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The effect of moderate- and high-intensity inspiratory muscle training on inspiratory muscle strength and aerobic capacity in healthy adults
No full textIntroduction: Previous research has demonstrated that moderate-intensity inspiratory muscle training (IMT) improves maximal inspiratory pressure (MIP) and exercise tolerance and performance in athletes, but the effects of high-intensity IMT on MIP in healthy adults has not been determined. The purpose of this study was to compare to the effects of high- and moderate-intensity IMT on MIP and aerobic capacity in healthy adults.
Methods: 26 healthy adults were enrolled in this eight-week randomized controlled trial. Participants completed MIP and VO2max testing prior to being randomized into a moderate- or high-intensity intervention group. Participants in both groups performed IMT to 40 repetitions or until task failure once per day, five times per week, for eight weeks. IMT intensity for the moderate-intensity group was 50% of pre-training MIP and 80% of pre-training MIP for the high-intensity group. MIP and VO2max testing were performed again at the end of the eight-week trial. Participants and outcomes assessors were blinded to participant group allocation. Repeated measures ANOVA was used to assess difference of pre- and post-training MIP and VO2max between groups.
Results: Significant increases in MIP from pre- to post-training were present for both groups (p=.001 for moderate-intensity, p\u3c.001 for high-intensity). No significant group or interaction effects existed for MIP. There were no significant main effects for group, time, or interaction for VO2max.
Conclusion: High-intensity IMT to task-failure improves MIP but is not more effective at improving MIP than moderate-intensity IMT training.
Clinical Relevance: IMT has practical applications for athletes but can also be used as a rehabilitative tool for clinical populations with cardiac or pulmonary conditions. As IMT can 5 uncomfortable and difficult to perform at high-intensities, performance of training at moderate-intensities may help with tolerance and adherence to training protocols while providing equivalent outcomes to high-intensity training. Further exploration of optimal IMT prescription individualized protocols should be explored to continue optimizing outcomes
Principals Leading Change Toward Anti-racist, Equitable Schools
Get PDFIn 2020, the coronavirus pandemic and the murder of George Floyd sparked a review of racial inequities in the United States of America. There was a push to advance anti-racism and a pull to revert to the status quo of following White norms. However, many school leaders could not ignore the racial disparities plaguing the education system. They strived to support necessary change toward anti-racist, equitable schools. To achieve such transformation, organizational change was required. This qualitative study intended to understand the leadership of six principals committed to anti-racist, equitable education while responding to resistance.
Principals’ interviews were analyzed critically to highlight the key themes to advance school organizations toward anti-racist, equitable schools. Participants in this study, with different experiences and school contexts, demonstrated leading organizational change in public schools. The principals shared common leadership styles and had strategic communication to advance change. However, organizational change in schools was a slow process, and there were several needs to optimize organizational change. Pushback and resistance hindered change. Resistance appeared different from various stakeholders and had a range of intensity. Each principal responded to resistance to continue the vision and held responsibility for anti-racist, equitable schools. The implications of this are significant for school leaders to advance anti-racist, equitable education. There were recommendations for leadership practices, local and national policy changes, and future research
Episode 54: Mike Middendorf: The Power of Christian Community
No full textAs the son of a Concordia St. Paul professor, Dr. Mike Middendorf\u27s connection to CSP runs deep. In this interview, he shares about his time in St. Paul, how he discovered his calling into ministry, and the impact our Concordias have on their students
Episode 57: Eric Grube: The Art of Problem-Solving
No full textWith a background as an accountant and small business owner, Dr. Eric Grube chairs CSP\u27s undergraduate accounting program. In this episode, he shares his love for accounting as a problem-solving profession and how he prepares students for this meaningful career field
Supporting Principals as Instructional Leaders: Exploring a Supervisory Model That Empowers and Removes Barriers
Get PDFIn recent years, an increasing amount of pressure has been placed on K-12 school principals to engage as instructional leaders to increase student achievement. Historically, however, principals were expected to operate as school managers instead of instructional leaders, and therefore, often felt unprepared as instructional leaders. Many principals also faced barriers, such as time constraints, that impeded their ability to be effective instructional leaders. To remedy this problem of practice, school districts repurposed the principal supervisor role to provide both supervision and coaching for principals. Existing research on this principal supervisor-coach model identified practices that supervisor-coaches used to support principals but did not explore how principals perceived those practices to effectively help them overcome barriers to instructional leadership. In this qualitative case study, I interviewed nine K-12 school principals in an urban Midwest school district that used the principal supervisor-coach model to examine their perceptions of the model\u27s benefits. I aimed to reveal supervisor-coach practices that supported the principals’ instructional leadership and overcoming the barriers to this work. The findings from the study show that principals perceived the principal supervisor-coach model supported them in overcoming the instructional leadership barriers they experienced. Data analysis also provided a list of coaching activities and other supports that principals believed their supervisor-coach can use to strengthen their instructional leadership. Based on these findings, recommendations are provided for practice, policy, and scholarship. Considerations are offered to state and district leaders seeking to improve student achievement and principal supervisors seeking to support principals as instructional leaders. Additionally, recommendations are offered for future research to further explore the principal supervisor-coach model
Implementation of Inquiry-Based Science Practices
Get PDFThis paper was a synthesis of current research on the implementation of inquiry-based learning (IBL) in high school science classrooms. The research was a combination of quantitative, qualitative, and mixed-method studies done to investigate the barriers to implementation, the importance of proper training and resources, and the effectiveness of IBL practices on student success and interest in science. The research showed several different barriers noted in historical implementation of IBL practices an educational leader should note and prepare for when attempting to implement these strategies. It also showed the positive effect of relevant and meaningful professional development opportunities at many different points in a teacher’s educational journey. Finally, it showed the improved academic results for all students and increase in excitement students taught through inquiry experienced. This paper suggests further research on the appropriate level on inquiry used, stacking of inquiry throughout multiple grade levels, and investigating collegiate success of high school students taught through inquiry
Episode 60: Ryan Peterson: A Passion for Lutheran Higher Education
No full textRev. Dr. Ryan Peterson joined the CSP community this summer as Senior Development and Church Relations Officer. In this interview, he shares about his formative years, academic and ministry journey, and why he\u27s so passionate about Lutheran higher education