Satisfaction, Preparedness, and Implementation: Teacher Culture and Climate in Magnet School Conversions

2021 ◽  
pp. 001312452199668
Author(s):  
Tatiana Austin ◽  
Rachel Roegman
Keyword(s):  
Elementary Schools ◽  
School Success ◽  
Teacher Satisfaction ◽  
Minority Group ◽  
Teacher Perspectives ◽  
Magnet School ◽  
First Year ◽  
Federal Grants ◽  
Magnet Program ◽  
Culture And Climate

In this study, we examine teacher perspectives of magnet school implementation in two recently converted elementary schools that had received federal grants to reduce minority group isolation. We draw on 2 years of data on teacher perspectives related to satisfaction, preparedness, and implementation of the magnet program. Surprisingly, we found that as involvement and a sense of preparation increased, teacher satisfaction decreased from the planning year to first year of implementation. We conclude by considering the implications of these findings for magnet school success in creating staff culture and climate that are more likely to support successful magnet implementation.

303 Sleep Midpoint and Efficiency Moderate the Link Between Stress and Academic Cognitions in Latinx College Students

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A121-A121
Author(s):  
Jeri Sasser ◽  
Emma Lecarie ◽  
Michaela Gusman ◽  
HyeJung Park ◽  
Leah Doane
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Minority Group ◽  
Well Being ◽  
Sleep Efficiency ◽  
First Year ◽  
T1 And T2 ◽  
College Stress ◽  
The Impact

Abstract Introduction Latinx students are the largest ethnic/racial minority group in higher education, but are also the group least likely to graduate from a four-year institution. Research suggests that heightened stress perceptions may impede college students’ ability to perform well academically. Poorer sleep may compound the impact of stress on academic functioning. The present study examined the multiplicative effect of college-stress and actigraphy-measured sleep on academic cognitions within-and-across semesters. Methods 209 Latinx college students (Mage=18.95; 64.4% female, 85.1% Mexican descent) were assessed in the spring of the first year of college (T1) and fall of the second year (T2). At T1, participants wore an actigraph watch for 7 nights to measure total sleep time, sleep efficiency, and sleep midpoint. College-stress was assessed at T1 using the College Stress Scale. At T1 and T2, participants completed the Behavioral-Emotional-Cognitive School Engagement Scale, the Academic Self-Efficacy Scale, and a scale assessing academic motivation. Confirmatory factor analysis (CFA) was conducted to assess the model fit of a two-factor model representing academic cognitions (engagement, self-efficacy, motivation) at T1 and T2. Latent variable path analysis models testing for moderation were conducted using Mplus. Results The CFA indicated excellent fit (χ2(5)= 2.91, p=.71, RMSEA=.00, CFI=1.00, TLI=1.01, SRMR=.02). College-stress was concurrently (β=-.19, p=.02), but not longitudinally, associated with academic cognitions. Sleep midpoint predicted academic cognitions at T1 (β=-.24, p<.01) and T2 (β=-.18, p=.03). Sleep efficiency (β=.18, p=.01) and sleep midpoint (β=-.17, p=.02) moderated associations between college-stress and T2 academic cognitions. Higher college-stress was longitudinally linked with lower academic cognitions for students with lower sleep efficiency (b=-.12, p=.01) and later sleep midpoints (b=-.14, p=.01). Conclusion Greater college-stress is concurrently linked with lower academic cognitions, whereas later sleep timing has both immediate and enduring consequences on students’ academic mindsets. The impact of college-stress on academic cognitions may depend on the quality and timing of sleep at the time of these stress perceptions. Programs that address stress reduction and sleep health may be promising interventions for improving academic well-being among first-year Latinx college students. Support (if any) This work was supported by a William T. Grant Foundation Scholars Award (184370) to L.D. Doane.

scholarly journals Breaking the Binary

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Lucy Mercer-Mapstone ◽  
Sarah Bajan ◽  
Kasia Banas ◽  
Arthur Morphett ◽  
Kristine McGrath
Keyword(s):  
Minority Group ◽  
First Year ◽  
Sex And Gender ◽  
Biological Sex ◽  
Positive Attitudes ◽  
Student Cohorts ◽  
The Difference ◽  
Students Attitudes ◽  
And Gender ◽  
Partnership Approach

The need to make higher education curricula gender-inclusive is increasingly pressing as student cohorts diversify. We adopted a student-staff partnership approach to design, integrate, and evaluate a module that taught first-year science students the difference between biological sex, gender identity, gender expression, and sexual orientation in the context of genetics concepts at an Australian university. This module aimed to break the binary in misconceptions of both sex and gender, emphasising that both exist on separate spectra. Data triangulation was used to evaluate students’ attitudes towards the module and their learning of module concepts. Students’ attitudes were positive overall, and evaluation of students’ learning indicated that the majority of students understood and retained key concepts, while also identifying common misconceptions. Perhaps the most important finding was that students who identified as belonging to a minority group had significantly more positive attitudes towards the module than non-minority students. This finding supports previous research that has found inclusive curricula have greater benefit for students from minority backgrounds, indicating the importance of making such curriculum enhancements. Our results speak to both the co-creation process and students’ learning outcomes, providing valuable insights for practitioners both within science and beyond.

