Examining the professional development for principals regarding teacher evaluation and the relationship to student achievement

2019 ◽  
Author(s):  
◽  
Lori Golden
Keyword(s):  
Professional Development ◽  
Teacher Evaluation ◽  
Qualitative Data ◽  
Principal Professional Development ◽  
University Of Missouri ◽  
School Year ◽  
Post Evaluation ◽  
Member Exchange ◽  
The University ◽  
The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The mixed method convergent study was conducted to explore the impact of principal professional development practices on teacher evaluation and student EOC scores in high schools in southwest Missouri. Electronic survey data (Qualtrics) were analyzed from 33 certified principals in 33 secondary sites across southwest Missouri. Additionally, a qualitative survey was extended to the principals who completed the quantitative survey. The Leader Member Exchange Theory provided a lens for examining the professional development of principals regarding teacher evaluation within the research study. The quantitative results of the study revealed no correlation between principal professional development regarding teacher evaluation and student EOC scores. Additional qualitative data found that upon being hired, principals indicated they received less than 10 hours of professional development on teacher evaluation per school year. Additionally, 41% of respondents reported either they were not assigned a mentor upon becoming a principal or their mentor was not beneficial. Qualitative data collected during the study found principals perceive continuous development in post-evaluation meetings and more time practicing feedback conversations as a component of their development in becoming effective evaluators.

Friends in high places : two essays on the importance of corporate political connections

2015 ◽  
Author(s):  
◽  
Reza Houston
Keyword(s):  
Initial Public Offering ◽  
Political Connections ◽  
Target Firm ◽  
University Of Missouri ◽  
Accounting Performance ◽  
The Public ◽  
Public Offering ◽  
The University ◽  
The Impact ◽  
The Relationship

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study is an examination of the relationship between political connections and the undertaking of major firm events. In our first essay, presented in Chapter 3, we examine the impact politically connected appointments have on firm acquisition behavior. Using proxy statements, we create a unique database of politically connected bidders and merger targets. We find that bidders who hire connected individuals to the board or management team are more likely to avoid merger litigation. Connected bidders make more bids after the appointment. These firms also bid on larger targets. We determine there is a positive relation between the control premium and the relative of the target's connections. Connected acquirers have superior post-merger accounting performance, particularly when they acquire a connected target firm. In the second essay, presented in Chapter 4, we examine the relationship between political connections of private firms and the initial public offering process. Using registration statement information, we create a unique database of politically connected IPO firms. We find that political connections are substitutes to high-quality underwriters and big four auditors. Politically connected firms manage earnings more highly upward than non-connected firms prior to the public offering. Politically connected firms also exhibit less underpricing than non-connected firms. Politically connected IPO firms also have superior post-IPO returns relative to non-connected IPO firms.

Analysis of cell signaling during floral abscission in arabidopsis

2017 ◽  
Author(s):  
◽  
Isaiah Taylor
Keyword(s):  
Protein Degradation ◽  
Future Research ◽  
Loss Of Function ◽  
Kinase Gene ◽  
University Of Missouri ◽  
Gene Map ◽  
Map Kinase Phosphatase ◽  
Floral Abscission ◽  
The University ◽  
The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The shedding of plant organs is known as abscission. Floral abscission in Arabidopsis is regulated by two related receptor[negation symbol]-like protein kinases (RLKs), HAESA and HAESA[negation symbol-like 2 (HAE/HSL2). Double mutants of HAE/HSL2 are completely defective in abscission and retain sepals, petals, and stamen indefinitely. We have utilized genetic suppressor screens of hae hsl2 mutant to identify additional regulatory mechanisms of floral abscission. We have uncovered a series of gain-of-function alleles of the receptor-like protein kinase gene SERK1, as well as loss of function alleles of the gene MAP-KINASE-PHOSPHATASE-1/MKP1. We further show that mutation of two components of the endoplasmic reticulum-associated protein degradation system can suppress a weak hae hsl2 mutant, suggesting that the weak hae hsl2 mutant receptor proteins undergo ER-associated protein degradation. We further perform a number of experiments to examine the impact of phosphorylation on the activity of HAE. These results provide a number of important mechanistic details to our understanding of floral abscission, and suggest many lines of inquiry for future research.

