THE ROLE OF PRINCIPALS AS INSTRUCTIONAL LEADERS IN CLOSING THE ACHIEVEMENT GAP BETWEEN REGULAR EDUCATION AND SPECIAL EDUCATION STUDENTS IN A SUBURBAN SETTING

Abstract The purpose of this quantitative study was to determine if there is a relationship between the principal’s knowledge in special education and special education students making adequate yearly progress on the Oklahoma Core Curriculum Test (OCCT)/ End-of-Instruction test (EOI). Closing the achievement gap between regular education students and special education students is imperative. School administrators are becoming more concerned about the performance of their special education students (Gloeckler & Daggett, n.d.), and given the increased accountability that has placed administrators at high stakes and is continuing to be of grave concern. The three research questions asked whether there was a statistically significant relationship between principals’ years of experience, certification and their overall knowledge in special education in and the gap between regular education and special education students test scores. Conceptually, this study was framed around transactional and transformational leadership theories. Data were collected through the utilization of a descriptive survey. Demographic information, years of experience, certification and overall knowledge of special education were collected from principals to provide detailed information for the basis of analysis. The participants included 51 principals from five suburban 6A school districts located in Oklahoma. Data were analyzed using SPSS 24.0 for Windows. The results of this study were insightful despite the study revealing there was no statistically significant relationship between the data collected on principals and the gap between student test scores in the regular education and special education subgroups. This study contributes to education by providing recommendations to District Administrator and Site Administrators on how they can assist in increasing student achievement in the subgroup area of special education. Principals becoming instructional leaders and focusing on achievement of all students will make a remarkable difference in the academic achievement of students with special needs

Dyslexia : an investigation of teacher awareness in mainstream high schools

The main aim of this study was to assess teachers’ awareness levels of dyslexia, their perceptions of their ability to identify and manage dyslexia, and their perceptions of the adequacy of their pre-service and in-service training in dyslexia. The sample comprised teachers at 16 mainstream high schools in the Western Cape. A Likert type scale questionnaire was used to collect data that were analysed by means of a sign test of difference and a Kruskal-Wallis test of variance. The results indicated that teachers had adequate knowledge of dyslexia, believed they are able to identify and manage dyslexia, and believed that they received little or no pre-service and in-service training in dyslexia. The main conclusion that can be drawn is that teachers need on-going adequate pre-service and in-service training in the field of dyslexia.Department of PsychologyM.A. (Psychology

The Influence of the Local Neighbourhood Environment on Walking Levels during the Walking for Wellbeing in the West Pedometer-Based Community Intervention

We investigated the relationship between walking levels and the local neighbourhood physical environment during the Walking for Wellbeing in the West (WWW) randomised pedometer-based community intervention. Walking activity was recorded as step counts at baseline (n=76), and at 3 months (n=57), 6 months (n=54), and 12 months (n=45) post-intervention. Objective physical environment data were obtained from GIS datasets and street surveys conducted using the SWAT audit tool. Sixty-nine environment variables were reduced to eight environment factors using principal axis factoring, and the relationship between environment factors and (i) step counts, and (ii) the change in step counts relative to baseline, was examined using hierarchical multiple linear regression, controlling for age, gender, income, and deprivation. Five environment factors were significant predictors of step counts, but none were significant predictors of the change in step counts relative to baseline. None of the demographic variables included in the analysis were significant predictors at any stage of the study. Total variance explained by the environment ranged from 6% (P<0.05) to 34% (P<0.01), with lowest levels during the initial stages of the study. The physical environment appears to have influenced walking levels during the WWW intervention, and to have contributed to the maintenance of walking levels post-intervention

Astrocytes mediate synapse elimination through MEGF10 and MERTK pathways

To achieve its precise neural connectivity, the developing mammalian nervous system undergoes extensive activity-dependent synapse remodeling. Recently microglial cells have been shown to be responsible for a portion of synaptic remodeling, but the remaining mechanisms remain mysterious. Here we report a new role for astrocytes in actively engulfing CNS synapses. This process helps to mediate synapse elimination, requires the Megf10 and Mertk phagocytic pathways, and is strongly dependent on neuronal activity. Developing mice deficient in both astrocyte pathways fail to normally refine their retinogeniculate connections and retain excess functional synapses. Lastly, we show that in the adult mouse brain, astrocytes continuously engulf both excitatory and inhibitory synapses. These studies reveal a novel role for astrocytes in mediating synapse elimination in the developing and adult brain, identify Megf10 and Mertk as critical players in the synapse remodeling underlying neural circuit refinement, and have important implications for understanding learning and memory as well as neurological disease processes

Omega-3 Long-Chain Polyunsaturated Fatty Acids Intake by Ethnicity, Income, and Education Level in the United States: NHANES 2003-201414.

Although there are many recognized health benefits for the consumption of omega-3 (n-3) long-chain polyunsaturated fatty acids (LCPUFA), intake in the United States remains below recommended amounts. This analysis was designed to provide an updated assessment of fish and n-3 LCPUFA intake (eicosapentaenoic (EPA), docosahexaenoic acid (DHA), and EPA+DHA) in the United States adult population, based on education, income, and race/ethnicity, using data from the 2003-2014 National Health and Nutrition Examination Survey (NHANES) (n = 44,585). Over this survey period, participants with less education and lower income had significantly lower n-3 LCPUFA intakes and fish intakes (p \u3c 0.001 for all between group comparisons). N-3 LCPUFA intake differed significantly according to ethnicity (p \u3c 0.001), with the highest intake of n-3 LCPUFA and fish in individuals in the Other category (including Asian Americans). Supplement use increased EPA + DHA intake, but only 7.4% of individuals consistently took supplements. Overall, n-3 LCPUFA intake in this study population was low, but our findings indicate that individuals with lower educational attainment and income are at even higher risk of lower n-3 LCPUFA and fish intake