs with an awareness of the 21st century learner. 21st century skills development is necessary in order for students to compete globally (AMA, 2010; ASCD, 2008; Cookson, 2009; Friedman, 2007; Keigel & Patler, 2009; Levine, 2009; Partnership, 2010; Pink, 2006; and Schwahn & McGarvey, 2011). The purpose of this descriptive case study was to investigate a change process that incorporated the Partnership for 21st Century Skills Framework for 21st Century Learning into curricula. I focused on the leaders\u27 perceptions of the change process that allowed for 21st Century Skills to become embedded into the curricula. I was interested in learning what needed to be changed and how the change occurred. The theoretical lens through which this case was studied and described is Adaptive Leadership Theory (Heifetz, 1994; Heifetz, R.A., Linsky, M., & Grashow, A., 2009; Glover, J., Jones, G., and Friedman, H., 2002a; Jones, Shannon, & Weigel, 2009), which can be defined as leadership that inspires and creates breakthroughs, accomplishes deep change, and develops the capability of the organization to survive, adapt, and thrive in complex, competitive, and challenging environments. Adaptive leadership recognizes that anyone, anywhere within the organization, can be a leader (Heifetz, 1994). Three overarching themes emerged: 1) Motivation for Change, and subsequent Student Needs, 2) Mission, and 3) Collaboration

Cultural Responsiveness among Teachers and School Discipline

The disproportionality in school staff\u27s discipline practices toward racial minority students (Skiba et al., 2011) are linked to higher levels of suspension and expulsion rates. These practices are also connected to various negative outcomes relative to student achievement and even students completing secondary education (Raffaele-Mendez & Knoff, 2003). the public school population has increasingly become more racially and ethnically diverse; however school personnel, both administrators and teaching staff have largely remained homogenous and predominantly White. as a result, some research has indicated that school personnel\u27s level of cultural responsivity (CR) may impact their discipline practices. Examples of this have included staff being more prone to writing office disciplinary referrals (ODRs) for minority students and especially Black male students in comparison to White students (Anyon et al., 2014; Skiba et al., 2011). Research has also documented a correlation between staff\u27s level of cultural responsiveness and the use of exclusionary disciplinary practices (e.g., suspension and expulsion) with racial minority students according to Isaacs and Benjamin (1991), and Okonofua, Paunesku and Walton (2016). However, little research specifically has focused on staff discipline practices and the potential relationship with staff CR levels from the teacher\u27s perspective. Using a descriptive, non-experimental design, this study examines teachers\u27 self-reported CR levels and discipline practices specifically through their issuance of ODRs to students and the relationship to discipline patterns as it intersects with student and staff race, student gender, referral type and student grade level

Statistical analysis of grain growth based on the Frieser-Eger film on development kinetics

Data were obtained from the Frieser-Eger1 film on development kinetics for initiation times and for total development times of individual grains (times of complete development) in a lithographic developer and in a hydroquinone developer with normal sulfite level. Approximate areas were computed for each grain. The purpose of this investigation was to compare the process of development at the two sulfite levels and to determine if there is a functional relationship between total development time and grain size. Different relationships were expected for the two types of developers. This data analysis permits a better understanding of the differences between lithographic and normal hydroquinone developers. The data were obtained by observing a number of grains throughout the development process. The film was run through the projector one frame at a time and each frame was counted so that the initiation times and times of complete development could be determined. The location of the grains in question was maintained by means of a grid. The areas were measured using the geometric shape of the individual grains. The shape of some Irregular grains was approximated. There were no functional relationships between grain size and times of complete development or initiation times for the two developers. There was, however, a significant difference between the two developers with respect to Initiation times. The initiation period for the 0.5 g. sulfite developer is shorter than the 20g. sulfite developers initiation period. This difference is believed to be the result of different development mechanisms for the developers. The results of this evaluation are useful only as an example of a possible statistical analysis for films of a similar nature

Probing of RNA structures in a positive sense RNA virus reveals selection pressures for structural elements.

In single stranded (+)-sense RNA viruses, RNA structural elements (SEs) play essential roles in the infection process from replication to encapsidation. Using selective 2'-hydroxyl acylation analyzed by primer extension sequencing (SHAPE-Seq) and covariation analysis, we explore the structural features of the third genome segment of cucumber mosaic virus (CMV), RNA3 (2216 nt), both in vitro and in plant cell lysates. Comparing SHAPE-Seq and covariation analysis results revealed multiple SEs in the coat protein open reading frame and 3' untranslated region. Four of these SEs were mutated and serially passaged in Nicotiana tabacum plants to identify biologically selected changes to the original mutated sequences. After passaging, loop mutants showed partial reversion to their wild-type sequence and SEs that were structurally disrupted by mutations were restored to wild-type-like structures via synonymous mutations in planta. These results support the existence and selection of virus open reading frame SEs in the host organism and provide a framework for further studies on the role of RNA structure in viral infection. Additionally, this work demonstrates the applicability of high-throughput chemical probing in plant cell lysates and presents a new method for calculating SHAPE reactivities from overlapping reverse transcriptase priming sites

