The Leadership Teachers Want from Principals – Transformational

The data shared in this paper is part a preliminary study.  A more detailed and robust analysis of data will be conducted later.  From a randomly generated sample of 135 public schools in the Province of Alberta, Canada 77 agreed to participate in a study on leadership attributes of principals.  Ten randomly selected teachers from each participating school were asked to complete the Multifactor Leadership Questionnaire (MLQ) (Bass & Avolio, 1995; 1997; 2000) for their respective principals.  Based on the MLQ results principals were stratified into categories as having high or low levels of transformational leadership qualities.  Ten teachers were then selected for in depth interviews.  For one of the qualitative components teachers from ten schools were selected of in-depth interviews.  Five of the teachers worked with principals that were characterized as highly transformational and five worked with teachers that were characterized as low in transformational leadership attributes (one subsequently withdrew from the study).  The data interpretation allowed for stating that teachers strongly preferred principal behaviors that aligned with selected aspects of transformational leadership

A Workshop to Incorporate Language Development in Teaching Reading

It is the purpose of this paper to describe a workshop designed to teach elementary school teachers how to incorporate language development activities during reading instruction, particularly with children who have language-based reading difficulties

An Integrative Reading-Language Approach

This study sought to determine whether third-grade children identified as poor readers (6-12 mos. delay) were able to improve their reading performances after being provided instruction using an integrated reading-language approach. It was speculated that the basis for some or most reading difficulties were language problems resulting from deficiencies in constructing meaning from a spoken or printed message, difficulty understanding and/or remembering the message proposition(s), and incongruities between a child\u27s knowledge of language and linguistic information presented

An Informal Reading--Language Test

Professionals working with children who need help in language development and reading have reported a positive relationship between reading performance and the development of language skills (Mattingly, 1972; Goodm3n, reported in Gutknecht and Keenan, 1978; Berger, 1978; Semel and Wiig, 1975; Stark, 1975). Semel and Wiig (1975) report that many reading problems are due to a child I s difficulty or inability to understand the ideas being expressed by complex syntactic structures, and Rupley (1974) states that problems in understanding the vocabulary used in reading texts may contribute to reading problems. The relationship and parallelism between reading and language development becomes more evident when considering some of the the correlates that can have an effect on either or both of them: auditory or visual preceptual problems; motivation. Although such correlates are not synonymous with etiologies for poor developmental reading skills, they are conditions often accompanying an inability to read (Kirk, Kliebhan and Lerner, 1978)

Integrating Language Activities into Reading Instruction

This study determines if second grade children, who have been identified as having possible listening comprehension problems and language deficiencies, demonstrate improved reading performance with an integrated reading-language treatment approach. A quasi-experimental design included sixteen children in the experimental group and nineteen subjects in the control group. Six operationally defined language behaviors were studied during eleven weeks of treatment. the data were interpreted to imply that certain aspects of an integrative reading-language approach were effective for reading instruction

Trends in the Financing of United States Medical Schools: 1970-1999

We examined 30-year trends in the financing of allopathic medical schools in the United States using data from the Annual Medical School Questionnaire administered to United States medical schools. We calculated relative proportions for total revenues derived from different sources. Federal support for teaching/training/public service represented 18.8% of total revenues in 1970-1971, but only 0.3% of total revenues in 1998-1999. The proportion of revenues derived from state/localgovernment appropriations also declined across this period. In contrast, the proportion of revenues derived from medical services increased substantially. The proportion of revenues derived from tuition/fees, gifts, and endowments remained constant