Principals, Trust, and Cultivating Vibrant Schools

Although principals are ultimately held accountable to student learning in their buildings, the most consistent research results have suggested that their impact on student achievement is largely indirect. Leithwood, Patten, and Jantzi proposed four paths through which this indirect influence would flow, and the purpose of this special issue is to examine in greater depth these mediating variables. Among mediating variables, we assert that trust is key. In this paper, we explore the evidence that points to the role that faculty trust in the principal plays in student learning and how principals can cultivate trust by attending to the five facets of trust, as well as the correlates of trust that mediate student learning, including academic press, collective teacher efficacy, and teacher professionalism. We argue that trust plays a role in each of the four paths identified by Leithwood, Patten, and Jantzi. Finally, we explore possible new directions for future research

Differential gene expression and genomic patient stratification following left ventricular assist device support

AbstractObjectivesWe sought to determine whether mechanical unloading of the failing human heart with a left ventricular assist device (LVAD) results in significant changes in overall left ventricular gene expression.BackgroundMechanical circulatory support by LVAD in end-stage human heart failure (HF) can result in beneficial reverse remodeling of myocardial structure and function. The molecular mechanisms behind this salutary process are not well understood.MethodsLeft ventricular samples from six male patients were harvested during LVAD placement and subsequently at the time of explantation. Cardiac gene expression was determined using oligonucleotide microarrays.ResultsPaired ttest analysis revealed numerous genes that were regulated in a statistically significant fashion, including the downregulation of several previously studied genes. Further statistical analysis revealed that the overall gene expression profiles could significantly distinguish pre- and post-LVAD status. Interestingly, the data also identified two distinct groups among the pre-LVAD failing hearts, in which there was blind segregation of patients based on HF etiology. In addition to the substantial divergence in genomic profiles for these two HF groups, there were significant differences in their corresponding LVAD-mediated regulation of gene expression.ConclusionsSupport with an LVAD in HF induces significant changes in myocardial gene expression, as pre- and post-LVAD hearts demonstrate significantly distinct genomic footprints. Thus, reverse remodeling is associated with a specific pattern of gene expression. Moreover, we found that deoxyribonucleic acid microarray technology could distinguish, in a blind manner, patients with different HF etiologies. Expansion of this study and further development of these statistical methods may facilitate prognostic prediction of the individual patient response to LVAD support

What exactly do RCT findings tell us in education research?

This is the author accepted manuscript. The final version is available from Wiley via the DOI in this record.The paper addresses issues related to whether null RCT findings can by themselves be a secure indicator of programme failure. This is done by drawing on the findings of the evaluation of the Integrated Group Reading (IGR) programme using a number of teacher case studies. The case studies illustrate how the same intervention can be implemented differently in local circumstances, with different outcomes. The different ways in which IGR was implemented reflect how teachers experienced the pressures of the national curriculum, their attitudes to the IGR approach to reading, the school ethos and the resources and support available – and point to how IGR use might be enhanced to result in more significant reading gains. The paper argues that in addition to the statistical findings evaluators ought to pay attention to the context in which a programme is implemented, especially when it comes to complex interventions trialled in real classrooms. It is also concluded that it is preferable to avoid asking whether a programme works or not for all and under any circumstances. A focus on the different ways that programmes work under different circumstances and when implemented by different people is a more useful perspective. This might not provide the certainty that policy makers would likely opt for, but it captures more the complexity associated with teaching programme evaluation.The IGR project has been funded by the Nuffield Foundation. The views expressed are those of the authors and not necessarily those of the Foundation

The early childhood generalized trust belief scale

The study was designed to develop and evaluate the Early Childhood Generalized Trust Belief Scale (ECGTBS) as a method of assessing 5-to-8-year-olds’ generalized trust. Two hundred and eleven (103 male and 108 female) children (mean age 6 years and 2 months at Time 1) completed the ECGTBS twice over a year. A subsample of participants completed the ECGTBS after two weeks to assess the scale’s test-retest reliability. Exploratory and confirmatory factor analyses confirmed that the ECGTBS assessed the expected three factors: reliability, emotional trust, and honesty with item-pairs loading most strongly on their corresponding factor. However, the ECGTBS demonstrated low to modest internal consistency and test-retest reliability which indicates a need for further development of this instrument. As evidence for the convergent validity of the ECGTBS, the reliability and emotional trust items were associated with the children’s trust in classmates at Time 2. Concurrent asymmetric quadratic relationships indicated the importance of midrange generalized trust. Specifically, children with very high generalized trust experienced greater loneliness and children with very low generalized trust had fewer friendships than children with midrange trust

