The evaluation of principals and the improvement of public elementary schools.

The purpose of this study is to determine how elementary principals are evaluated and the extent to which evaluation is considered a means for assisting elementary school principals to improve student learning. The four major research questions guiding this study are: What evaluation procedures do selected public schools use to evaluate the effectiveness of elementary school principals? What similarities and differences in procedures do selected school systems use to evaluate the effectiveness of elementary school principals? What ways do teachers in selected public schools use to evaluate elementary school principals? How are evaluations of elementary school principals in selected public schools used to improve student learning? The review of research and literature undertaken for this study described contemporary principal evaluation procedures and examined the role of parents, students, and teachers in the evaluation of elementary school principals. Data were gathered about principal evaluation procedures in interviews with fourteen public elementary school principals in demographically diverse schools in the state of Massachusetts. A content analysis of the principal evaluation procedures found in the data was conducted to determine whether school districts have documented principal evaluation procedures, the characteristics of the evaluation procedures that school districts are utilizing, the participants included in the evaluation of principals, and the procedures/similarities and differences in the evaluation procedures. This study analyzed the performance indicators included on principal evaluations and how they contributed to improving student learning. The data gathered in this research found that the participating principals supported the linkage of their evaluation to the improvement of student learning. Further, this research indicated that the participating principals were knowledgeable of their school district\u27s principal evaluation procedures and tat some school districts in Massachusetts are lacking documented principal evaluation procedures. Finally, this study proposes recommendations that may be useful to principal preparation programs and to assist school districts in strengthening principal evaluation procedures for improving student learning

CHOOSING ALTERNATIVES TO CONTAMINATED GROUND WATER SUPPLIES: A SEQUENTIAL DECISION FRAMEWORK UNDER UNCERTAINTY

In increasing numbers, communities that rely on groundwater for drinking supplies have discovered contamination from agricultural pesticides and herbicides, road salt, underground fuel storage, and septic systems. A variety of short- and long-run remedies are available with highly uncertain outcomes. An appropriate technique for solving a benefit-cost problem of this type is a sequential decision framework using stochastic dynamic programming procedures for solution. The approach is illustrated here by means of an application to the problem of the recent contamination of the groundwater of Whately, Massachusetts by the agricultural fumigant EDB and the pesticide aldicarb.Environmental Economics and Policy,

The Modern Skyscraper, 1931

This article details the history of The Philadelphia Saving Fund Society (PSFS) building, constructed through the partnership of William Lescaze and George Howe in 1932. The author argues the building to this day remains modern , displaying complexity and a varitey of color and materials. The building is also, the author says, the first skyscraper designed in the International Style. The author also examines the PSFS in the context of other tall buildings of the period, usually described as belonging to the Art Deco style

Assessing MyPlate Familiarity and Typical Meal Composition using Food Models in Children Aged 7-13

The Dietary Guidelines for Americans serve as a basis for developing federal nutrition education materials for the public, such as MyPlate. MyPlate is a visual cue that uses food groups as a guide to building healthy plates at mealtime. The objective of this study was to determine factors associated with child familiarity with MyPlate guidelines and to determine if typical meals met MyPlate guidelines using food models. A convenience sample of 250 children (aged 7-13 years) and their parent/guardian were recruited at a local science and history museum. Children viewed a picture of the MyPlate icon and were asked to identify the picture. Next, participants used a nine-inch plate to build a typical meal (meals that they would regularly consume) from a buffet of food and beverages models (>65 items to choose from). Research team members took photographs of the plates. A Registered Dietitian Nutritionist determined the percentage of plates that met MyPlate guidelines. Eighty-six percent of children recognized the MyPlate icon upon viewing the image; 7.6% could accurately identify the icon by name. When participants were asked to build a typical meal, however, only 3.43% met MyPlate guidelines. The results of this study suggest that despite being familiar with MyPlate, children built typical meals that did not meet MyPlate guidelines

Clinical learning experiences of healthcare professional students in a student-led clinical learning environment (SLCLE) – A mixed methods evaluation

