58 research outputs found
Liderazgo emocional
El Aprendizaje Social, Emocional y AcadeÌmico se puede integrar a la cultura y clima del aula y de la escuela a traveÌs de una atencioÌn consciente hacia la enseñanza de habilidades directas pro-sociales y la creacioÌn de espacios de aprendizaje calidos y seguros para dar apoyo al mismo. Este seminario presentaraÌ la teoriÌa y la praÌctica integral para llevarse a cabo este proceso. Se daraÌ a conocer el trabajo de CASEL, La ColaboracioÌn para el Aprendizaje AcadeÌmico, Social y Emocional, asiÌ como los criterios internacionales de este trabajo con ejemplos de los Estados Unidos, Colombia, EspanÌa y MeÌxico. TambieÌn se hablaraÌ de un cambio de paradigma para el desarrollo profesional de los educadores de todos los niveles, que se necesita para sostener estos esfuerzos.
El eÌnfasis actual en la responsabilidad omite el bienestar social y emocional de nuestros ninÌos. La escuela se ha convertido en un lugar para pasar pruebas, en lugar de un lugar para desarrollarse como persona en su totalidad y para adquirir habilidades sociales necesarias que realmente prepararan a los ninÌos a tener eÌxito en la vida. El compromiso del estudiante es aprender y esto incluye la incorporacioÌn de sus estados emocionales y sociales que son la base de su capacidad de prestar atencioÌn y adquirir el aprendizaje.
Sabemos que los estudiantes en la escuela que incorporan un enfoque en el aprendizaje social y emocional y acadeÌmico no soÌlo mejorar acadeÌmicamente, sino tambieÌn mejoran su conducta, asistencia y su capacidad de regularse a siÌ mismos y de tomar decisiones y opciones saludables. El clima en la escuela es esencial para apoyar este tipo de aprendizaje. Un bueno modelo adulto produce curiosidad sobre el mismo y sus capacidades entre los estudiantes.Universidad de MĂĄlaga. Campus de Excelencia Internacional AndalucĂa Tech
Effectiveness of a Leadership Development Program that Incorporates Social and Emotional Intelligence for Aspiring School Leaders
Focus on social and emotional intelligence competencies to improve effective leadership has become commonplace in the corporate arena and is now considered by many a prerequisite to successful job performance and outcomes (Antonakis, Ashkanasy, & Dasborough, 2009; Grant, Curtayne, & Burton, 2009; Spence & Grant, 2007; Kampa-Kokesch & Anderson, 2001; McGovern, Lindemann, Vergara, Murphy, Barker, & Warrenfeltz, 2001). Only recently has a similar trend become recognized and more accepted in the field of education (Patti, Senge, Madrazo, & Stern, 2015; Patti, Holzer, Brackett, & Stern, 2014). Few studies exist that study the role that educational leadersâ social and emotional competencies in play in their job performance and effectiveness; none exist that explore such development with aspiring school leaders. This quasi-experimental pilot study evaluated the effectiveness of a post-graduate development program for aspiring school leaders that incorporates social and emotional intelligence based on the Goleman-Boyatzis model (Goleman, Boyatsis, & McKee, 2001) and inspired by the original concept of emotional intelligence (Salovey & Mayer, 1990). The interrelated social and emotional competencies explored in this study form four core clusters that include: 1) self-awareness, 2) self-management, 3) relationship management, and 4) social awareness (Brackett, Rivers, & Salovey, 2011; Goleman, 1996; Salovey & Mayer, 1990; Zins & Elias, 2007). This studyâs sample consisted of 32 aspiring leaders who participated in a post-graduate educational leadership program at a university in New York. The study evaluated whether or not there were any effects of focused social and emotional intelligence content and skills on aspiring leadersâ emotional intelligence (EI) and other related characteristics such as assertiveness, empathy, mental health, personality, and openness to experience. Post-tests on the various characteristics after one semester found no statistical significance in the tested variables. However, after two years, when the social and emotional intelligence competencies were post-tested (ESCI-U), there were significant findings in the student candidatesâ self-reported competencies directly related to leadership. Paired t-test comparisons of the means of Observer ratersâ scores did not find statistically significant differences in the competencies assessed. This article discusses these findings as well as the strengths and challenges of implementing social and emotional intelligence development within an aspiring school leaders program; finally, it provides recommendations for further program development and studies
