Culturally and linguistically-adapted school systems: A study of promising practices in odds-beating elementary schools

This multiple case study investigated characteristics of six elementary schools in New York State with statistically significant better performance outcomes among their English language learner (ELL) students. Through documentary evidence, classroom observations, and interviews with students, teachers, and administrators, a system-wide approach to adaptations that benefit ELL students was identified. These adaptations were evident in: (a) school cultures that embrace ideals of equity of opportunity and celebrate diversity; (b) school climates that evoke a sense of safety and welcome; and (c) processes and practices that support advocacy for ELLs and their families. While the schools shared these common characteristics, educators employed some unique approaches in rural, suburban, and urban schools, holding implications for policies that take into account contextual variances in schools and communities

System leadership development in children’s centres in the UK

Purpose: The situation of children today, their development and future is a key dimension of the sustainability agenda. This case study aims to explore the value of “system leadership” as a useful concept for children’s centre leadership. Leadership in children’s centres is an under researched and under-supported area. This paper makes a new contribution to this sector of leadership and, in turn, broadens the scope of attention to sustainability leadership. Design/methodology/approach: This paper uses case study as a methodology to convey the details of “system leadership” in Children’s Centres and enable the reader to assess the generalisability of the findings to their own context. Findings: The data highlighted that the participants were coping with volatility, uncertainty, complexity and ambiguity as leaders of Children’s Centres. Leaders developed “system leadership” skills through action research oriented leadership development, and this enhanced their agency. Practical implications: System leadership skills are effective in supporting leaders to cope with volatility, uncertainty, complexity and ambiguity and is applicable to Children’s Centres and beyond. Social implications: Leadership development enhances the sustainability of organisations, staff and the people that they work with – in this case children and families. Investment in leadership development is therefore investment in the future of society. Originality/value: This case study identifies leadership practices in an understudied and under theorised context – Children’s Centres in the UK

Living Shoreline Design Guidelines for Shore Protection in Virginia’s Estuarine Environments

The Chesapeake Bay has about 10 million people living along its shores (Chesapeake Bay Foundation, 2017) and about 150,000 new people move into the Bay watershed each year. For communities along the shore, the continual shore retreat may be a problem. When land along the shore shows signs of erosion, property owners tend to address it. In the past, shore stabilization strategies generally were stone revetments or wood bulkheads. Though these strategies are effective at shore stabilization, they can create a disconnect between the upland and the water and typically provide few natural habitats along the shoreline. In the past 30 years, a more natural approach to shore stabilization, termed “living shorelines,” has used marshes, beaches, and dunes effectively to protect the shoreline along Virginia’s creeks, rivers, and bays. Numerous benefits result from this approach to shoreline management including creating critical habitat for marine plants and animals, improved water quality, and reduced sedimentation. In addition, most waterfront property owners enjoy a continuous connection to the water that allows for enhanced recreational opportunities. However, a recent analysis has shown that between 2011 and 2016 only 24% of the permits granted for shore protection were considered living shorelines (ASMFC, 2016). Since 2006, when the Virginia Department of Environmental Quality’s Coastal Zone Management Program held a Living Shoreline Summit, the use of this shore management strategy has been actively promoted. Providing educational programs for consultants and contractors who work in this field to ensure that they are familiar and comfortable with living shoreline strategies was one way to achieve this. As a result, funding was provided in 2010 and again in 2016 to develop living shoreline design guidance for shore protection and a contractor’s training course. In an effort to grow the number of contractors, local staff, and non-profit organizations who are familiar with correct living shoreline project design, the guidance and course have been updated. These guidelines are meant to address the need to educate consultants, contractors, and other professionals in the use of living shoreline strategies. It provides the necessary information to determine where they are appropriate and what is involved in their design and construction. The guidelines focus on the use of created marsh fringes but also touch on the use of beaches for shore protection. The guidelines were created for the Virginia portion of the Chesapeake Bay estuarine system (Figure 1-1) but may be applicable to other similar estuarine environments. These references and tools are for guidance only and should not replace professional judgments made at specific sites by qualified individuals

The Role of District and School Leaders\u27 Trust and Communications in the Simultaneous Implementation of Innovative Policies

This mixed-method multiple case study investigated nine elementary schools. Six “odds-beating schools, which serve relatively high numbers of economically disadvantaged children, achieved higher than predicted performance on state assessments when compared with three typically performing schools. The overarching research question guiding this study was: What forces, factors, and actors account for odds-beating schools\u27 better outcomes? The trust-communication connection provided one answer. Relational trust in odds-beating schools is an intraorganizational phenomenon, and it is accompanied by interorganizational trust (reciprocal trust). These two kinds of trust are accompanied by intraschool and district office-school communication mechanisms. Trust and communications are mutually constitutive as innovations are implemented. This connection is also an implementation outcome. When today\u27s innovation implementation initiatives reinforce this trust–communication connection, it becomes an organizational resource for future innovation implementation

Fermentation of calcium-fortified soya milk does not appear to enhance acute calcium absorption in osteopenic post-menopausal women

