Data Recovery and Analysis at the Texas State University Ticket Kiosk Project, Located at 41HY160, Spring Lake, Hays County, Texas

This report describes the results of data recovery-level archaeological investigations carried out under Texas Antiquities Permit No. 5938 at State Antiquities Landmark 41HY160. The purpose of the project was to offset the impact to cultural deposits at the site stemming from the installation of service utilities for a new restroom facility and ticket kiosk at The Meadows Center for Water and the Environment, (formerly the River Systems Institute) at Texas State University-San Marcos (TxSt). Sponsored by TxSt, the Center for Archaeological Studies excavated a 1×2 meter unit and monitored construction activities. Resulting cultural materials and other archaeological evidence were analyzed and are discussed in the report

Pamphlet to Accompany Geologic Map GMC-34: Geologic Map of the O’Neill 1º x 2º Quadrangle, Nebraska, with Configuration Maps of Surfaces of Formations

This map is necessarily generalized. It is based primarily on data from 7.5’ surficial geologic quadrangle maps of the map area prepared by the authors principally from 1991 to 2000, from Voorhies (unpub. data, 1974), as well as data from test-hole drilling done across the quadrangle by the Conservation and Survey Division, University of Nebraska, and its cooperators over many years since the 1930s. For more detailed information, consult the geologic data files of the Conservation and Survey Division, School of Natural Resources, University of Nebraska-Lincoln. The quadrangle is mostly covered by vegetation and Holocene sediments. Limited good exposures of older sediments and bedrock occur usually in road cuts, in quarry and pit excavations, on valley sides, on stream and river cut banks, and in isolated erosional remnants on uplands. Users of this map should remember that the scale of the map is small and allows only a general picture of the geology of the quadrangle to be depicted. Users should check with the authors regarding specific sites and, if necessary, do field checks of these sites. As new data become available the authors intend to update the data sets used in preparation of this quadrangle text and maps and to issue refined versions, if necessary. The earliest geologic map that included part of the study area was published by Charles Lyell in 1845 (Diffendal, 1993). Other geologic maps at different scales that include all or parts of the map area are by Darton (1899, 1905), Condra (1908), Schulte (1952), Mendenhall (1953), Lampshire (1956), Burchett (1986), Weeks and Gutentag, (1981), Weeks and others (1988), Swinehart and others (1994), and Diffendal and Voorhies (1994). Geologic maps of adjacent areas in Nebraska and South Dakota include Burchett and others (1975), Burchett and others (1988), Diffendal (1991), and Souders (2000) for Nebraska and Stevenson and Carlson (1950, 1951), Baker and others (1952), Collins and French (1958), Schoon and Sevon (1958), Stevenson and others (1958), and Stevenson and others (1959) for parts of South Dakota. Detailed groundwater investigations and associated stratigraphic test drilling (of parts or all of the map area) were done by Darton (1905), Condra (1908), Reed (1944), Keech and Schreurs (1953, 1954), Cronin and Newport (1956), Reed (1957), Smith (1958), Newport (1959), Souders and Shaffer (1969), Souders (1976), Gutentag and Weeks (1980), Luckey and others (1981), Lawton and Hiergesell (1988), Weeks and others (1988), Pierce (1989), Rahn and David (1989), Burchett and Smith (1992), and Lackey and others (1995, 1998a, 1998b, 2000)

Using evidence-informed logic models to bridge methods in educational evaluation

Designs combining different types of data are increasingly used in educational evaluation, to provide both evidence of impact and an explanation of the processes by which impacts are created. Logic models are visual representations of how an intervention leads via a set of steps from resources and inputs to outputs and then sets of outcomes. Their use has become widespread to underpin evaluations; and they have become of more interest in education as they have been promoted by policy makers and funders including the Education Endowment Foundation (EEF) in England. This paper addresses the question: how can logic models be used to frame and implement educational evaluations using combinations of methods? To do so, the paper draws on theory-based evaluation literature to identify a set of issues to be considered: the role of implementation logic; causal mechanisms; the context of interventions; and the importance of considering and addressing issues around complexity. Using detailed examples from two study designs for EEF evaluations, the paper presents an evidence-informed logic model approach to deal with these issues. The paper concludes by reflecting on the practical and theoretical implications of this approach, laying out a set of key issues to address in future evaluations for which a design framed by an evidence-informed logic model may be appropriate