Education review on educational leadership and emotional intelligence
The purpose of this systematic review is to explore the literature on emotional intelligence related to school leadership using Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. The authors searched the electronic databases of Eric education, PsycINFO, Scopus and Psychology Database to find relevant articles. They used search criteria to identify a total of 110 references. Using rigorous selection methods, 35 articles were systematically reviewed. The results revealed that emotional intelligence is key for effective leadership and that the most used skills/competences are self-awareness, self-management, and empathy. Additionally, the literature makes it clear that the extent to which the leader builds trusting relationships contributes greatly to the development of teacher satisfaction and performance. These findings can help to inform the design of successful pre-service programmes for aspiring leaders and in-service programmes for school principals. Limitations and future lines of research are discussed.Universidad de MĂĄlaga. Campus de Excelencia Internacional AndalucĂa Tech
Embodied Discourses of Literacy in the Lives of Two Preservice Teachers
This study examines the emerging teacher literacy identities of Ian and A.J., two preservice teachers in a graduate teacher education program in the United States. Using a poststructural feminisms theoretical framework, the study illustrates the embodiment of literacy pedagogy discourses in relation to the literacy coursesâ discourse of comprehensive literacy and the literacy biographical discourses of Ian and A.J. The results of this study indicate the need to deconstruct how the discourse of comprehensive literacy limits how we, as literacy teacher educators, position, hear and respond to our preservice teachers and suggests the need for differentiation in our teacher education literacy courses
The Vehicle, Spring 2003
Table of Contents
Knowledge of SelfGreg Baptistepage 4
Coleman 3371Amanda Beardpage 5
Mixed Messages (after Stephen Dunn)Colette Beausoleilpage6
Returning to RhythmAubrey Bonannopage 6
Pecan GroveNatalie Espositopage 7
Childhood\u27s EndRachael Harzinskipage 15
Unknown InfantAmanda Beard and Andy Kochpage 16
NeverRachael Harzinskipage 16
alone she sitsKrystal Heringpage 18
A Sketch of GrandmaKrystal Heringpage 19
Two HeadstonesAmanda Beard and Andy Kochpage 19
Shattuc, Summer 1995Andy Kochpage 20
Sky PoemAndy Kochpage 21
Wild Years (For: Tom)Scott E. Lutzpage 21
All Air, No Net!Lora Ann Neihartpage 22
The Evil ApostleJanet McGrathpage 23
DifferentRachel Seftonpage 27
Dear Insurance ExecutivePatti Smithpage 27
Dancing MusicJosh Sopiarzpage 28
The Picnic For LisaJosh Sopiarzpage 29
Today (an unusually warm and sunny winter day)Josh Sopiarzpage 30
Silver and NeonStanley (Buck) Weisspage 30
About the sacredness of dandruff, of peoples\u27 essences; or why I feared cleaning my father\u27s roomLevi Woollen-Dannerpage 32
In Boulder on a blustery day that reminded me I wasn\u27t running away from anythingLevi Woollen-Dannerpage 33
Biographiespage 35https://thekeep.eiu.edu/vehicle/1079/thumbnail.jp
Alfalfa Seed Decontamination in Salmonella Outbreak
Based on in vitro data, the U.S. Food and Drug Administration recommends chemical disinfection of raw sprout seeds to reduce enteric pathogens contaminating the seed coats. However, little is known about the effectiveness of decontamination at preventing human disease. In 1999, an outbreak of Salmonella enterica serotype Mbandaka occurred in Oregon, Washington, Idaho, and California. Based on epidemiologic and pulsed-field gel electrophoresis evidence from 87 confirmed cases, the outbreak was linked to contaminated alfalfa seeds grown in Californiaâs Imperial Valley. Trace-back and trace-forward investigations identified a single lot of seeds used by five sprout growers during the outbreak period. Cases of salmonellosis were linked with two sprout growers who had not employed chemical disinfection; no cases were linked to three sprout growers who used disinfection. This natural experiment provides empiric evidence that chemical disinfection can reduce the human risk for disease posed by contaminated seed sprouts
The FANCM:p.Arg658* truncating variant is associated with risk of triple-negative breast cancer