User acceptance of observation and response charts with a track and trigger system: A multisite staff survey

Aims and objectives: To examine user acceptance with a new format of charts for recording observations and as a prompt for responding to episodes of clinical deterioration in adult medical–surgical patients. Background: Improving recognition and response to clinical deterioration remains a challenge for acute healthcare institutions globally. Five chart templates were developed in Australia, combining human factors design principles with a track and trigger system for escalation of care. Two chart templates were previously tested in simulations, but none had been evaluated in clinical practice. Design: Prospective multisite survey of user acceptance of the charts in practice. Methods: New observation and response charts were trialled in parallel with existing charts for 24 hours across 36 adult acute medical–surgical wards, covering 108 shifts, in five Australian states. Surveys were completed by 477 staff respondents, with open-ended comments and narrative from short informal feedback groups providing elaboration and context of user experiences. Results: Respondents were broadly supportive of the chart format and content for monitoring patients, and as a prompt for escalating care. Some concerns were noted for chart size and style, use of ranges to graph vital signs and with specific human factors design features. Information and training issues were identified to improve usability and adherence to chart guidelines and to support improved detection and response for patients with clinical deterioration. Conclusions: This initial evaluation demonstrated that the charts were perceived as appropriate for documenting observations and as a prompt to detect clinical deterioration. Further evaluation after some minor modifications to the chart is recommended. Relevance to clinical practice: Explicit training on the principles and rationale of human factors chart design, use of embedded change management strategies and addressing practical issues will improve authentic engagement, staff acceptance and adoption by all clinical users when implementing a similar observation and response chart into practice

Understanding student evaluations : a black faculty perspective.

Student evaluations of faculty teaching are critical components to the evaluation of faculty performance. These evaluations are used to determine teaching effectiveness and they influence tenure and promotion decisions. Although they are designed as objective assessments of teaching performance, extraneous factors, including the instructors’ race, can affect the composition and educational atmosphere at colleges and universities. In this reflection, we briefly review some literature on the use and utility of student evaluations and present narratives from social work faculty in which students’ evaluation contained perceived racial bias

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Neurosequential Model of Therapeutics in a Therapeutic Preschool: Implications for Work with Children with Complex Neuropsychiatric Problems

The two studies presented examine the use of the Neurosequential Model of Therapeutics on the social-emotional development and behavior of 28 children participating in a therapeutic preschool program. Results from these studies indicate that the use of the Neurosequential Model of Therapeutics approach to determine the nature, timing, and “dose” of developmentally appropriate activities and interventions within the context of a therapeutic preschool did improve the social-emotional development of the participating children. Interventions and activities were provided in the context of Filial Play Therapy as part of the therapeutic preschool environment. Six-month and 12-month follow-ups suggest gains in social-emotional development and behavior were retained. Implications for future use are discussed

Planning an Integrated Disease Surveillance and Response System: A Matrix of Skills and Activities

The threat of a global influenza pandemic and the adoption of the World Health Organization (WHO) International Health Regulations (2005) highlight the value of well-coordinated, functional disease surveillance systems. The resulting demand for timely information challenges public health leaders to design, develop and implement efficient, flexible and comprehensive systems that integrate staff, resources, and information systems to conduct infectious disease surveillance and response. To understand what resources an integrated disease surveillance and response system would require, we analyzed surveillance requirements for 19 priority infectious diseases targeted for an integrated disease surveillance and response strategy in the WHO African region

Use of insecticide-treated nets (ITNs) following a malaria education intervention in Piron, Mali: a control trial with systematic allocation of households

BACKGROUND: Insecticide-treated nets (ITNs) reduce malaria morbidity and mortality, but use is limited. A barrier to ITN use may be lack of knowledge regarding malaria transmission and prevention. This study is a controlled trial comparing ITN use and malaria knowledge levels between households in Piron, Mali, undertaken in 2003. METHODS: Households received net impregnation services either with or without antecedent education. The main outcome measure was ITN use, defined as impregnation of at least one of the household's existing bednets with insecticide during the study. Knowledge about malaria and prevention practices was assessed pre- and post- educational intervention. Results were analysed by household and by individual. RESULTS: Forty-nine percent (34/70) of households who received the educational component impregnated their nets in comparison to 35% (22/62) of households who did not (OR = 1.6 CI = 0.8–3.3, P = 0.19). In individual analysis, ITN use was significantly greater in participants who had received the educational intervention (48%) vs. individuals who did not (33%, OR = 1.9, P = 0.012). Knowledge levels about malaria significantly increased for each individual pre- versus post- educational intervention (average change score = 2.13, standard deviation = 1.97, t = -17.78, P < 0.001), although there was no difference found between educational (change score = 2.14) and control groups (change score = 2.12). CONCLUSION: It is possible to educate individuals about malaria and to implement net impregnation services with limited resources. Greater accessibility to net-impregnation services is necessary but not sufficient to increase ITN use