bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Pathway to Restructuring: Discussion of a University Pilot for Principalship Preparation
Authors: Norris Cynthia J. , Lebsack Joel 
Published: January 2019

As education embarks upon the second wave of school reform—sitebased management—the school principal's role assumes a more global and dynamic perspective. At the same time, it becomes increasingly crucial that universities provide future administrators with the necessary expertise to fulfill this new leadership thrust. Preparation programs for school leaders have, in the past, directed their attention primarily to problem-solving approaches. Students have been taught to react to problems presented to them and to manage conflict and problems. They have not always been trained to find, define, and refine the problems that they must confront (Achilles and Norris, 1988: 105). Many experts have recognized this dearth in principalship preparation and have advocated curriculum that encourages reflective practice (Schon, 1983; Sergiovanni, 1987) and the integration of theory and practice (Schwab, 1964; McCarthy, 1987). It is important that immersion in theory or practice not be designed merely to promote an existing order, but that it provides future leaders with the understandings for “question[ing] existing practices and … create[ing] visions of a better way” (Norris, 1990, p. 10). Effective preparation programs must also provide students with self-awareness and insight in how their thought patterns and behaviors might serve as facilitating forces, or as hindrances, to the proper execution of their leadership roles (Norris, 1990). Personal awareness provides the first step in enhanced development of latent capabilities that are strengthened as development opportunities are intentionally provided through individualized approaches to learning (Norris, 1990; Messick, 1984). This paper 1) describes a current university pilot program based on these assumptions of principalship preparation; 2) discusses that program's effectiveness as perceived by student participants; and 3) explores current university efforts to institutionalize the more successful components from that effort.
The Regular Education Initiative: Educational Reorganization for Rural School Districts
Authors: Cappers Colleen A. , Larkin John 
Published: January 2019

The purpose of this analysis is to explore how rural school administrators can implement educational processes to enable the full inclusion of students with disabilities into the general education program. First, we review related literature including the historical basis of inclusion, the limitations of traditional special education practices, arguments of those opposed to full inclusion, and the unique characteristics of rural communities. We ground our analysis in a theoretical framework comprised of a categorical description of organizational theories and behavior. We apply this framework to consider how rural community characteristics can enable or constrain the structural, human resource, political, and symbolic processes of restructuring schools to the benefit of all students. As the field of education moves into the twenty-first century, yet another challenge faces American educators. An issue, which both challenges and requires educational restructuring, is the full inclusion of students with disabilities in the general education program.
The Courage to be Creative
Authors: Lutz Frank W. 
Published: January 2019

For thirty years the “theory movement” in educational administration pursued a logical positivistic paradigm and a goal of developing a “science” of administration. Since Kuhn (1962), that model has been challenged, but not until Weick (1976) did much appear in the literature of educational administration that took note of that challenge. Still, little “radical” revision has taken place. This article suggests possible revision in both theory and practice of education based on post-positivistic thought. Creativity is a necessary sequel to being. Furthermore, the word courage in my title refers to the particular kind of courage essential for the creative act. This is rarely acknowledged … and even more rarely written about. (Rollo May from The Courage To Create, 1975)
Principals’ Observations of a State Level Project: Leadership to Transform Schools
Authors: Alexander Gary C. , Keller Linda 
Published: January 2019

Shared decision making and shared leadership from multiple perspectives is essential in order for true educational transformation to occur. A collaborative research effort between the University of Minnesota and the Minnesota Office of Educational Leadership (OEL) provided data on the perceptions of principals at twenty-two urban, suburban, and rural schools participating in the transformation process. Ethnographic techniques were used to gather data to understand the development of leadership skills, shared governance, and shared vision at individual sites Findings from the indepth interviews indicate that an awareness of obstacles to change are a necessary first step toward implementing change; a majority of principals support some degree of site-centered decision making; central office administration needs to facilitate site autonomy; and examples of site autonomy and true shared governance exist.
Keys to Success: Critical Skills for Novice Principals
Authors: Schmieder June H. , Mcgrevin Carol Z. , Townley Arthur J. 
Published: January 2019

Both pressure from the public to reform and restructure education and the quality of current principal training have prompted a recent examination of the education of school leaders. The issues addressed in this study include questioning principals and superintendents on the skills critical to beginning principal. Of additional interest is the attitude of principals and superintendents toward administrative certificate programs. Results indicate that there is strong agreement among and between principals and superintendents regarding critical skills for new principals. Principals and superintendents were also in strong agreement about the need for more internship-based principalship training programs.
The Micropolitics of RE: Learning
Authors: Hampel Robert L. 
Published: January 2019

From Janice's journal: Our attempt at integrating curriculum? I taught outlining, and communicated what I was doing to my team. If they could do it too, what great reinforcement, I thought. I even gave out materials so they knew what I had done. All three thought the idea was great. So they said! Pam began to outline her material. Dave ignored it. Last week my kids told me that outlining is now used as a punishment in Steven's science class. “Be good or you outline two chapters!” HELP! Not everyone took the chance to innovate and lead, as Janice did in her middle school. Quite a few were like Pam, watchful, cautious, waiting until they knew and saw more. Some were as indifferent and apathetic as Dave, and several scorned the innovations, as Steven did. Each of those teachers represents one of the four different factions which arose within the member-schools of the Delaware RE: Learning initiative. This article explores the traits of those four perspectives, looks at how the groups ran “steering committees,” and considers the impact of factionalism on the changes the school made.
Democracy, Power, and Authority: The Development of a Conceptual Basis for Shared Professionalism between Teachers and Administrators
Authors: Ericson David P. , Marlow Stacey E. 
Published: January 2019