Ageing women may choose to drink soya milk to reduce menopausal symptoms. As fermentation enriches soya milk with isoflavone aglycones, its beneficial qualities may improve. To reduce osteoporotic risk, however, soya milk must be Ca enriched, and it is not known how fermentation affects Ca bioavailability. A randomised crossover pilot study was undertaken to compare the Ca absorption of fortified soya milk with that of fermented and fortified soya milk in twelve Australian osteopenic post-menopausal women. The fortified soya milk was inoculated with Lactobacillus acidophilus American Type Culture Collection (ATCC) 4962 and fermented for 24 h at 37°C. Ca absorption from soya milk samples was measured using a single isotope radiocalcium method. Participants had a mean age of 54·8 (sd 12·3) years, with mean BMI of 26·5 (sd 5·5) kg/m2 and subnormal to normal serum 25-hydroxyvitamin D (mean 62·5 (sd 19·1) nmol/l). Participants consumed 185 kBq of 45Ca in 44 mg of Ca carrier. The mean fractional Ca absorption (α) from soya milk and fermented soya milk was 0·64 (sd 0·23) and 0·71 (sd 0·29), respectively, a difference not of statistical significance (P = 0·122). Although fermentation of soya milk may provide other health benefits, fermentation had little effect on acute Ca absorption

Trials and tribulations: understanding motivations for clinical research participation amongst adults with cystic fibrosis

In the context of understanding motivations for clinical research participation, many authors consider issues such as informed consent and how patients perceive the research method and process. However, many investigations focus only on one method of research, most commonly the randomised controlled trial. Understanding how chronically ill members of one specific patient group respond to all requests for research participation are rare. Cystic fibrosis (CF), a genetic condition whereby those affected are used to taking a wide array of treatments and attending a specialist care centre over many years, and are generally knowledgeable about their condition, represents an ideal case for investigating how staff requests for clinical research participation are accepted or declined. Using Bloor's systems of relevance framework for risk behaviour and risk reduction, specialist CF centre patients' motivations for participation or non-participation in clinical research can be understood. The framework takes into account two sets of conceptual oppositions: habituation and calculation, constraint and volition. These oppositions represent a range along a continuum of risk behaviour rather than being absolute distinctions. Decisions to participate are influenced mainly by the patient's state of health at the time of request, the nature of the trial and the social context within which sufferers are placed. Understanding why chronically ill patients refuse some requests and yet accept others may assist researchers in designing protocols that take these factors into account and achieve the desired numbers of participants whilst protecting those in vulnerable positions. © 2005 Elsevier Ltd. All rights reserved

Examining Service-Learning in a Graduate Physical Education Teacher Education Course

This study was designed to explore the impact of service-learning on graduate physical education teacher education students. Social-Cognitive Theory (Bandura, 1986; 1999) served as the framework to examine graduate student’s experiences in a service-learning program. Participants were graduate students (N =16) enrolled in a curriculum and instruction in physical education course at a major university in the southwest United States. The course’s service-learning component provided graduate students opportunities to teach physical activity to Hispanic-American and African-American children from low-socioeconomic backgrounds. Participant’s described their experiences through weekly reflections and discussions. Content analysis of data sources indicated that participation in the service-learning program strengthened graduate student’s efficacy for teaching, contributed to their acquisition of varied teaching strategies, and enhanced graduate students understanding of children living in low-income, minority households. Findings suggest service-learning can be a valuable pedagogy to infuse into graduate teacher education programs

Improving completeness of electronic problem lists through clinical decision support: a randomized, controlled trial

Background: Accurate clinical problem lists are critical for patient care, clinical decision support, population reporting, quality improvement, and research. However, problem lists are often incomplete or out of date. Objective: To determine whether a clinical alerting system, which uses inference rules to notify providers of undocumented problems, improves problem list documentation. Study Design and Methods: Inference rules for 17 conditions were constructed and an electronic health record-based intervention was evaluated to improve problem documentation. A cluster randomized trial was conducted of 11 participating clinics affiliated with a large academic medical center, totaling 28 primary care clinical areas, with 14 receiving the intervention and 14 as controls. The intervention was a clinical alert directed to the provider that suggested adding a problem to the electronic problem list based on inference rules. The primary outcome measure was acceptance of the alert. The number of study problems added in each arm as a pre-specified secondary outcome was also assessed. Data were collected during 6-month pre-intervention (11/2009–5/2010) and intervention (5/2010–11/2010) periods. Results: 17,043 alerts were presented, of which 41.1% were accepted. In the intervention arm, providers documented significantly more study problems (adjusted OR=3.4, p<0.001), with an absolute difference of 6,277 additional problems. In the intervention group, 70.4% of all study problems were added via the problem list alerts. Significant increases in problem notation were observed for 13 of 17 conditions. Conclusion: Problem inference alerts significantly increase notation of important patient problems in primary care, which in turn has the potential to facilitate quality improvement

Restoration of seagrass habitat leads to rapid recovery of coastal ecosystem services

There have been increasing attempts to reverse habitat degradation through active restoration, but few largescale successes are reported to guide these efforts. Here, we report outcomes from a unique and very successful seagrass restoration project: Since 1999, over 70 million seeds of a marine angiosperm, eelgrass (Zostera marina), have been broadcast into mid-western Atlantic coastal lagoons, leading to recovery of 3612 ha of seagrass. Well-developed meadows now foster productive and diverse animal communities, sequester substantial stocks of carbon and nitrogen, and have prompted a parallel restoration for bay scallops (Argopecten irradians). Restored ecosystem services are approaching historic levels, but we also note that managers value services differently today than they did nine decades ago, emphasizing regulating in addition to provisioning services. Thus, this study serves as a blueprint for restoring and maintaining healthy ecosystems to safeguard multiple benefits, including co-benefits that may emerge as management priorities over time