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Instructional Leadership Competencies as Interpreted by New School Principals
Get PDFOver the years, changes in the complex responsibilities of principals have brought about greater demands to the role. This study examined new principals’ (1 , 2 and 3 year), perceptions relative to Instructional Leadership; an area of practice that due to the additional and complex roles of principals, does not get the attention it requires. Both the quality of the leader’s Instructional knowledge and the capability of the leader employing this knowledge has also raised some questions (Robinson, 2010; Smylie & Bennett, 2005). The participants in this study comprised of a group of 19 principals who lead schools in Alberta, Canada. Six male participants and 13 female participants took part in the study. Four of the participants were in their 1st year. Six of the participants were in their 2nd year. Nine of the participants were in their 3rd year. This quantitative descriptive research included an exploratory analysis of disaggregated groups by conducting a crosswalk with two instruments; the Principal Instructional Management Rating Scale (PIMRS) and Competency 6: Instructional Leadership, from the Leadership Quality Standard (LQS). Descriptive statistics using SPSS were also calculated to see if gender and years of experience impacted principal perceptions of Instructional Leadership. The results showed the mean scores of the PIMRS subcategories of frames school goals and promotes professional development were rated the highest by the new principals as a collective group. Whereas, the mean scores of the subcategories of provides incentives for teachers and provides incentives for students were rated the lowest by the new principals as a collective group. In terms of the LQS and PIMRS crosswalk, the indicator (i) Accessing supports, experts and resources to impact success was rated the highest mean score. The lowest mean score in this crosswalk was indicator (h) Data analysis to inform instruction and enhance achievement. Relative to gender, when performing the LQS and PIMRS crosswalk, female principals scored higher mean scores in all seven Competency 6 LQS indicators. When looking at years of experience, 1st and 2nd year principals scored higher in all but one of the Competency 6 LQS indicators. Implications of this study revealed more research into the perceptions of new principals in the other LQS competencies could serve to enhance the pre-existing work of school districts. Further examination related to the underlying factors of the way gender perceptions influence the work of the principal. For example; why is it that female principals seem to appear stronger in their work as Instructional Leaders? Lastly, an inquiry could be made as to why there were two areas from the PIMRS that did not crosswalk with LQS Competency 6 indicators (d) and (f)
The Journey from Teaching Mindfulness to Being a Mindful Teacher: A Quantitative Analysis of Factors that Impact Teacher Mindfulness Practices and Teacher Well-Being in Alberta
Get PDFSchools and teachers have a tremendous task set before them as they address challenges that are not only academic but are related to the education of soft-skills and dispositions not generally associated with a particular subject or content area. Incorporating mindfulness into education supports the goal of educating the whole child. The purpose of this quantitative study was to investigate whether and to what extent a relationship existed between teaching mindfulness and the self-reported mindfulness practices and well-being of teachers in Alberta, Canada. This study utilized a correlational quantitative approach to explore four research questions: (a) what mindfulness techniques do teachers in Alberta implement in their own lives? (b) is there a relationship between the extent to which teachers in Alberta report implementing mindfulness in their classrooms and their self-reported mindfulness scores? (c) is there a relationship between the extent to which teachers in Alberta report implementing mindfulness in their classrooms and their self-reported well-being scores? (d) what is the relationship between self-reported mindfulness and well-being scores of teachers in Alberta?
One anonymous school division in the province of Alberta was chosen as the sample to represent the population. The sample bore demographic characteristics similar to the larger group from which the sample was drawn. The eligible participants (N = 606) included certified teachers from pre-kindergarten through Grade 12 who are currently employed by the selected school division; those in division office or exclusively administrative positions were not included in this study. This research utilized two pre-existing, validated, 14-question instruments: the Freiburg Mindfulness Inventory (Walach, Buchheld, Buttenmüller, Kleinknecht, & Schmidt, 2006) and The Warwick-Edinburgh Mental Well-Being Scale (Tennant et al., 2007). The instruments were combined into one three-section online survey, which took approximately six minutes to complete. The survey was distributed via email to principals, who then presented it to their staff during a staff meeting, and time was provided during the staff meeting should the teachers wish to participate. A total of 426 survey responses were received and 371 of those were deemed eligible for this study; 22% identified as male (n = 80), 76% identified as female (n = 283), 1% identified as other (n = 2), and the remaining 2% preferred not to respond (n = 6).
Results from the Freiburg Mindfulness Inventory indicated participants’ overall personal mindfulness were slightly above the middle possible score of 35 (M = 38.09, SD = 6.67). Also, the Warwick-Edinburgh Mental Well-Being Scale indicated the participants in this study scored in the average range for well-being (M = 48.66, SD = 8.48). Correlations between all measures were conducted using Spearman’s Rho and linear regressions. There were statistically significant (p \u3c .001) relationships among the mindfulness score, teaching mindfulness integration, personal life mindfulness integration, and well-being score. To more thoroughly explore the relationships between the measures, data were disaggregated by gender and grade level taught to determine if either of those factors were associated with those relationships.
