Distributed Leadership: Theorizing a Mindful Engagement Component

The distributive leader cannot influence organizational performance without taking into consideration the capabilities of team members to achieve a common goal (McIntyre, 2003; Harris, 2003). To leverage the capabilities of teams, distributive leaders need to be mindfully attentive in establishing a collective interpretation of the current organizational situation. However, establishing a collective interpretation may not be effective if distributive leaders do not initially consider the importance of creating group learning environments to engage diverse group members (Ashford & DeRue, 2012). The purpose of this integrative literature review is to explore theoretical and empirical research examining the potential of mindful engagement as a prospective component of distributed leadership. It considers the existing knowledge base on distributed leadership at the group level, addresses some assumptions and misconceptions associated with leadership practices across diverse groups, and highlights a few areas for further attention, including diverse groups in the workplace and leadership practices in group settings. The review concludes by proposing mindful engagement as a potential component of distributed leadership that could significantly enhance the future development of leadership practices in organizations

Designing Learning Spaces for Hispanic and Latino/a Knowledge to Emerge in Doctor of Education Programs

Shifts in demographic and cultural change in American society, particularly the growth of the Hispanic and Latino/a population, have shed light on inequalities in education and revealed institutional barriers to Hispanic learning in doctoral education programs. This best practice paper contextualizes Hispanic and Latino/a Learners (HLL) within scholar-practitioner programs, specifically in Doctor of Education programs. It historically addresses potential factors that may impact this population within that context based on the scholarly literature, history, and practice. Most importantly, it sets the tone for designing positive inclusive spaces and improving conditions for HLL knowledge to emerge in Doctor of Education programs

Brain Science and Parent-School Relationships in a Title 1 Elementary School in Massachusetts: A Basic Qualitative Study

Bandura\u27s (1977) social cognitive theory contends that people think, learn, and perform based upon a sum of personal (e.g., beliefs, emotions, behaviors), social (home-school relationships), and environmental (school culture). Also, research has already determined that collaboration between home and school leads to better children\u27s social-emotional learning (SEL) (August, Anderson, & Bloomquist, 1992; Cooper & Redfern, 2016; Grant & Ray, 2018). Thus, a basic qualitative research tradition was used to better understand elementary public-school parents\u27 perceptions of the impact of parent-school relationships on children SEL development in a Title 1 school in Massachusetts (MA). Thru the lenses of brain science, a broad research question guided the inquiry: What social and cultural factors, if any, may impact parent-school relationships in a Title 1 school in MA from a brain science perspective? The researchers used two forms of data collection: (a) open-ended interviews with five parents, and (b) field notes. The data was collected, transcribed, member checked, coded and thematically analyzed. Results indicated that all parents have a genuine interest and desire to support the social and emotional growth of their kids and establish good relationships with the school. The overreaching themes derived from the analysis indicated that the following may impact parent-school relationships: 1) lack of culturally sensitive information, 2) teachers\u27 attitudes and beliefs, and 3) rhetoric utilized in school communications (e.g., language and tone of school policies). Interestingly, the reflective process did not only allow parents to gain more expansive understandings of the major social and cultural challenges that hinder strong rapports with teachers, but also provided them with insightful suggestions for possible partnerships efforts such as, creating a communication effort, and creating a welcoming environment

Teaching And Designing Culturally Responsive Experiences Using Cross-Media Film in Higher Education

This paper examined the pedagogical use of cross-media film in higher education, as it highlighted cross-media in implementing a Culturally Responsive approach to enhance social justice learning in the classroom. The findings demonstrated the potential of cross-media film to engage learners through cultural relevance for the 21st century. The findings also considered that the Culturally Responsive approach may constitute a fourth pillar of the three epistemologies through research and suggestions for culturally responsive teaching practices

Leadership and Spirituality: Conceptualization, Definition and Future Directions in Higher Education

This conceptual paper addresses the increased need to better conceptualize and define leadership and spirituality in higher education. Over the past decade, empirical research related to spirituality and leadership has gained momentum and has attracted interest from scholars, worldwide. With the increasing diversity of cultures and beliefs, particularly in western societies, the academia\u27s acknowledgment of spirituality and leadership\u27s importance not only present potentialities but also to reveal challenges; since some researchers support a religion-based perspective of the concept, while others indicate that the concept goes beyond religiosity. Therefore, this systematic literature attempts to reconcile diverse viewpoints into a more cohesive conceptualization and definition in the higher education context

