Kansas State University
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Leading Equitable Teaching and Learning: Principal Lessons Learned about Instructional Clarity and Coherence
No full textAlthough greater instructional coherence is associated with improved teaching and learning, the empirical evidence on leadership practices that build instructional coherence remains limited. This article explores the experiences of a school principal returning to K-12 education with a focus on leading for equitable teaching and learning. The author analyzes and shares lessons learned about promoting equitable instructional coherence. The findings offer important implications for leadership practice, preparation, and scholarship
Editor’s Note
No full textRecalling the Third North American Colloquium of the Burgon Society, which met at the Yale Center for British Art and the Beinecke Rare Book & Manuscript Library
Elementary School Students’ Likes and Dislikes about Outside, Inside and Meal/Snack Recess
No full textStudies on enjoyment of school recess rarely differentiate between gender or the indoor and outdoor settings (and especially not the eating portion of recess or lunch), so the aim of this study was to qualitatively increase understanding about what students specifically like and dislike about recess relative to gender and outside, inside, and meal/snack preferences. Participants were 386 students (203 girls and 183 boys) from grades 4 through 8 in seven Catholic elementary schools within one school district of southern Ontario, Canada. Participants completed an online survey during one of their scheduled classes, wherein they answered several open-ended questions. Two overarching themes emerged from the data, namely that social experiences are vital in shaping recess experiences and that students need opportunities to meaningfully and actively engage in recess. More specifically, for most students, positive social interactions might be compromised more during inside and meal/snack recess than outside recess. Students also generally valued more differentiated activity opportunities during recess, and 3.4% of girls and 5.5% of boys reported feeling unsafe from mean kids during outside recess. Finally, girls may be more susceptible to disliking many traditional outside recess contexts, whereas boys might be more susceptible than girls to being bored and frustrated during inside (and perhaps meal/snack) recess
Know Better, Do Better? Parental Financial Socialization’s Indirect Association with Couple Financial Communication through Financial Self-Efficacy
No full textCommunication about finances with a romantic partner is difficult for many couples. The way parents teach children to approach finances may prepare emerging adults for these difficult conversations. Family financial socialization theory suggests that parents who build their children\u27s financial self-efficacy may be key to facilitating better communication about finances. This study used a sample of 1,950 U.S. emerging adults currently in romantic relationships to investigate the role that parental financial socialization plays in the financial communication for emerging adult couples and whether financial self-efficacy explains the association between socialization and communication. In addition to the direct association between parent financial socialization and financial communication, financial socialization was indirectly associated with couple financial communication through self-efficacy. That is, individuals whose parents effectively taught them about finances (through modeling, discussion, and experiential learning) generally had high levels of financial self-efficacy and, in turn, high-quality financial communication in their romantic relationships. Implications for clinicians include using this information to better support couples’ struggles with financial communication. Helping couples develop financial skills and knowledge can help them improve their communication as a couple
Understanding Financial Well-Being in the Czech Republic: The Role of Financial Knowledge, Attitudes, Behavior, and Experience
No full textFinancial well-being’s benefits extend beyond the financial domain. This study examined factors of financial well-being and its dimensions—financial satisfaction, financial limitation, indebtedness, and financial anxiety—using the Czech National Representative Sample of the Adult Population. The results showed that socio-demographic variables, such as education, work status, living in an urban or rural area, and income, were related to financial well-being. Financial knowledge was related to dimensions of financial satisfaction and indebtedness. Financial attitudes were associated with higher financial well-being, characterized by lower debt and a sense of less financial limitation and anxiety. Positive financial behavior contributed to financial well-being, higher financial satisfaction, lower indebtedness, and less financial anxiety. More experience with financial products was associated with higher financial well-being and satisfaction, as well as lower financial anxiety and limitations. The results are beneficial to policymakers and financial practitioners aiming to design effective strategies and targeted interventions to improve financial well-being and its dimensions
Effects of Self-Esteem on Financial Behavior Through Self-Regulation and Anxiety: Evidence from Millennials in India