Teacher quality in the twenty first century: new lives, old truths

This chapter is based upon a keynote address to the first global teacher education summit, organised by Beijing Normal University in 2011, in which research across the world about influences which affect teachers' sense of professional identity, capacity for compassion, commitment, resilience and effectiveness long after they have graduated from their pre-service education and training programmes in universities and colleges were shared. The findings suggest that teaching pre-service students about how the conditions in which they work may enhance or diminish their capacity to teach to their best and how they might act to mediate these is a key part of the work of all teacher educators and an important focus for the work of educational researchers

The relationship between the perception of distributed leadership in secondary schools and teachers' and teacher leaders' job satisfaction and organizational commitment

This study investigates the relation between distributed leadership, the cohesion of the leadership team, participative decision-making, context variables, and the organizational commitment and job satisfaction of teachers and teacher leaders. A questionnaire was administered to teachers and teacher leaders (n=1770) from 46 large secondary schools. Multiple regression analyses and path analyses revealed that the study variables explained significant variance in organizational commitment. The degree of explained variance for job satisfaction was considerably lower compared to organizational commitment. Most striking was that the cohesion of the leadership team and the amount of leadership support was strongly related to organizational commitment, and indirectly to job satisfaction. Decentralization of leadership functions was weakly related to organizational commitment and job satisfaction

Gender politics in 21st century literacy reform

From 2001 to 2004 Education Queensland undertook significant literacy reform in schools through the Literate Futures Project. Research into the impact of this reform has revealed that significant demands were placed on women at all levels, from those producing resources to those leading change within schools. Although the reform was a government response to globalisation, many women were driven by a commitment to a collaborative approach to professional learning that addressed equity and improving educational outcomes for all students. But what was the cost of this commitment to the project? Failure to acknowledge the emotion work demanded by educational reform effectively silences women and the significant contribution they make. This paper examining a 21st century literacy reform draws on the work of Fraser and Boler to argue for gender justice and acknowledgement of emotion work

Understanding continuing professional development:The need for theory to impact on policy and practice

This article reflects on my 2005 article in this journal, entitled ‘Models of Continuing Professional Development: a framework for analysis’. Having been invited to reflect on the original article as part of Professional Development in Education’s 40th anniversary celebrations, I have taken the opportunity not only to reflect on the structure and content of the original framework, but also to position it within the current state of literature in the area of teacher professional learning. In so doing, this article proposes an updated framework for analysis, focusing more explicitly on the purpose of particular models than the categorisations of the models themselves. It then goes on to expand on this by considering how various aspects of continuing professional development policies might be analysed according to what they reveal about underlying perspectives on professionalism. The article concludes with some thoughts on how theory about teacher professional learning might better help us to understand policy and impact positively on practice

Place-based governance and leadership in decentralised school systems: evidence from England

Relatively few studies have explored the ways in which 'middle tier' institutional arrangements in education, such as school districts and local authorities, are responding to New Public Management reforms characterized by centralization, decentralization, marketization and disintermediation (Lubienski, 2014). This paper analyses these issues, drawing on governance (Tenbensel, 2017) and path dependency theories (Streeck and Thelen, 2005), together with evidence from five locality case studies in England (Greany and Higham, 2018; Greany, 2018). It finds that the process and impact of 'middle tier' disintermediation is uneven and often fraught, with significant implications for place-based coherence, equity and legitimacy. It shows how national hierarchical mechanisms work in concert to require and/or incentivise change across local school systems, most obviously by reducing the remit and capacity of traditional Local Authorities. This process can open up new opportunities for emerging and existing actors to work together through network and community forms of governance to counteract the negative impact of fragmentation, a process that Munby and Fullan (2016) dub 'middle out' change. However, responses and outcomes vary widely across the five localities and productive 'middle out' change is by no means a given, so the article analyses the processes at work and their impact across different contexts. It concludes by assessing implications for research, policy and practice in contemporary education systems