ADMINISTRATIVE LEADERSHIP TEAMS AND IMPACTS ON CAMPUS CULTURE AS MEASURED BY COLLABORATION, DECISION MAKING, CONFLICT, COMMUNICATION, FAVORITISM, AND CONFIDENCE

The impact of micropolitics between members of school administrative leadership teams and the effect that these interactions and relationships have on the culture, climate, and academic achievement of students in a middle school is an area of organizational research that has not been thoroughly studied. To meet the increasingly complex duties and responsibilities facing school leadership today, schools have shifted the leadership model from that of a single authoritative leader making all decisions on the campus to a more collaborative, shared leadership model where a team of administrators share leadership responsibilities and make decisions in a collaborative manner. A descriptive analysis of student and teacher demographic data, a comparative analysis of school improvement plans, and a review of disciplinary data was performed for each school. A three-year longitudinal analysis of STAAR results was made to determine the level of student achievement realized on each campus with results scaled to state averages for each year to control for the variation in scores from year to year. Using an open-ended semi-structures interview protocol, an investigation of the perceived quality of micropolitical conversations occurring within the administrative leadership teams of three middle schools was performed to ascertain the quality of the interactions, the proficiency of communication, how conflicts were resolved, and the ability of the team to build trust by maintaining confidentiality of sensitive information. Department coordinators were interviewed to learn their perceptions of the level of confidence that they had in the administrative leadership team, the level of support they received from the administration, and administrative expectations for instruction, grading, and performance on STAAR. A review of generic school improvement plans was conducted to learn the issues that each campus had identified as areas for growth and improvement. Demographic data, and STAAR results were aligned with interview findings to determine if positive micropolitical relationships between the members of the campus the administrative leadership team had a positive impact on the culture and climate of the school, with a positive impact on student achievement. Findings revealed that while positive micropolitical conversations occurring between the members of the administrative leadership team produced positive effects on the climate of the school, the leadership style of the principal had the greatest impact on micropolitics, school culture, climate, and student achievement. Three leadership styles were identified in this study: traditional managerial, collaborative, and empowerment. The campus organizational structure preferred by the traditional managerial principal was a well-defined hierarchy, allowing for clearly communicated expectations of teachers and students that resulted in a high degree of academic success. The principal at the collaborative campus focused primarily on process, nurturing a positive campus climate, and encouraging all teachers to offer feedback in decision making process. Process took priority at the expense of the communication of clear campus culture, limiting student achievement. On the empowered campus, the culture, and climate were dependent personal trusting relationships with the principal, often resulting in an inconsistency of policy. Regardless of these inconsistencies, the campus experienced positive student achievement

The Significance of Teacher Mastery of Student Psychology in Teaching and Learning Process

This study discusses teacher mastery of students psychology in Learning process. Forms of the Student's (spiritual) Psychological Aspects Intelligence/level of Student Intelligence is the ability to react / adapt to the environment student attitude It is a tendency to respond in a relatively constant manner to all objects of people, goods, etc, both positively and negatively. The Role of teachers in fostering student Psychology important psychological factor in achieving learning success, every prospective teacher/professional teacher needs to have knowledge and understanding of intelligence so that they can understand the level of intelligence of their students. it can be interpreted that the role of the teacher in coaching students' psychology which includes internal aspects (intelligence, talents, attitudes, interests and motivation) as well as external aspects of students are very important

Lexical competition in young children's word learning

In two experiments, 1.5-year-olds were taught novel words whose sound patterns were phonologically similar to familiar words (novel neighbors) or were not (novel nonneighbors). Learning was tested using a picture-fixation task. In both experiments, children learned the novel nonneighbors but not the novel neighbors. In addition, exposure to the novel neighbors impaired recognition performance on familiar neighbors. Finally, children did not spontaneously use phonological differences to infer that a novel word referred to a novel object. Thus, lexical competition—inhibitory interaction among words in speech comprehension—can prevent children from using their full phonological sensitivity in judging words as novel. These results suggest that word learning in young children, as in adults, relies not only on the discrimination and identification of phonetic categories, but also on evaluating the likelihood that an utterance conveys a new word

Engaged Environmental Citizenship

The topic of this book, engaged environmental citizenship, is a 'big idea'. It raises many issues about democracy; governance; consumer society; how people, their environments and ecology are connected; and how we can take better account of ecological realities and minimise environmental impacts. Environmental and natural resource issues need to be addressed at a range of scales and by many different people. They can seldom be solved without concerted, coordinated and cooperative action. Some people who become involved do so in a professional capacity. Others are involved because of the citizenship obligations they feel and their care for the common good. Many government programs rely on the voluntary expression of environmental or corporate citizenship, as do community-based environmental movements. What then do we mean by 'environmental citizens'? How and why do people and organisations become these kinds of citizens? How can they engage with critical environmental issues and make a difference? What gets in their way? These are the kinds of questions this book addresses

Near-infrared spectroscopy for functional studies of brain activity in human infants: promise, prospects, and challenges

A recent workshop brought together a mix of researchers with expertise in optical physics, cerebral hemodynamics, cognitive neuroscience, and developmental psychology to review the potential utility of near-IR spectroscopy (NIRS) for studies of brain activity underlying cognitive processing in human infants. We summarize the key findings that emerged from this workshop and outline the pros and cons of NIRS for studying the brain correlates of perceptual, cognitive, and language development in human infants

