Leadership Strategies That Support the Reduction of Student Discipline Problems

AbstractThe problem addressed in this study is that, in a rural Title I public school in the Northeastern United States, administrators have struggled to implement leadership strategies to support the reduction of student discipline issues in the classroom. The purpose of the study was to investigate how administrators implement leadership strategies that are intended to reduce student discipline issues in the classroom. The conceptual framework was developed from DeMatthews’s leadership theory and Wachtel’s restorative justice theory, which describe systems intended to build and restore relationships in schools and thereby reduce conflicts. The research question explored how administrators implement leadership strategies that are intended to reduce the number of student discipline issues in the classroom. This basic qualitative study used data from interviews with eight administrators and seven classroom teachers from a rural K-8 public school district in the Northeast who have been in the district for 3 or more years and are directly involved with classroom discipline. The data analysis consisted of value coding and axial coding to find similar themes. The results indicated that when teachers and administrators worked together and developed meaningful relationships, a climate of trust was created, which helped teachers embrace change as they were part of the process. This collaboration produced viable solutions such as restorative practices to reduce discipline issues in the classroom. This study promotes positive social change by informing leadership procedures to increase school attendance and achievement, decrease intentional defiant behaviors and misconduct, and reduce in dropout rates. Additionally, school leaders could gain a deeper understanding of discipline approaches aimed to reduce discipline issues in the classroom

Leadership Strategies That Support the Reduction of Student Discipline Problems

AbstractThe problem addressed in this study is that, in a rural Title I public school in the Northeastern United States, administrators have struggled to implement leadership strategies to support the reduction of student discipline issues in the classroom. The purpose of the study was to investigate how administrators implement leadership strategies that are intended to reduce student discipline issues in the classroom. The conceptual framework was developed from DeMatthews’s leadership theory and Wachtel’s restorative justice theory, which describe systems intended to build and restore relationships in schools and thereby reduce conflicts. The research question explored how administrators implement leadership strategies that are intended to reduce the number of student discipline issues in the classroom. This basic qualitative study used data from interviews with eight administrators and seven classroom teachers from a rural K-8 public school district in the Northeast who have been in the district for 3 or more years and are directly involved with classroom discipline. The data analysis consisted of value coding and axial coding to find similar themes. The results indicated that when teachers and administrators worked together and developed meaningful relationships, a climate of trust was created, which helped teachers embrace change as they were part of the process. This collaboration produced viable solutions such as restorative practices to reduce discipline issues in the classroom. This study promotes positive social change by informing leadership procedures to increase school attendance and achievement, decrease intentional defiant behaviors and misconduct, and reduce in dropout rates. Additionally, school leaders could gain a deeper understanding of discipline approaches aimed to reduce discipline issues in the classroom

Effects of Short-Term Training of Community-Dwelling Elderly with Modular Interactive Tiles

Objective: The objective of this study is to test for the increased mobility, agility, balancing, and general fitness of community-dwelling elderly individuals as a result of short-term training involving playing with modular interactive tiles (Entertainment Robotics, Odense, Denmark) at two community activity centers for the elderly. Three different tests from the Senior Fitness Test were used in order to test a variety of health parameters of the community-dwelling elderly, including those parameters related to fall prevention. Materials and Methods: Eighteen community-dwelling elderly individuals (63–95 years of age; mean, 83.2 years of age) were assessed in one intervention group without the use of a control group. The intervention group performed nine group sessions (1–1.5 hours each) of playful training with the modular interactive tiles over a 12-week period in two community activity centers for the elderly. Data were collected using pre-tests and post-tests of the 6-Minute Walk Test (6MWT), the 8-foot Timed Up & Go Test (TUG), and the Chair-Stand Test (CS). Data were analyzed for statistically significant differences and increases of means. Results: The 6MWT, TUG, and CS measurements showed statistically significant differences and increases of means between the pre-tests and post-tests with the 6MWT (P<0.001) (means difference, 22.4 percent), TUG (P<0.001) (means difference, 15 percent), and CS (P<0.002) (means difference, 14 percent). Fifty-six percent of the elderly progressed from one health risk level to a better level, according to the three tests. Conclusions: Statistically significant increases in scores were found across all tests, suggesting an improvement of many different health parameters for the elderly. Well-established research has shown the relationship between such test scores and fall incidents, balancing, mobility, agility, etc. This significant improvement in the health status of the elderly is obtained in as few as nine training sessions over a 12-week period of “playing” exergames with the modular interactive tiles

Reflections and Experiences of a Co-Researcher involved in a Renal Research Study

Background Patient and Public Involvement (PPI) is seen as a prerequisite for health research. However, current Patient and public involvement literature has noted a paucity of recording of patient and public involvement within research studies. There have been calls for more recordings and reflections, specifically on impact. Renal medicine has also had similar criticisms and any reflections on patient and public involvement has usually been from the viewpoint of the researcher. Roles of patient and public involvement can vary greatly from sitting on an Advisory Group to analysing data. Different PPI roles have been described within studies; one being a co-researcher. However, the role of the co-researcher is largely undefined and appears to vary from study to study. Methods The aims of this paper are to share one first time co-researcher's reflections on the impact of PPI within a mixed methods (non-clinical trial) renal research study. A retrospective, reflective approach was taken using data available to the co-researcher as part of the day-to-day research activity. Electronic correspondence and documents such as meeting notes, minutes, interview thematic analysis and comments on documents were re-examined. The co-researcher led on writing this paper. Results This paper offers a broad definition of the role of the co-researcher. The co-researcher reflects on undertaking and leading on the thematic analysis of interview transcripts, something she had not previously done before. The co-researcher identified a number of key themes; the differences in time and responsibility between being a coresearcher and an Advisory Group member; how the role evolved and involvement activities could match the co-researchers strengths (and the need for flexibility); the need for training and support and lastly, the time commitment. It was also noted that it is preferable that a co-researcher needs to be involved from the very beginning of the grant application. Conclusions The reflections, voices and views of those undertaking PPI has been largely underrepresented in the literature. The role of co-researcher was seen to be rewarding but demanding, requiring a large time commitment. It is hoped that the learning from sharing this experience will encourage others to undertake this role, and encourage researchers to reflect on the needs of those involved.Peer reviewedFinal Published versio

Challenges of Loss to Follow-up in Tuberculosis Research.