The Use of Film to Motivate Interest in Students with Learning Differences through Imagination and Diverse Thinking in Higher Education

This article examined the use of film in higher education to inspire imagination and motivate learning in students with learning differences. It highlighted the benefits of film in enhancing education and fostering imagination and diverse, critical thinking. The findings demonstrated that film is a pedagogical instrument that may assist students with learning differences to access the curriculum better, provide alternative forms of creative and meaningful expression, and develop self-awareness, empathy, and social justice

QualIM®: a software for training in the reading of digital medical images

OBJECTIVE: A software called QualIM® - Qualificação de Imagens Médicas was developed for training of practitioners in the interpretation of digital mammograms classified according to BI-RADS® categories, utilizing images manipulation tools on state-of-the-art displays. MATERIALS ANDMETHODS: A Delphi 7-based system stores data resulting from mammographic findings interpretation during the training, comparing them with a golden-standard data set. The database includes computed radiography, direct radiography and digitized images. The software converts computed radiography and direct radiography images into TIFF format, preserving their original spatial and contrast resolution. During the training, the images are manipulated with the aid of the software tools (zoom, inversion, digital rulers and others). Depending on the image complexity, up to eight mammographic views, six ultrasonography images and two anatomopathological images can be displayed. RESULTS: The training was initiated in 2007 and is currently included in the radiology residency program. Based on data entered by the practitioner, the software automatically generates a BI-RADS compliant text that is compared with a database. CONCLUSION: The QualIM software is a digital educational tool aimed at assisting practitioners in the recognition of visual patterns on mammographic images as well as in the interpretation of mammograms based on the BI-RADS classification.OBJETIVO: Foi desenvolvido um software denominado QualIM® - Qualificação de Imagens Médicas para treinamento de profissionais na interpretação de exames digitais de mamografias utilizando ferramentas de manipulação de imagens, em monitores específicos, classificadas em BI-RADS®. MATERIAIS E MÉTODOS: O sistema, desenvolvido em Delphi 7, armazena as respostas da interpretação de imagens mamográficas durante o treinamento e compara aos dados inseridos denominados padrão-ouro. O sistema contém imagens de computed radiography, direct radiography e digitalizadas. O software converte as imagens do computed radiography e direct radiography para o formato TIFF, mantendo as resoluções espacial e de contraste originais. Profissionais em treinamento manipulam o realce da imagem utilizando ferramentas de software (zoom, inversão, réguas digitais, outras). Dependendo da complexidade, são apresentadas até oito incidências mamográficas, seis imagens de ultra-som e duas de anatomopatológico. RESULTADOS: O treinamento iniciou em 2007 e atualmente faz parte do programa de residência em radiologia. O software compõe o texto, de forma automática, das informações inseridas pelo profissional, baseado nas categorias BI-RADS, e compara com a base de dados. CONCLUSÃO: O software QualIM é uma ferramenta digital de ensino que auxilia profissionais no reconhecimento de padrões visuais de uma imagem mamográfica, bem como na interpretação de exames mamográficos, utilizando a classificação BI-RADS.Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Universidade Federal de São Paulo (UNIFESP) Escola Paulista de Medicina Departamento de Diagnóstico por ImagemUniversidade Federal de São Paulo (UNIFESP) Escola Paulista de MedicinaUNIFESP, EPM, Depto. de Diagnóstico por ImagemUNIFESP, EPMSciEL

Mindfulness and Well-Being: A Mixed Methods Study of Bilingual Guided Meditation In Higher Education

This mixed-methods study investigated the acceptability and outcomes of a mindful approach to teaching a foreign language in higher education institutions. The approach included Bilingual Guided Meditation (BGM®) in the classroom to reduce students’ anxiety and foster a positive mindset. The BGM program combines bilingual positive suggestions with guided meditation and relaxing background music. Results indicated that the BGM may reduce anxiety and can improve academic performance