Abstract: Breast cancer is a common disease partially caused by genetic risk factors. Germline pathogenic variants in DNA repair genes BRCA1, BRCA2, PALB2, ATM, and CHEK2 are associated with breast cancer risk. FANCM, which encodes for a DNA translocase, has been proposed as a breast cancer predisposition gene, with greater effects for the ER-negative and triple-negative breast cancer (TNBC) subtypes. We tested the three recurrent protein-truncating variants FANCM:p.Arg658*, p.Gln1701*, and p.Arg1931* for association with breast cancer risk in 67,112 cases, 53,766 controls, and 26,662 carriers of pathogenic variants of BRCA1 or BRCA2. These three variants were also studied functionally by measuring survival and chromosome fragility in FANCMâ/â patient-derived immortalized fibroblasts treated with diepoxybutane or olaparib. We observed that FANCM:p.Arg658* was associated with increased risk of ER-negative disease and TNBC (OR = 2.44, P = 0.034 and OR = 3.79; P = 0.009, respectively). In a country-restricted analysis, we confirmed the associations detected for FANCM:p.Arg658* and found that also FANCM:p.Arg1931* was associated with ER-negative breast cancer risk (OR = 1.96; P = 0.006). The functional results indicated that all three variants were deleterious affecting cell survival and chromosome stability with FANCM:p.Arg658* causing more severe phenotypes. In conclusion, we confirmed that the two rare FANCM deleterious variants p.Arg658* and p.Arg1931* are risk factors for ER-negative and TNBC subtypes. Overall our data suggest that the effect of truncating variants on breast cancer risk may depend on their position in the gene. Cell sensitivity to olaparib exposure, identifies a possible therapeutic option to treat FANCM-associated tumors
Desarrollo de la Inteligencia Emocional y Social en un posgrado de liderazgo educativo: Percepciones de los aspirantes a lĂderes : Programa de Liderazgo en Inteligencia Emocional y Social
This exploratory study builds upon the need for scientific studies that measure the impact of emotional intelligence training on educational leadership skill development. Using a quasi-experimental methodological approach, the researchers evaluated the effectiveness of a course in emotional intelligence leadership development in a postgraduate leadership program taken during the program's first semester. The course was grounded in the framework of emotional intelligence by Daniel Goleman. It also utilized concepts and skills from the ability model of emotional intelligence. The sample consisted of 45 aspiring leaders in a New York urban university. The evaluation measures included the Leadership Practices Inventory (LPI) and the Emotional Social Competency Inventory (ESCI). The preliminary results conducted by paired sample t-tests showed positive statistically significant differences in all the variables of the ESCI and the LPI. Further analysis, with a quasi-experimental pre-posttest design, evaluated the effect of the cohort and maturation. Results showed positive statistically significant differences in all five leadership practices of the LPI, except in the practice of Challenge. Prospective school leaders' perception of their emotional intelligence competencies, measured by the ESCI, also demonstrated significant positive results in all variables except Self-Awareness.Este estudio exploratorio se centrĂł en el impacto del entrenamiento en inteligencia emocional en el desarrollo de habilidades de liderazgo educativo. Usando un enfoque metodolĂłgico cuasi-experimental, se evaluĂł la efectividad de un curso sobre desarrollo de liderazgo en inteligencia emocional durante el primer semestre de un programa de liderazgo de posgrado. El curso se basĂł en el marco de la inteligencia emocional de Daniel Goleman y tambiĂ©n utilizĂł el Modelo de Habilidad de Mayer y Salovey. La muestra estuvo formada por 45 aspirantes a lĂderes de una universidad urbana de Nueva York. Las medidas de evaluaciĂłn incluyeron el Inventario de PrĂĄcticas de Liderazgo (LPI) y el Inventario de Competencia Social Emocional (ESCI). Los resultados preliminares analizados mediante pruebas t de muestras pareadas mostraron diferencias positivas estadĂsticamente significativas en todas las variables del ESCI y el LPI. Un anĂĄlisis posterior, con un diseño cuasi-experimental pre-postest, evaluĂł el efecto de la cohorte y la maduraciĂłn. Los resultados mostraron diferencias positivas estadĂsticamente significativas en las cinco competencias de liderazgo del LPI, excepto en DesafĂo. La percepciĂłn de los futuros lĂderes escolares sobre sus competencias de inteligencia emocional, medida por ESCI, tambiĂ©n demostrĂł resultados positivos significativos en todas las variables, excepto en Autoconciencia
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