In studies evaluating methods for diagnosing tuberculosis (TB), follow-up to verify the presence or absence of active TB is crucial and high dropout rates may significantly affect the validity of the results. In a study assessing the diagnostic performance of the QuantiFERON®-TB Gold In-Tube test in TB suspect children in Tanzania, factors influencing patient adherence to attend follow-up examinations and reasons for not attending were examined. In 160 children who attended and 102 children who did not attend scheduled 2-month follow-up baseline health characteristics, demographic data and risk factors for not attending follow-up were determined. Qualitative interviews were used to understand patient and caretakers reasons for not returning for scheduled follow-up. Being treated for active tb in the dots program (OR: 4.14; 95% CI:1.99-8.62;p-value<0.001) and receiving money for the bus fare (OR:129; 95% CI 16->100;P-value<0.001) were positive predictors for attending follow-up at 2 months, and 21/85(25%) of children not attending scheduled follow-up had died. Interviews revealed that limited financial resources, i.e. lack of money for transportation and poor communication, were related to non-adherence. Patients lost to follow-up is a potential problem for TB research. Receiving money for transportation to the hospital and communication is crucial for adherence to follow-up conducted at a study facility. Strategies to ensure follow-up should be part of any study protocol

DTB 038 The Morris Family 7-4-2022

In this interview, the Morris family is interviewed by Kern Jackson, Philip Carr, Rachel Hines, and Latresha Maddix at their family reunion at the James Seals Jr. Park and Community Center in Mobile, Alabama. The Morris family begins by talking about their family history Down the Bay, and some of the people and places in the neighborhood that figure significantly in their memory. One particular such individual is Williamson High School principal Lemuel Keeby. Additional family members make occasional appearances in the interview as they move between rooms at the reunion

Graviton Vertices and the Mapping of Anomalous Correlators to Momentum Space for a General Conformal Field Theory

We investigate the mapping of conformal correlators and of their anomalies from configuration to momentum space for general dimensions, focusing on the anomalous correlators $TOO$, $TVV$ - involving the energy-momentum tensor $(T)$ with a vector $(V)$ or a scalar operator ($O$) - and the 3-graviton vertex $TTT$. We compute the $TOO$, $TVV$ and $TTT$ one-loop vertex functions in dimensional regularization for free field theories involving conformal scalar, fermion and vector fields. Since there are only one or two independent tensor structures solving all the conformal Ward identities for the $TOO$ or $TVV$ vertex functions respectively, and three independent tensor structures for the $TTT$ vertex, and the coefficients of these tensors are known for free fields, it is possible to identify the corresponding tensors in momentum space from the computation of the correlators for free fields. This works in general $d$ dimensions for $TOO$ and $TVV$ correlators, but only in 4 dimensions for $TTT$, since vector fields are conformal only in $d=4$. In this way the general solution of the Ward identities including anomalous ones for these correlators in (Euclidean) position space, found by Osborn and Petkou is mapped to the ordinary diagrammatic one in momentum space. We give simplified expressions of all these correlators in configuration space which are explicitly Fourier integrable and provide a diagrammatic interpretation of all the contact terms arising when two or more of the points coincide. We discuss how the anomalies arise in each approach [...]Comment: 57 pages, 7 figures. Refs adde

Q methodology and a Delphi poll: a useful approach to researching a narrative approach to therapy

Q methodology and a Delphi poll combined qualitative and quantitative methods to explore definitions of White and Epston's (1990) narrative approach to therapy among a group of UK practitioners. A Delphi poll was used to generate statements about narrative therapy. The piloting of statements by the Delphi panel identified agreement about theoretical ideas underpinning narrative therapy and certain key practices. A wider group of practitioners ranked the statements in a Q sort and made qualitative comments about their sorting. Quantitative methods (principal components analysis) were used to extract eight accounts of narrative therapy, five of which are qualitatively analysed in this paper. Agreement and differences were identified across a range of issues, including the social construction of narratives, privileging a political stance or narrative techniques and the relationship with other therapies, specifically systemic psychotherapy. Q methodology, combined with the Delphi poll, was a unique and innovative feature of this study

RaKUn: Rank-based Keyword extraction via Unsupervised learning and Meta vertex aggregation

Keyword extraction is used for summarizing the content of a document and supports efficient document retrieval, and is as such an indispensable part of modern text-based systems. We explore how load centrality, a graph-theoretic measure applied to graphs derived from a given text can be used to efficiently identify and rank keywords. Introducing meta vertices (aggregates of existing vertices) and systematic redundancy filters, the proposed method performs on par with state-of-the-art for the keyword extraction task on 14 diverse datasets. The proposed method is unsupervised, interpretable and can also be used for document visualization.Comment: The final authenticated publication is available online at https://doi.org/10.1007/978-3-030-31372-2_2