scholarly journals Head Start Teachers’ Professional Development, Well‐being, Attitudes, and Practices: Understanding Changes Over Time and Predictive Associations

2019 ◽  
Vol 63 (3-4) ◽  
pp. 324-337 ◽  
Author(s):  
Jessica F. Harding ◽  
Maia C. Connors ◽  
Allison Friedman Krauss ◽  
Nikki Aikens ◽  
Lizabeth Malone ◽  
...  
Keyword(s):  
Professional Development ◽  
Head Start ◽  
Well Being ◽  
Head Start Teachers ◽  
Attitudes And Practices ◽  
Teachers Professional Development ◽  
Changes Over Time ◽  
Over Time

Teacher Data Analysis and Assets-Based Discourses about Multilingual Youth: Exploration of Relationships

2020 ◽  
Vol 122 (11) ◽  
pp. 1-42
Author(s):  
Daniella Molle
Keyword(s):  
Professional Development ◽  
Student Engagement ◽  
Classroom Practice ◽  
Data Use ◽  
Well Being ◽  
Multilingual Students ◽  
Study Approach ◽  
Mediational Role ◽  
Teacher Data ◽  
Over Time

Context The pervasiveness of deficit-based discourses about multilingual students has long been documented in the scholarly literature. Such discourses severely erode the learning and well-being of multilingual youth. One of the spaces in which deficit-based discourses about students may be transformed is professional development. Focus of the Study The study connects a key practice of high-quality professional development, the analysis of classroom evidence of student learning, to student-focused discourses about multilingual youth. The research questions the study addresses are: As they make sense of data together, (a) how do teachers discursively position multilingual youth? and (b) what factors reinforce and undermine assets-based discourses about multilingual youth? Research Design Leveraging a case study approach, I explore how a team of three middle-school teachers positions students while analyzing classroom evidence during a one-year professional development designed for educators of multilingual youth. I rely primarily on transcripts of professional development sessions to trace student positioning by the team over time as teachers analyze dissimilar types of classroom evidence. Findings The findings reveal complex mediational relationships among teachers’ data use, student positioning, and shared theories of student engagement. These co-constructed theories reinforce deficit views of students when student reasoning and participation in learning are obscured by the data teachers are exploring. When the data make the process of student engagement available for reflection, however, teachers shift toward assets-based discourses. In addition, the findings shed light on relationships between type of evidence and implications for classroom practice. The teachers in the study shift their focus from teacher-centered instruction to the scaffolding of student interaction when the data make visible student participation in learning. Conclusions The study contributes to a nascent knowledge base about the complex relationships between teacher analysis of classroom evidence and assets-based discourses about all students and multilingual students in particular. The findings expand current conceptualizations of teacher data use by foregrounding student positioning over time as a key element of teacher sensemaking, and revealing the significant mediational role that shared theories of student engagement play in teachers’ data use. In terms of practical implications, the study offers insights into the mechanisms through which assets-based discourses about multilingual youth can be fostered across learning contexts.

Effect of Erythropoietin Treatment on Nutritional Status of Continuous Ambulatory Peritoneal Dialysis Patients

1993 ◽  
Vol 13 (2_suppl) ◽  
pp. 544-549 ◽  
Author(s):  
Elias V. Balaskas ◽  
I. Rogers Melamed ◽  
Amit Gupta ◽  
Joanne Bargman ◽  
Dimitrios G. Oreopoulos
Keyword(s):  
Nutritional Status ◽  
Serum Albumin ◽  
Absolute Lymphocyte Count ◽  
Well Being ◽  
Underlying Disease ◽  
Phosphate Binders ◽  
Self Assessment ◽  
Erythropoietin Treatment ◽  
Changes Over Time ◽  
Over Time

Seventeen patients -10 females, 7 males -mean age 52 years (range: 21–77 years), on CAPD for an average of 35 months (range 10–160 months) were studied. Mean initial dose of EPO was 114±45 U/kg/week subcutaneously (range: 59–209). The dose was adjusted to achieve and maintain a target Hb of 100 g/L and Hct 30%. Fifteen of the patients (88.2%) achieved this target within 6 months [baseline to month 6 changes: Hb 72±10 g/L to 107±12 g/L (p=0.0001); Hct 22±3% to 33±4% (p=0.0001)]. Serum total protein also increased significantly over the time of EPO use (p=0.0133); changes from baseline were significant by the fourth month [68±9 g/L to 72±9 g/L (p=0.0115)]. Serum albumin also increased significantly over time (p=0.0157). The change from the baseline result (37±4 g/L) was statistically significant by month 2 (p=0.0060) and was maintained over the following 4 months [month 6 result: 40±3 g/L (p=0.0180)]. The increase was greater for 8 patients with initial serum albumin <35 g/L (mean change 5.75 g/L) than for the 9 subjects with levels >35 g/L (mean change 0.11 g/L). In a comparison group of 17 patients (matched for age, sex, duration of CAPD, underlying disease and antihypertensive treatment), who did not receive EPO treatment, albumin and protein did not appear to increase over time. Mean body weight increased from 60.9± 14.0 kg at the start to 62.1± 13.9 kg at month 6 (p=0.281) and the absolute lymphocyte count from 1.6±0.8 x 109/L to 1.8±1.0 x 109/L (p=0.0472). Serum potassium, urea, creatinine, phosphorus, cholesterol, tri. glycerides, WBC and platelets did not show significant changes over time. Serum phosphorus increased at the end of the second and third months (from 1.6±0.5 mmol/L to 1.9±0.4 and 1.8±0.4 mmol/L and then decreased at the sixth month (1.7±0.5 mmol/L); this is probably due to an increase in phosphate binders in 9 of 17 patients. An improvement in appetite, sleep and well-being, by patients’ self-assessment, was noted during the treatment. We conclude that the treatment with EPO is associated with improvement of the nutritional status of patients on CAPD.