Wildlife and world views: Australian attitudes toward wildlife

Research in a number of western and non-western cultures suggests there are only a limited number of basic orientations toward other species. In the broadest sense, these can be related to fundamental cultural assumptions about what the world is like - world views, world metaphors or cosmologies —and how other species are represented as a result of these assumptions. In this paper we explore our topic in relation to two cultural traditions - those of Aboriginal Australians and Anglo-Australians. We discuss how the differing world views represented in these cultures relate to wildlife attitudes. Aboriginal society before British setdement of Australia shared a substantial consensus about what other animals were like and what was acceptable or unacceptable behavior toward animals. This is reflected in the Aboriginal concept of \u27country\u27, Aboriginal totemic systems, and the responsibilities Aboriginal people have by virtue of \u27belonging to country\u27. By contrast, Anglo-Australian society, with its roots in a diverse Greco- Roman philosophical tradition now spread around the world, and highly fragmented into subcultures, shows litde agreement about appropriate behavior towards other species. Not only this, but the often abstract and distanced nature of western interests in wildlife means that many Anglo- Australians, particularly those living in urban areas, have no personal connections to or responsibilities for wildlife in place or in country. We also discuss how the different cultural categories and conceptions of wildlife used by Aboriginal and Anglo-Australians influence their attitudes and behavior. In particular we discuss the terms \u27native\u27, \u27exotic\u27 and \u27feral\u27. As a specific example, we consider attitudes toward the feral cat in Australia and how they differ between the two cultural systems. In conclusion, we compare wildlife management concepts in the two cultures

An overview of the involvement of women in fisheries activities in Oceania

Role of women, Fisheries, Oceania,

Özel gereksinimli bireylere matematik öğretiminde somut-yarı somut soyut öğretimin kanıta dayalı uygulama olarak belirlenmesi

Introduction: This study aimed to evaluate whether Concrete-Representational-Abstract (CRA) teaching practices adopted in teaching mathematical skills to individuals with special needs were evidence-based. Method: In this study, the analysis processes of the studies published in national and international sources between 1980 and 2020 were completed in line with descriptive analysis standards and standards for being evidence-based. As a result of the first search, a total of 52 studies were reached. Of these studies, 21 studies that met the inclusion criteria were included in the descriptive analysis process. Afterward, these studies were evaluated methodologically by considering the quality indicators for single-subject research designs. Seventeen studies that met all the quality indicators were included in the visual and meta-analysis process. Findings: According to the descriptive analysis results, it was observed that studies were mostly conducted between 2011 and 2019 and were often carried out on children with specific learning disabilities. Concerning methodological characteristics, it was seen that the multiple probe design across participants was frequently used as the research design, and subtraction with regrouping problem-solving skills in the field of problem-solving and multiplication skills in the field of four operations skills were included as dependent variables. The CRA strategy is observed to be often presented by the direct instruction method and supported by the RENAME strategy. Graphical analysis was used in all the studies reviewed. However, statistical analyses were not included in all studies. When the findings regarding evidence-based evaluation were examined, a positive effect was observed in 16 out of 17 studies meeting all the quality indicators. In meta-analysis studies, the results of PND and Tau-U effect size analysis are detailed under the Results heading. Discussion: These results demonstrate that CRA instruction is an evidence-based practice. The results obtained were discussed in line with the literature, and recommendations were made to researchers and intervention agents.Giriş: Bu çalışmada özel gereksinimli bireylere matematik becerilerinin öğretiminde Somut-Yarı Somut-Soyut (SY-YS-S) öğretim uygulamalarının kanıta dayalı olma durumunun değerlendirmesi amaçlanmaktadır. Yöntem: Bu çalışmada, 1980-2020 yılları arasında ulusal ve uluslararası kaynaklarda yayımlanan çalışmaların, betimsel analiz ve kanıta dayalı olma standartlarına göre analiz süreçleri gerçekleştirilmiştir. İlk taramalar sonucunda toplamda 52 çalışmaya ulaşılmıştır. Bu çalışmalardan dâhil etme ölçütlerini karşılayan toplam 21 çalışma betimsel analiz sürecine dâhil edilmiştir. Ardından, tek-denekli araştırmalar için belirlenmiş olan niteliksel ölçütler dikkate alınarak bu çalışmalar yöntemsel açıdan değerlendirilmiştir. Niteliksel ölçütlerin tamamını karşılayan 17 çalışma görsel ve meta-analiz sürecine alınmıştır. Bulgular: Betimsel analiz bulgularına göre, çalışmaların 2011-2019 yılları arasında yoğunlaştığı ve sıklıkla özel öğrenme güçlüğü olan çocuklara yönelik gerçekleştirildiği görülmüştür. Yöntemsel özelliklere bakıldığında; araştırma deseni olarak sıklıkla denekler arası yoklama denemeli çoklu yoklama modelinin kullanıldığı; bağımlı değişken olarak problem çözme alanında en çok onluk bozma gerektiren çıkarma işlemi içeren problemleri çözme becerisi ve dört işlem becerileri alanında ise sıklıkla çarpma işlemi becerisine yer verildiği görülmüştür. S-YS-S stratejisinin sıklıkla doğrudan öğretim yöntemi ile sunulduğu ve RENAME stratejisi ile desteklendiği görülmektedir. İncelenen araştırmaların tümünde grafiksel analiz kullanılmış; ancak istatistiksel analizlere tüm çalışmalarda yer verilmemiştir. Kanıta dayalı değerlendirmeye ilişkin bulgulara bakıldığında, niteliksel ölçütlerin tamamını karşılayan 17 çalışmadan 16’sında olumlu etki görülmüştür. Meta-analiz çalışmalarında, ÖVY ve TauU etki büyüklüğü analiz sonuçları ise bulgular başlığında ayrıntılandırılmıştır. Tartışma: Elde edilen bu bulgular, S-YS-S öğretiminin kanıta dayalı bir uygulama olduğunu gösterir niteliktedir. Elde edilen bulgular alanyazın dikkate alınarak tartışılmış, araştırmacılara ve uygulamacılara önerilerde bulunulmuştur