From the results, statistically significant positive correlations were identified between personal mindfulness, teaching mindfulness, and well-being. The evidence also indicated that a discrepancy exists surrounding mindfulness-based instruction in elementary and secondary classrooms, with less integration taking place in secondary classrooms than in elementary classrooms. The results suggest that personal mindfulness in conjunction with teaching mindfulness are potential factors to address when considering teacher well-being deficiencies. When taken together, teaching mindfulness and engaging in mindfulness practices yield promising outcomes as methods of improving teacher well-being. This study makes a contribution to the field, looking at the relationships of mindfulness and well-being
Go Baby Go - Accessible Vehicle for Kids
No full textThe goal of this project is to develop a vehicle for use by children with disabilities who experience limited or delayed mobility. The purpose of the project is to adapt the Wild Thing, a commercially available ride-on toy car, so that young children with limited mobility can have similar opportunities to independently and actively explore their world for participation, play, learning, and engagement like their same-aged peers. The motivation for undertaking this project is to create a universally designed form of active mobility for children who do not have access to an availability of appropriate productshttps://pilotscholars.up.edu/egr_project/1037/thumbnail.jp
SAE Aero Design Competition
No full textThe UP SAE Aero capstone team designed and manufactured a large radio controlled model aircraft to compete in the 2020 SAE Aero Design West Competition. The main challenge for this year’s competition was to design a bush plane to carry as much oversized cargo as possible and takeoff in a short distance, while also adhering to additional design constraints set by SAE Aero.https://pilotscholars.up.edu/egr_project/1050/thumbnail.jp
Agape Rehabilitation Center - Games for the Blind
No full textThe Agape Rehabilitation Center (Agape) was one of three finalists for the 2018 Opus Prize, a Catholic service award that the University of Portland hosted in 2019. To help blind people at Agape feel a stronger sense of belonging within the community and in Indian society, the Agape capstone team created Sudoku and Mastermind games for blind users. This game design presented a notable design challenge, since blind users are not able to utilize a traditional graphical user interface (GUI).https://pilotscholars.up.edu/egr_project/1059/thumbnail.jp
TriMet - LRT Grade Separation using a Single or Double Barrel Reinforced Concrete Cut and Cover Box
No full textThe TriMet capstone project team designed a cut and cover box for a LRT line for TriMet. This project includes the reinforced concrete design of the box along with an in-depth construction plan, project schedule, and estimate. The two semester project addressed the alternatives and design/planning sections of the project.https://pilotscholars.up.edu/egr_project/1038/thumbnail.jp
Implementation of a Standardized Oral Screening Tool by Pediatric Cardiologists
Get PDFBackground: An examination of procedure cancellations found that the lack of preprocedural oral screening was a preventable cause, for children with congenital heart disease. The purpose of this study was to implement an oral screening tool within the pediatric cardiology clinic, with referral to pediatric dental providers for positive screens. The target population were children age ≥ 6 mo. to \u3c 18 yr. old, being referred for cardiac procedures. Methods: The Quality Implementation Framework method was used for this study design. The multimodal intervention included education, audit and feedback, screening guidelines, environmental support, and interdisciplinary collaboration. Baseline rates for oral screenings were determined by retrospective chart audit from January 2018 to January 2019 (n=211). Adherence to the oral screening tool was the outcome measure. Positive oral screens, resulting in referral to the pediatric dental clinic, were measured as a secondary outcome. Provider compliance rates were used as a process measure. Results: Data collected over 14-weeks showed a 29% increase in documentation of oral screenings prior to referral, as compared to the retrospective chart audit. During the study period 13% of completed screenings were positive (n=5). Provider compliance for the period averaged 70%. Conclusion: A substantial increase in preprocedural oral screenings by pediatric cardiologists was achieved using the Quality Implementation Framework, and targeted interventions
Keeping Score: How Heteronormative Language in Professional Sports Shape the Identities of Student Athletes
Get PDFThe purpose of this study is to explore the toxic trends within the sports community that create a heterosexual environment for student athletes. The theory of cultivation was applied when reviewing different articles of literature relating to identity, sports language, sports media, and the intersection of sexuality and sports. Upon categorizing the data, critical analysis was used. Analysis of findings are further discussed through the themes that emerged: representin’, genderin’, and dominatin’. Interviews with popular athletes, mic’d up games, and articles were used to demonstrate the prevalence of this issue in society and how society has normalized this type of language. Student athlete’s look up to professional athletes and often mimic trends within their own lives. Their identity is further repressed when identifying as LGBTQ because of heterosexual norms. The sports world has normalized using language that harms a portion of their population to the point where student athletes fear publicly identifying outside heterosexual norms