Transformational Teacher Leadership in Rural Schools

In this paper, the author explores the rural school context and its teacher leaders as a third transformational leadership prototype adding to Leithwood and Jantzi’s (1999) two transformational leadership prototypes of females and new teachers in the elementary school. The author helps illuminate new understanding of rural schools and their highly interactive decision making styles where teacher leaders are a source of creativity development of unique forms of leadership. If researchers focus on teachers as leaders in rural schools, specifically those who operate outside of traditional leadership roles, there exists a promising area of new understanding for educational leadership as transformational teacher leadership

Third Grade and Concurrent Predictors of Engagement and Achievement in Reading

Theoretical models of learning highlight the role of engagement. The current investigation assessed the role of self-concept, locus of control, internalizing and externalizing behavior problems, and self-perceived interest and competence in reading in reading achievement. Using data from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K), longitudinal (third grade) predictors of eighth grade reading achievement and motivation, and concurrent predictors of eighth grade reading achievement were analyzed. Regression modeling revealed that self-perceived interest and competence in reading, behavior problems, self-concept, and locus of control were weak predictors of reading achievement, both longitudinally and concurrently. Socioeconomic status and third grade reading achievement were the strongest predictors of eighth grade reading achievement. These findings highlight the importance of early intervention for reading deficits, especially for children of low socioeconomic status

Practicum Teachers’ Perceptions of Success in Relation to Self-Efficacy (Perceived Competence)

How do student teachers gain confidence in their teaching abilities as part of their school-based practicum experience while increasing their self-efficacy from the successes of their practicum? To understand this question better, we explored preservice teachers’ post-practicum accounts of experiences of success in relation to efficacy (Bandura, 1977, 1982) with some reflection on motivational perspectives as found in self-determination theory (Ryan & Deci, 2000). Of particular interest are the findings that illuminate the views of post-practicum students toward the formative importance of school cooperating teachers, principals, and vice-principals and their lack of reference to university-based supervisors. Of more general interest are possible connections that support the need for a better understanding of intrinsic and extrinsic motivation in relation to perceived competence (self-efficacy) for novice teachers

Microbial Gut Diversity of Africanized and European Honey Bee Larval Instars

The first step in understanding gut microbial ecology is determining the presence and potential niche breadth of associated microbes. While the core gut bacteria of adult honey bees is becoming increasingly apparent, there is very little and inconsistent information concerning symbiotic bacterial communities in honey bee larvae. The larval gut is the target of highly pathogenic bacteria and fungi, highlighting the need to understand interactions between typical larval gut flora, nutrition and disease progression. Here we show that the larval gut is colonized by a handful of bacterial groups previously described from guts of adult honey bees or other pollinators. First and second larval instars contained almost exclusively Alpha 2.2, a core Acetobacteraceae, while later instars were dominated by one of two very different Lactobacillus spp., depending on the sampled site. Royal jelly inhibition assays revealed that of seven bacteria occurring in larvae, only one Neisseriaceae and one Lactobacillus sp. were inhibited. We found both core and environmentally vectored bacteria with putatively beneficial functions. Our results suggest that early inoculation by Acetobacteraceae may be important for microbial succession in larvae. This assay is a starting point for more sophisticated in vitro models of nutrition and disease resistance in honey bee larvae

Assessment of United States Department of Agriculture Food Safety Inspection Service Humane Handling Enforcement Actions: 2018–2020

Federally inspected slaughter establishments in the United States must adhere to the Humane Methods of Slaughter Act and regulations that enforce it. Failure to comply with this law results in a Humane Handling Enforcement Action (HHEA) issued by the United States Department of Agriculture Food Safety Inspection Service (USDA FSIS). The objective of this study was to systematically analyze and describe HHEAs issued between 2018 and 2020. Enforcement action notification letters were accessed from the USDA FSIS website and date, location, regulatory action, reason for noncompliance, species, and follow up action for each HHEA was recorded. Summary statistics (proportions and percentages) were calculated for the entire population dataset. Between 2018 and 2020, FSIS issued 293 HHEAs; 109 in 2018, 85 in 2019, and 99 in 2020. The majority of HHEAs (64.16%; 188 of 293) were related to the mechanical stunning of bovine (39.93%; 117 of 293) and porcine (24.23%; 71 of 293) species. The majority (50.23%; 107 of 213) of causative reasons for mechanical stun failure across all species were not clearly described; however, of those that were, most (39.12%; 68 of 213) were related to the placement of mechanical stuns. Addressing these issues through improved training and research would help to reduce the total number of HHEAs. Additional detail in reporting the events that result in HHEAs from USDA FSIS would aid in guiding corrective actions on an industry-wide scale