From Pixels to Picture

2021 ◽  
pp. 1-24
Author(s):  
Erich Sneller
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Decision Making ◽  
Prosocial Behavior ◽  
Student Learning ◽  
Well Being ◽  
Student Feedback ◽  
Personal Health ◽  
Teachers Professional Development ◽  
Immense Potential

This chapter addresses a framework and the associated methods by which curious teachers can grow their leadership in their classrooms, schools, and communities. In particular, attention to teachers' professional development in the following areas are examined: teacher-generated student goals, clarity of student learning, soliciting student feedback, and well-being practices for teachers. When these areas are at the center of a teacher and a school's decision-making process, students' academic achievement, personal health, and prosocial behavior have immense potential to improve.

Effectiveness of Lifestyle Interventions in an Active Duty Air Force Population

2021 ◽  
pp. 089011712199730
Author(s):  
Nicole H. Armitage ◽  
M. Kaye Kramer ◽  
Mary S. Nelson ◽  
DawnKimberly Hopkins ◽  
Ruby Langeslay ◽  
...  
Keyword(s):  
Lifestyle Intervention ◽  
Diabetes Prevention Program ◽  
Well Being ◽  
Active Duty ◽  
Intervention Programs ◽  
Abdominal Circumference ◽  
Military Population ◽  
Improvement Program ◽  
Changes Over Time ◽  
Over Time

Purpose: To examine the effectiveness of 3 lifestyle intervention programs in an active duty military population. Design: Experimental design with stratified random assignment to 1 of 3 intervention groups. Measures were taken at baseline, 3 months and 6 months. Setting: A Military Treatment Facility in the western U.S. Subjects/Intervention: 122 active duty service members were enrolled and randomly assigned to 1 of 3 lifestyle intervention programs: the Diabetes Prevention Program-Group Lifestyle Balance (DPP-GLB), the Better Body Better Life (BBBL) program or the Fitness Improvement Program (FIP). Measures: weight, abdominal circumference, lipid and HbA1c levels, physical activity, and well-being as measured by the RAND SF-36 questionnaire. Analysis: Statistical analyses were performed to assess changes over time. Results: 83 participants completed the study (BBBL N = 23, FIP N = 30, DPP-GLB N = 30). The DPP-GLB participants had statistically significant decreases in weight (-3.1 pounds, p = .01) and abdominal circumference (-0.9 inches; p = .01) over time. HbA1c was also significantly lower in this group at 6 months compared to baseline ( p = .036). There were no statistically significant changes in weight, abdominal circumference, or HbA1c in the FIP or BBBL groups. No significant changes were observed in lipids in any of the groups. Conclusion: Results from this study indicate that the DPP-GLB program may be effective in reducing weight, abdominal circumference, and HbA1c in an active duty U.S. military population.

Effects of an early literacy professional development intervention on head start teachers and children.

2010 ◽  
Vol 102 (2) ◽  
pp. 299-312 ◽  
Author(s):  
Douglas R. Powell ◽  
Karen E. Diamond ◽  
Margaret R. Burchinal ◽  
Matthew J. Koehler
Keyword(s):  
Professional Development ◽  
Head Start ◽  
Early Literacy ◽  
Head Start Teachers ◽  
Development Intervention

scholarly journals Teaching as a Calling and Well-Being of Slovenian and Croatian Teachers

2020 ◽  
Vol 29 (2) ◽  
pp. 249-267
Author(s):  
Polona Gradišek ◽  
Sonja Pečjak ◽  
Majda Rijavec ◽  
Lana Jurčec
Keyword(s):  
Professional Development ◽  
Job Satisfaction ◽  
Life Satisfaction ◽  
Elementary School ◽  
Positive Relationship ◽  
Well Being ◽  
School Subject ◽  
The Social ◽  
Political Background ◽  
Teachers Professional Development

In a sample of 347 elementary school subject teachers from Slovenia (N = 176) and Croatia (N = 171), the authors investigated teachers’ orientations to work (as a job, a career, and a calling) and their well-being with respect to different stages of teachers’ professional development. Results have shown the presence of a calling orientation to work and its positive relationship to job satisfaction and life satisfaction. Although significant differences between Slovenian and Croatian teachers were not expected due to shared historical, cultural and political background, some interesting differences were observed. The results of MANOVA showed that teachers differed significantly in their work orientations regarding nationality and the length of their working experience. Results were discussed in the context of stages of professional development and the social status of teachers in both countries.

Sign in / Sign up

Export Citation Format

Share Document