Lesson Study as an Effective Performance-Based Measure of Teacher Effectiveness

2016 ◽  
pp. 281-294
Author(s):  
Mark Patrick Ryan
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
Qualitative Data ◽  
Science Study ◽  
The Third ◽  
Effective Performance ◽  
Lesson Delivery ◽  
Collaborative Analysis ◽  
Fellow Teacher ◽  
The University

The Japanese Lesson Study Model (JLSM) became a focus of much research after the publication of the Third International Math and Science Study (TIMSS). The JLSM has various possible manifestations, but most forms of the model include three key elements – collaborative planning of one or more lessons that will be taught by all participants, delivery of the lesson with fellow teacher observers in the room or with videotaping, and collaborative analysis by participants of students work and the lesson delivery. This study presents quantitative and qualitative data from approximately 400 teachers who participated in a form of lesson study. The history and research basis of lesson study is presented, followed by the researcher's adaptation of the model for use in the university classroom and professional development courses, followed by an analysis of the impacts of the model on teacher participants.

Impact on Admission to a School of Medicine of an Innovation in Selection Procedures

1974 ◽  
Vol 35 (3) ◽  
pp. 1135-1142 ◽  
Author(s):  
E. Virginia Calkins ◽  
James M. Richards ◽  
Andrew McCanse ◽  
Michael M. Burgess ◽  
T. Lee Willoughby
Keyword(s):  
High School ◽  
Negative Correlation ◽  
Selection Criteria ◽  
Test Score ◽  
University Of Missouri ◽  
Selection Procedures ◽  
School Of Medicine ◽  
Admission Test ◽  
The University ◽  
The Impact

This paper reports the impact on admission to the University of Missouri-Kansas City's 6-yr. combined baccalaureate-doctor of medicine program of an innovation in selection procedures. In 1973 and 1974, the school's Council on Selection de-emphasized high school academic performance but continued to consider extensive biographical and interview data. Significant differences emerged in the correlations of various selection criteria with the Council's ratings of candidates in 1973 and 1974 in comparison with the prior year. Specifically, admission test score which had the highest correlation (.58) in 1972 was only .18 in 1973. The negative correlation (−.30) of race (discriminatory toward non-whites) in 1972 was not present in 1973 or 1974. Instead, the highest correlations were the interviewers' ratings and recommended decisions.

scholarly journals Classroom Observation: Linking Teacher Evaluation and Professional Development in TESOL

2018 ◽  
Vol III (II) ◽  
pp. 168-195
Author(s):  
Sayyed Rashid Shah ◽  
Roohul Amin ◽  
Hussain Ahmad
Keyword(s):  
Professional Development ◽  
Teacher Evaluation ◽  
Professional Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Classroom Observation ◽  
Small Scale ◽  
Complex Nature ◽  
Structured Interviews ◽  
The Impact

This study examines the impact of increasingly challenging nature of classroom observation as part of teacher evaluation in English Language Teaching (ELT). This paper highlights the complex nature of evaluative classroom observation systems in various educational contexts. It also considers various issues that embody the challenging nature of classroom observation and teacher evaluation in connection to the professional development of teachers. In a small-scale study of Teaching of English to the Speakers of Other Languages (TESOL) professionals in Saudi English as a Foreign Language (EFL) context, it adopts an interpretive approach and utilizes semi-structured interviews to collect data. The results, presented in four major themes provide a detailed account of teachers’ perceptions of the role of classroom observation in their professional learning and development. However, this development has not occurred due to the observation as a tool to elevate teaching and learning standards, alternatively, the managerial demands and the fear of being fired or transferred to remote campuses have stimulated teachers to develop professionally and offset this challenge. Despite their personal drive to professionalize themselves in a collaborative and professional culture, the challenge of observation still prevails owing to the teachers’ lack of autonomy and some insufficiently trained observers’ subjective approach.

Dissertation Redesign for Scholarly Practitioners in Educational Leadership

2016 ◽  
pp. 53-69 ◽  
Author(s):  
Cynthia J. MacGregor ◽  
Jennifer Fellabaum
Keyword(s):  
Educational Leadership ◽  
Doctoral Program ◽  
Practice Model ◽  
University Of Missouri ◽  
History Of ◽  
Critical Problems ◽  
Problems Of Practice ◽  
The University ◽  
The Impact ◽  
Section Form

The purpose of this chapter is to describe the innovative Dissertation-in-Practice model being implemented in the University of Missouri Statewide Cooperative Doctoral Program in Educational Leadership (EdD Program). This doctoral program develops scholarly practitioners who are able to address critical problems of practice through the use of theory, inquiry, and practice-oriented knowledge. While these skills are utilized to create purposeful, professional products throughout the program, the redesigned Dissertation-in-Practice at MU is intended to further showcase the impact of the students' work as scholarly practitioners through dissemination-ready components. The chapter includes the history of the program and a description of the process through which program faculty redesigned the dissertation from a traditional five-chapter model to its current six section form. This restructuring, which includes dissemination to scholars and practitioners, is detailed. The chapter concludes with emerging supports for the scholarly practitioner graduates.

