Liderazgo emocional

El Aprendizaje Social, Emocional y Académico se puede integrar a la cultura y clima del aula y de la escuela a través de una atención consciente hacia la enseñanza de habilidades directas pro-sociales y la creación de espacios de aprendizaje calidos y seguros para dar apoyo al mismo. Este seminario presentará la teoría y la práctica integral para llevarse a cabo este proceso. Se dará a conocer el trabajo de CASEL, La Colaboración para el Aprendizaje Académico, Social y Emocional, así como los criterios internacionales de este trabajo con ejemplos de los Estados Unidos, Colombia, España y México. También se hablará de un cambio de paradigma para el desarrollo profesional de los educadores de todos los niveles, que se necesita para sostener estos esfuerzos. El énfasis actual en la responsabilidad omite el bienestar social y emocional de nuestros niños. 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 niños a tener éxito en la vida. El compromiso del estudiante es aprender y esto incluye la incorporación de sus estados emocionales y sociales que son la base de su capacidad de prestar atención y adquirir el aprendizaje. Sabemos que los estudiantes en la escuela que incorporan un enfoque en el aprendizaje social y emocional y académico no sólo mejorar académicamente, sino también mejoran su conducta, asistencia y su capacidad de regularse a sí 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 Málaga. Campus de Excelencia Internacional Andalucía 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 leaders’ 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 study’s 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 leaders’ 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 candidates’ self-reported competencies directly related to leadership. Paired t-test comparisons of the means of Observer raters’ 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 Málaga. Campus de Excelencia Internacional Andalucía 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 courses’ 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 California’s 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 FANCM−/− 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 líderes : 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 centró en el impacto del entrenamiento en inteligencia emocional en el desarrollo de habilidades de liderazgo educativo. Usando un enfoque metodológico cuasi-experimental, se evaluó 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 basó en el marco de la inteligencia emocional de Daniel Goleman y también utilizó el Modelo de Habilidad de Mayer y Salovey. La muestra estuvo formada por 45 aspirantes a líderes de una universidad urbana de Nueva York. Las medidas de evaluación incluyeron el Inventario de Prácticas de Liderazgo (LPI) y el Inventario de Competencia Social Emocional (ESCI). Los resultados preliminares analizados mediante pruebas t de muestras pareadas mostraron diferencias positivas estadísticamente significativas en todas las variables del ESCI y el LPI. Un análisis posterior, con un diseño cuasi-experimental pre-postest, evaluó el efecto de la cohorte y la maduración. Los resultados mostraron diferencias positivas estadísticamente significativas en las cinco competencias de liderazgo del LPI, excepto en Desafío. La percepción de los futuros líderes escolares sobre sus competencias de inteligencia emocional, medida por ESCI, también demostró resultados positivos significativos en todas las variables, excepto en Autoconciencia