scholarly journals Duration of untreated psychosis and need for admission in patients who engage with mental health services in the prodromal phase

2015 ◽  
Vol 207 (2) ◽  
pp. 130-134 ◽  
Author(s):  
Lucia R. Valmaggia ◽  
Majella Byrne ◽  
Fern Day ◽  
Matthew R. Broome ◽  
Louise Johns ◽  
...  
Keyword(s):  
Minority Group ◽  
First Episode Psychosis ◽  
First Episode ◽  
First Year ◽  
Compulsory Treatment ◽  
Duration Of Untreated Psychosis ◽  
Short Term ◽  
Prodromal Phase ◽  
Episode Psychosis ◽  
Poor Outcomes

BackgroundIt is unknown whether prodromal services improve outcomes in those who go on to develop psychosis, and whether these patients are demographically different from the overall first-episode population.AimsTo compare sociodemographic features, duration of untreated psychosis, hospital admission and frequency of compulsory treatment in the first year after the onset of psychosis in patients who present to prodromal services with patients who did not present to services until the first episode of psychosis.MethodWe compared two groups of patients with first-episode psychosis: one who made transition after presenting in the prodromal phase and the other who had presented with a first episode.ResultsThe patients who had presented before the first episode were more likely to be employed and less likely to belong to an ethnic minority group. They had a shorter duration of untreated psychosis, and were less likely to have been admitted to hospital and to have required compulsory treatment.ConclusionsPatients who develop psychosis after being engaged in the prodromal phase have a better short-term clinical outcome than patients who do not present until the first episode. Patients who present during first episodes may be more likely to have sociodemographic features associated with relatively poor outcomes.

Principals for Social Justice: Leaders of School Success for Children from Low-Income Homes

2002 ◽  
Vol 12 (3) ◽  
pp. 281-304 ◽  
Author(s):  
Antoinette F. Riester ◽  
Victoria Pursch ◽  
Linda Skrla
Keyword(s):  
Special Education ◽  
Social Justice ◽  
Elementary Schools ◽  
Academic Success ◽  
Early Literacy ◽  
Low Income ◽  
School Success ◽  
Democratic Culture ◽  
Two Factors

This study examines the role of principals in highly successful elementary schools serving primarily students from low-income homes in influencing two factors viewed as foundational for a school in which social justice is more than simply an abstract ideal: (1) development of early literacy for every child, and (2) avoidance of overidentification and inappropriate placement in special education. Findings discussed include three areas of common beliefs and concomitant practices among the principals of schools in the study: (1) promoting a democratic culture; (2) adopting a prescriptive approach to literacy and academic success; and (3) demonstrating a stubborn persistence in “getting there.”

scholarly journals DIFFERENCES IN LANGUAGE SKILLS FIRST GRADE STUDENTS IN RELATION TO THE LENGTH OF ATTENDING KINDERGARTEN

2016 ◽  
Vol 6 (2) ◽  
pp. 8-14
Author(s):  
Leila Begić ◽  
◽  
Mirela Duranovića ◽  
Karagić Samrab ◽  
◽  
...  
Keyword(s):  
Elementary Schools ◽  
Bosnia And Herzegovina ◽  
Language Skills ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Linguistic Development ◽  
School Year ◽  
Development Period ◽  
Significant Difference

Aim of this research was to examine differences in linguistic abilities of first year students in elementary schools depending on time spent in kindergarten. In research, sample of surveyed students consisted of 190 first year students in elementary schools, both genders and ages between 72 and 89 months. The research was conducted in elementary schools on the territory of municipality Maglaj in Bosnia and Herzegovina. Results of this research have shown that during the evaluation of differences in linguistic abilities of first year students in elementary schools depending on time spent in kindergarten, there is statistically significant difference in grammatical variable that describes morphological completion. Children that attended kindergarten more than three school years, showed statistically better results with recognition abilities, understanding and usage of common morphological forms of Bosnian language, compared to children who attended kindergarten only for legally obliging preschool time (minimal 150 hours during one school year). We have to point out that respondents who attended kindergarten more than three school years showed better results in almost every variable that describes linguistic abilities but obtained difference did not appear as statistically significant. Professionals who deal with education and rehabilitation of children in development period should educate and stimulate parents to enroll their children in kindergarten in order to stimulate their speaking - linguistic development and other areas that children are developing in.