No full textMillennials face unique financial challenges and behavioral tendencies, influenced not only by sociodemographic factors and financial knowledge levels, but also by psychological characteristics. This study examines the role of self-esteem on millennials’ financial behavior, proposing that self-esteem relates to financial behavior both directly and indirectly through self-regulation and anxiety. Drawing on data from a multistage random sample of 500 millennials, analyzed using Ordinary Least Squares (OLS) regression, this study reveals that self-esteem is significantly related to millennials’ financial behavior, controlling for financial knowledge and sociodemographic factors. The relationship between self-esteem and financial behavior could be both direct and indirect through self-regulation and anxiety. The indirect effects of self-esteem on financial behavior suggest that millennials with high self-esteem are likely to exhibit more self-regulation and less anxiety and thus engage in responsible financial behavior. This study highlights the potential benefits of integrating psychological dimensions such as self-esteem and emotional resilience into financial education and policy, providing impactful implications for policymakers, financial therapists, and mental health professionals
Effect of Increasing Arginine:Lysine Ratio During Transition and Lactation on Farrowing Kinetics, Milk Composition, and Sow and Litter Performance
No full textA total of 90 sows (Line 241, DNA Genetics, Columbus, NE) were used to determine the effect on farrowing kinetics, milk composition, and sow and litter performance of increasing the SID Arginine:Lysine ratio in transition and lactation diets fed to mixed-parity sows. Sows were blocked by parity and body weight (BW) on approximately d 108 of gestation and allotted to 1 of 3 dietary treatments of increasing SID Arg:Lys (90, 105, or 120%). Sows received approximately 6 lb/d of their treatment diet from d 109 of gestation until farrowing after which they were allowed ad libitum access to their treatment diet. Litters were cross fostered within 48 h after farrowing to equalize litter size. SID Arg:Lys did not impact (P \u3e 0.10) sow BW or backfat change during lactation, nor influence sow ADFI either pre farrow or during lactation. Average SID Arg intake increased (linear, P \u3c 0.001) with increasing SID Arg:Lys ratio as expected. Wean to estrus interval decreased then increased (quadratic, P = 0.044) with increasing SID Arg:Lys ratio. No differences were observed (P \u3e 0.10) for the number of total pigs born or for the percentage of total born alive, stillborn and mummified nor did treatment influence the litter size, litter weight, or prewean mortality at any time point. At d10 the average BW of piglets tended to be lower in the 120% SID Arg:Lys ratio treatment compared to the 90% SID Arg:Lys ratio treatment (P = 0.061). Piglet ADG from d 0 to d 10 tended to be greater in the 90% SID Arg:Lys ratio group compared to the 120% SID Arg:Lys ratio group (P = 0.084), while no differences in piglet performance were observed from d 10 to wean or birth to wean. The SID Arg:Lys ratio did not affect (P \u3e 0.10) farrowing duration, colostrum yield, or colostrum intake. Increasing SID Arg:Lys ratio did not affect (P \u3e 0.10) the concentration of IgG in either colostrum and milk and did not impact milk composition or BUN measured in the sow or piglet. This data suggests that increasing SID Arg:Lys ratio from 90 to 120% will not impact farrowing kinetics or sow and litter performance
Effect of Two Injectable Iron Sources and Three Administration Programs on Growth Performance and Hemoglobin Levels in Suckling Pigs
No full textA total of 756 newborn pigs (DNA 600 × 241) from two farrowing groups were used in a 17-d study to evaluate the effects of two different injectable iron sources and three different administration programs on growth performance and hemoglobin levels. A total of 63 litters were utilized, with the number of pigs per sow equalized on each day of farrowing. One day after birth, all piglets were weighed and divided into groups to create light and heavy groups within the litter. Lightest and heaviest pigs were removed such that the heaviest six pigs from the light group and the lightest six pigs from the heavy group were allotted in a randomized complete block design to one of six treatments. There was one lightweight block and one heavyweight block within the litter, resulting in 126 replications per treatment, with the piglet considered the experimental unit. The six treatments consisted of two different sources of injectable iron (iron dextran, Anem-x 100, Aspen Vet, Loveland, CO; gleptoferron, Gleptoforte 200, CEVA Animal Health, Lenexa, KS) administered on d 1 at either 100 or 200 mg per pig, or 100 mg administered on d 1 and an additional 100 mg administered on d 11 of lactation. Piglet body weight was determined for all the pigs on d 1, 5, 11 and 17 of lactation to calculate ADG. Hemoglobin values were determined for six pigs (one for each treatment) per litter on d 5, 11 and 17. The six pigs selected within the litter were from the same body weight group, and the body weight group alternated between sows such that a similar number of light and heavy pigs were bled for each treatment. Subsequently, 298 pigs from the second farrowing group were weighed, and 154 were bled to determine hemoglobin values on day 18 after weaning. During the nursing period, no significant iron source × program interactions (P \u3e 0.05) were observed for BW, ADG, or hemoglobin values. Piglet BW and ADG were not impacted (P \u3e 0.05) by iron source or program during lactation. However, hemoglobin values were greater on d 11 (P = 0.024) and 17 (P = 0.001) for pigs injected with iron from gleptoferron compared to those injected with iron dextran. The iron injection program also impacted hemoglobin values, with d 11 hemoglobin being greater (P \u3c 0.05) for those that received 200 mg on d 1 compared to pigs receiving 100 mg. On d 17 of lactation (weaning), hemoglobin was lowest (P \u3c 0.05) for pigs that received 100 mg on d 1 compared to those that received 200 mg on d 1 or those that received 100 mg on d 1 and an additional 100 mg injection on d 11. Injectable iron source or program had no impact on hemoglobin or ADG measured 18 d after weaning. In summary, gleptoferron resulted in higher hemoglobin levels and administration of 100 mg iron on d 1 resulted in the lowest hemoglobin levels compared to the administration of 200 mg on d 1 or 100 mg administered on both d 1 and 11. Neither source nor iron injection program impacted piglet growth performance during lactation or postweaning growth or hemoglobin levels