Aim To evaluate healthcare professional (HCP) students clinical learning experiences’ whilst undertaking placements in a student-led clinical learning environment (SLCLE) and any changes in self-reported ratings of confidence. Background The English NHS Long Term Workforce Plan (2023) highlights the need to expand domestic education of HCPs to meet workforce shortages. The demand for quality clinical placements to support the preparation of HCP students remains a challenge globally. A creative solution has been the development of student-led learning clinical environments in healthcare settings. SLCLEs provide high-quality learning experience, increase clinical placement capacity whilst maintaining patient care standards. A multisite NHS Trust adopted this model as evidence suggests HCP students will be better prepared on qualification to adopt registered practitioner professional responsibilities. This model has been integrated across three hospital sites within a large teaching hospital, providing care for a diverse population and designed to accommodate students from a range of HCP disciplines and higher educational institutions. Design A mixed methods convergent design. MethodsAn online survey was administered to SLCLE allocated nursing and allied health profession (AHP) undergraduate and graduate-entry first, second and third-year students (n=132). Face to face focus groups/individual interviews were undertaken with a purposive sample of student participants (n=80) to evaluate their experiences of clinical learning in SLCLEs. Survey data were analysed using descriptive statistics and paired t-tests, interviews using framework method. Results Undergraduate and graduate-entry students from four UK universities completed the survey (n=132), 103 students (78 %) responded. Most were year 2 students (n=43/42 %), pursuing nursing programmes (n=82/80 %). Most considered the SLCLE met their expectations (n=76/74 %), reported increased confidence post-placement (n=84/82 %), felt supported by staff (n=80/78 %), peers (n=93/90 %) and clinical educators (n=93/90 %). Self-reported confidence scores post-SLCLE were significantly higher than pre-SLCLE. On-line pre-placement information was infrequently accessed yet identified as an omission. Four themes were identified: (i) preconceptions and initial anxiety; (ii) empowerment, growth and a unique learning experience; (iii) collaborative inter-professional learning and support; and (iv) insights and anticipations. Conclusions The SLCLE allocation enhanced students’ confidence and knowledge. Support from clinical educators, ward staff and doctors was perceived as invaluable for creating a positive learning culture. Peer support and opportunities to lead care delivery contributed to students’ professional development. The format and method for providing pre-placement information needs review as do strategies for avoiding delays in completing assessment documentation. Overall, the SLCLE experience offers much potential as a nurturing and effective learning environment for HCP students

Establishing and supporting educational research in engineering from a local and national perspective

This paper describes an action research approach to supporting an improvement in the educational research skills of engineering academics in the UK. Two engineering education centres based at Loughborough University (the engCETL which is funded to support academics based at the university and the Engineering Subject Centre which has a national remit) have worked collaboratively to develop resources, including guides, workshops and other events and have started to disseminate this work internationally. In response to an identified need to develop understanding and to facilitate collaborative opportunities, a Special Interest Group has been established that will promote high quality educational research and provide the UK voice for international research communities. This is work in progress and there will be further evaluation undertaken of the impact of these developments. The aim is to establish a selfsustaining community of researchers as there is limited funding for engineering education research in the UK

Meeting the needs of industry: the drivers for change in engineering education

This paper examines the drivers for change as engineering departments develop ‘experience-led degrees’ that aim to equip students with the employability skills needed by industry. The term ‘experience-led engineering degree’ came from the Sainsbury Review and is taken to mean components of an engineering degree that develop industry related skills and which may also include industry interaction. It presents the relevant findings from a study on how engineering degrees meet the needs of industry (Engineering graduates for industry). The study used a case study approach to address the research question: “How can we enhance a sustainable world-class higher education engineering sector that meets the graduate recruitment needs of industry?” Six case studies were developed that describe examples of experience-led components in engineering departments across England. A number of key messages emerged from the analysis of the case studies and this paper looks in detail at the drivers that lead to change within universities and discusses how these vary according to institutional missions and priorities. The case studies demonstrated examples of both wide-scale radical change and incremental small-scale change, with all cases showing the vital role played by learning and teaching champions in driving forward change at a departmental level and the importance of support from senior management. It is also recognised that responsibility for change must be shared between universities, industry and the funding bodies. Barriers to change have been identified and recommendations are made as to how change can be facilitated