Idaho

2017 ◽  
Author(s):  
David K. Jones
Keyword(s):  
Health Policy ◽  
Health Insurance ◽  
Interest Groups ◽  
Tea Party ◽  
First Year ◽  
Executive Order ◽  
State Control ◽  
Federal Grants ◽  
Set Up ◽  
One Year

Idaho was the only state in the nation led entirely by Republicans that chose to run its own health insurance exchange. There were many twists along the way, including the rejection of federal grants, nullification bills, a veto, and an executive order. The issue split Republicans, with enough joining the Democrats to pass legislation. Prominent interest groups strongly supported state control, although they faced intense opposition from the Tea Party and conservative groups. Governor Butch Otter played a prominent role, working with key legislative leaders who happened to have particular expertise in health policy. However, the decision was made too late and the state did not have time to set up its exchange in time for the first enrollment period. It relied on the federal website the first year but had its own fully functional website one year later.

scholarly journals First year expectations and experiences: student and teacher perspectives

2008 ◽  
Vol 58 (2) ◽  
pp. 157-173 ◽  
Author(s):  
Russell Brinkworth ◽  
Ben McCann ◽  
Carol Matthews ◽  
Karin Nordström
Keyword(s):  
Teacher Perspectives ◽  
First Year

scholarly journals The effect of principal's managerial competence and teacher discipline on teacher productivity

2021 ◽  
Vol 16 (2) ◽  
pp. 563-579
Author(s):  
Azainil Azainil ◽  
Laili Komariyah ◽  
Yan Yan
Keyword(s):  
Elementary Schools ◽  
Random Sampling ◽  
School Success ◽  
Sampling Technique ◽  
East Kalimantan ◽  
Ex Post ◽  
Managerial Competence ◽  
Ex Post Facto ◽  
Teacher Productivity ◽  
Cluster Random Sampling

The importance of the competence of principals and teacher discipline is one of the determinants for increasing teacher productivity and school success. This research aims to determine the effect of principal managerial competence and teacher discipline on teacher productivity. This study uses quantitative analysis with the ex post facto method. The population of this study was 115 teachers spread across 7 State Elementary Schools in Telen District, East Kalimantan Province. By using the cluster random sampling technique, a sample of 68 teachers was obtained. Instruments were used with a questionnaire. The results of data analysis using multiple linear regression concluded that the principal managerial competence had a significant effect on teacher productivity, teaching discipline had a significant effect on teacher productivity, and principal managerial competence and teacher discipline had a significant effect on teacher productivity. This research can increase teacher productivity in the success of the school in achieving its goals.   Keywords: Principal’s managerial competence, teacher discipline, teacher productivity.

scholarly journals PENGEMBANGAN MODEL PEMBINAAN SD MUHAMMADIYAH DI MALANG RAYA UNTUK MENJADI SEKOLAH PPL BAGI MAHASISWA PGSD-UMM

2013 ◽  
Vol 1 (1) ◽  
pp. 22
Author(s):  
Endang Poerwanti
Keyword(s):  
Elementary Schools ◽  
Teacher Candidates ◽  
Training Programs ◽  
Training Needs ◽  
First Year ◽  
Experience Teaching ◽  
Professional Teacher ◽  
Potential Mapping ◽  
And Training ◽  
The Ideal

PENGEMBANGAN MODEL PEMBINAANSD MUHAMMADIYAH DI MALANG RAYAUNTUK MENJADI SEKOLAH PPL BAGI MAHASISWAPGSD-UMMEndang Poerwantie-mail : [email protected]:To be able to equip students to be professional teacher candidates required completionof curriculum, effective and giving lectures free experience teaching in elementary schools, so thattakes SD Partners namely SD Muhammadiyah Malang. The purpose of research is the analysis ofSD Partner readiness to be able to build a school PPL PGSD students. Planned two-year study, thefindings of the first year of completion map SD SD Mitra to be training and training needs analysis/ mentoring required. The second is the result of the completion of training programs andmaterials. First year potential mapping methodology SD Partners, using instruments effectiveschools and school inkator air MBS, and education Inclusion map gap between the ideal and theconditions and factual circumstances, be used as a material representation of FGD with KS andteachers to develop models appropriate training and mentoring leisure needs.Abstrak:Untuk dapat membekali mahasiswa menjadi calon guru profesional diperlukanpenyiapan kurikulum, perkuliahan yang efektif dan pemberian pengalaman lapang mengajar diSD, sehingga diperlukan SD Mitra yaitu SD Muhammadiyah di kota Malang. Tujuan penelitianadalah analisis kesiapan SD Mitra untuk menjadi sekolah PPL yang dapat membina mahasiswaPGSD. Penelitian dirancang dua tahun, temuan tahun pertama adalah peta kesiapan SD Mitrauntuk menjadi SD latihan dan analisis kebutuhan pelatihan / pendampingan yang diperlukan. Hasiltahun kedua adalah penyiapan program dan materi pelatihan. Metodologi tahun pertama pemetaanpotensi SD Mitra, dengan menggunakan instrumen inkator sekolah efektif dan sekolah ber MBS,dan pendidikan Inklusi peta kesenjangan antara kondisi ideal dan dan kondisi faktual, akandigunakan sebagai materi FGD dengan KS dan perwakilan guru untuk mengembangkan modelpelatihan dan pendampingan yang sesuai dengan kebutuhan lapang.Kata Kunci: kesiapan SD mitra PGSD

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