Lesson Study as an Effective Performance-Based Measure of Teacher Effectiveness

2016 ◽  
pp. 1215-1228
Author(s):  
Mark Patrick Ryan
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
Qualitative Data ◽  
Science Study ◽  
The Third ◽  
Effective Performance ◽  
Lesson Delivery ◽  
Collaborative Analysis ◽  
Fellow Teacher ◽  
The University

The Japanese Lesson Study Model (JLSM) became a focus of much research after the publication of the Third International Math and Science Study (TIMSS). The JLSM has various possible manifestations, but most forms of the model include three key elements – collaborative planning of one or more lessons that will be taught by all participants, delivery of the lesson with fellow teacher observers in the room or with videotaping, and collaborative analysis by participants of students work and the lesson delivery. This study presents quantitative and qualitative data from approximately 400 teachers who participated in a form of lesson study. The history and research basis of lesson study is presented, followed by the researcher's adaptation of the model for use in the university classroom and professional development courses, followed by an analysis of the impacts of the model on teacher participants.

An Evaluation of Adventure Education Components in a Residential Learning Community

2002 ◽  
Vol 25 (2) ◽  
pp. 296-304 ◽  
Author(s):  
Andrew J. Bobilya ◽  
Lynn D. Akey
Keyword(s):  
Learning Community ◽  
Qualitative Data ◽  
Adventure Education ◽  
Support Network ◽  
Academic Learning ◽  
Ropes Course ◽  
Residential Learning Community ◽  
Transferable Skill ◽  
The University ◽  
The Impact

The intent of this research project was to assess the impact of the out-of-class experiential components in a residential Learning Community Program. More specifically, the purpose of the study was to gain information from the students' perceptions of the impact that participation in an adventure education program (high or low ropes course) had on their in-class learning and their overall experience at the university. Qualitative data indicated that participation on the ropes course impacted the Learning Community students' in-class learning in the following ways: enhancing a connection to other students, faculty and the university; promoting increased self-learning and transferable skill development; and developing a support network for academic learning. The qualitative data also indicated that Learning Community students' overall experience at the university was affected largely by the connection developed with other students, faculty and the university.

scholarly journals Protocol for the impact of CBT for insomnia on pain symptoms and central sensitisation in fibromyalgia: a randomised controlled trial

BMJ Open ◽  
2020 ◽  
Vol 10 (9) ◽  
pp. e033760
Author(s):  
Christina S McCrae ◽  
Ashley F Curtis ◽  
Jason Craggs ◽  
Chelsea Deroche ◽  
Pradeep Sahota ◽  
...  
Keyword(s):  
Chronic Pain ◽  
Controlled Trial ◽  
Control Group ◽  
Behavioural Treatment ◽  
Pain Mechanisms ◽  
University Of Missouri ◽  
Central Sensitisation ◽  
Pain Symptoms ◽  
The University ◽  
The Impact

IntroductionApproximately 50% of individuals with fibromyalgia (a chronic widespread pain condition) have comorbid insomnia. Treatment for these comorbid cases typically target pain, but growing research supports direct interventions for insomnia (eg, cognitive behavioural treatment for insomnia (CBT-I)) in these patients. Previous research suggests sustained hyperarousal mediated by a neural central sensitisation mechanism may underlie insomnia and chronic pain symptoms in fibromyalgia. We hypothesise CBT-I will improve insomnia symptoms, improve clinical pain and reduce central sensitisation. The trial will be the first to evaluate the short-term and long-term neural mechanisms underlying insomnia and pain improvements in fibromyalgia. Knowledge obtained from this trial might allow us to develop new or modify current treatments to better target pain mechanisms, perhaps reversing chronic pain or preventing it.Methods and analysisFemale participants (n=130) 18 years of age and older with comorbid fibromyalgia (with pain severity of at least 50/100) and insomnia will be recruited from the University of Missouri in Columbia, Missouri, and surrounding areas. Participants will be randomised to 8 weeks (plus 4 bimonthly booster sessions) of CBT-I or a sleep hygiene control group (SH). Participants will be assessed at baseline, post-treatment, 6 and 12 months follow-ups. The following assessments will be completed: 2 weeks of daily diaries measuring sleep and pain, daily actigraphy, insomnia severity index, pain-related disability, single night of polysomnography recording, arousal (heart rate variability, cognitive affective arousal), structural and functional MRI to examine pain-related neural activity and plasticity and mood (depression, anxiety).Ethics and disseminationEthics approval was obtained in July 2018 from the University of Missouri. All data are expected to be collected by 2022. Full trial results are planned to be published by 2024. Secondary analyses of baseline data will be subsequently published.Trial registration numberNCT03744156.

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