Young children's interpersonal trust consistency as a predictor of future school adjustment

Young children’s interpersonal trust consistency was examined as a predictor of future school adjustment. One hundred and ninety two (95 male and 97 female, M age = 6 years 2 months, SD age = 6 months) children from school years 1 and 2 in the United Kingdom were tested twice over one-year. Children completed measures of peer trust and school adjustment and teachers completed the Short-Form Teacher Rating Scale of School Adjustment. Longitudinal quadratic relationships emerged between consistency of children’s peer trust beliefs and peer-reported trustworthiness and school adjustment and these varied according to social group, facet of trust, and indictor of school adjustment. The findings support the conclusion that interpersonal trust consistency, especially for secret-keeping, predicts aspects of young children’s school adjustment

A Case Study Demonstrating the Use of Appreciative Inquiry in a Financial Coaching Program

This article presents a case study of Appreciative Inquiry applied to client work within the context of a solution-focused, financial coaching model. Appreciative Inquiry (AI) is a process –a generative process—wherein a client envisions, describes, and constructs a new meaning or reality through structured questions and answers, and then designs a way to get there (to their destiny). The origins, tenants, and applications of AI approach are described, followed by a real case study involving the utilization of this approach to facilitate a client’s overcoming of a specific, maladaptive money script. The article provides implications for financial practitioners and a foundation for future experimental research on the effectiveness of the AI approach in financial coaching

A social relations analysis of young children's trust in their peers across the early years of school

Two hundred and five (103 female and 102 male) children enrolled in school years 1 and 2 in the United Kingdom (mean age 6 years 1 month at Time 1) were tested twice over a 1-year period. The children reported the promise keeping and secret keeping behaviours of classmates (all peers and same-gender peers) and provided friendship nominations (Time 2 only). Round robin social relations analyses for all peers and same-gender peers revealed: (a) perceiver variance, demonstrating consistent individual differences in trust beliefs in peers; (b) target variance, demonstrating consistent individual differences in eliciting trust from peers; and, (c) dyadic reciprocity, demonstrating reciprocal trust between individuals. Replicability across measures, stability, and cross-measure stability of these effects were found for all peers only. As hypothesised, the perceiver and target effects of trust were associated with the number of friendships. The findings support the concl usion that young children demonstrate multiple components of trust in dyadic relationships, which are associated with their social relationships

Examining the effect of teachers' adaptations of a middle school science inquiry-oriented curriculum unit on student learning

Reform based curriculum offer a promising avenue to support greater student achievement in science. Yet teachers frequently adapt innovative curriculum when they use them in their own classrooms. In this study, we examine how 19 teachers adapted an inquiry-oriented middle school science curriculum. Specifically, we investigate how teachers' curricular adaptations (amount of time, level of completion, and activity structures), teacher self-efficacy (teacher comfort and student understanding), and teacher experience enacting the unit influenced student learning. Data sources included curriculum surveys, videotape observations of focal teachers, and pre- and post-tests from 1,234 students. Our analyses using hierarchical linear modeling found that 38% of the variance in student gain scores occurred between teachers. Two variables significantly predicted student learning: teacher experience and activity structure. Teachers who had previously taught the inquiry-oriented curriculum had greater student gains. For activity structure, students who completed investigations themselves had greater learning gains compared to students in classrooms who observed their teacher completing the investigations as demonstrations. These findings suggest that it can take time for teachers to effectively use innovative science curriculum. Furthermore, this study provides evidence for the importance of having students actively engaging in inquiry investigations to develop understandings of key science concepts. © 2010 Wiley Periodicals, Inc., J Res Sci Teach 48: 149–169, 2011Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/79436/1/20399_ftp.pd