Overlooked in the recent literatures on the enhancement of teacher professionalism and the changing role of school administrators is the task of rooting such newer ideas in a conceptual framework that would underwrite and give much needed coherence to these ideas. Despite redirections of some existing administrator education preparation programs that move away from emphasising “managerial/supervisory” aspects of school administration, the notion of principal, etc., as authoritarian leader is still ubiquitous in educational practice. The literature on teacher “empowerment,” however, suggests that there should be major, if not radical, changes to the roles and relationships of teachers and school administrators. Some researchers of teacher empowerment issues and school administration have argued that increasing democratic relations between teachers and administrators require that school administrators “should lead from behind” in bottom-up structures of decision making, while the more daring question the need for school administrators at all. This paper examines some of the issues involved. In arguing that both teachers and school administrators have role expectations grounded in a set of moral ideals and commitments external to their current and historic roles, we seek to advance the development of a framework that grounds and makes sense of the call for greater teacher autonomy and empowerment, while establishing the need for and authority of school administrators. In doing so, we attempt to show that educational authority is not an all or nothing, zero-sum, game, but that, because rooted in external ideals and commitments, it is something that requires shared professionalism between teachers and administrators. It is a shared professionalism that features different, but mutually supporting, realms of educational authority.
Exploring the Use of Problem-Based Learning for Developing Collaborative Leadership Skills
Authors: Martin Kathleen J. , Chrispeels Janet H. , D'Emidio-Caston Marianne 
Published: January 2019

This paper examines the implementation of two Problem-Based Learning (PBL) seminars at a university administrative credential program for graduate students preparing to become administrators. PBL is an instructional strategy that focuses students on a relevant problem to solve within a collaborative group. It explores in what ways PBL contributes to their development as administrators, ability to work in groups, and to use reflection as a part of their practice. Students worked in small groups to complete a relevant job-related problem. They were expected to apply theory to a real situation, use problem-solving skills, witness the impact of those skills, and reflect on their actions and those of others. Throughout the two seminars, a variety of data were collected including journal notes, videotapes, and process papers. When analyzed, the data provided important insights about the use of PBL for students as an instructional strategy. Analysis of data revealed that students found the content and process relevant to their work as administrators, saw patterns in their own growth, and gained an understanding of the importance of identifying implicit theories. The faculty also learned important lessons from this action research about the use of PBL as a pedagogical strategy. First, students need time to develop and practice both problem-solving as well as group process skills. Second, faculty needed to take an active role in teaching group process and reflective skills. This is important learning given the dynamic context of schools where collaboration with others and group work are essential components of effective organizations. The data indicate that in the HRM Seminar, Group 1 and Group 2 present a stark contrast to how well each group functioned. In Group 1, the lack of attention to group process, member's primary focus on individual achievement, lack of joint leadership, presence of conflict, and perception of not being heard led to low satisfaction with the task and process. Almost the opposite pattern occurred in Group 2. Members reported both high task and process focus and primary attention on group rather than individual achievement. In addition, they reported a sense of being valued and heard, minimal conflict between group members, and a balance between solitary and joint leadership. In addition, group members were more satisfied with the task and process. Group 3 experienced some difficulties and conflict; however, group members felt they accomplished the task well. In the UTE Seminar, the data indicate that Groups A and C functioned well with minimal conflict, and they were satisfied with the product and enjoyed the process. Group B struggled and was not fully satisfied with the product produced by the group and was only marginally satisfied with the group process.
The Art of Creaturely Life: A Question of Human Propriety
Authors: Wirzba Norman 
Published: January 2019

There appears to be a law that when creatures have reached the level of consciousness, as men have, they must become conscious of the creation; they must learn how they fit into it and what its needs are and what it requires of them, or else pay a terrible penalty: the spirit of the creation will go out of them, and they will become destructive; the very earth will depart from them and go where they cannot follow. 1 Human beings have lost their creaturely nature; this has been corrupted by their being sicut deus [like god]. The whole created world is now covered in a veil; it is silent and lacking explanation, opaque and enigmatic. 2
“With my Body I Thee Worship”: New Creation, Beatific Vision, and the Liturgical Consummation of all Things
Authors: Morales Isaac Augustine 
Published: January 2019

“When our flesh, made glorious at the Judgment Seat, dresses us once again, then shall our persons become more pleasing in being more complete.” “Thereby shall we have increase of the light Supreme Love grants, unearned, to make us fit to hold His glory ever in our sight.”1
Telehealth interventions for the secondary prevention of coronary heart disease: A systematic review and meta-analysis
Authors: Jin Kai , Khonsari Sahar , Gallagher Robyn , Gallagher Patrick , Clark Alexander M , Freedman Ben , Briffa Tom , Bauman Adrian , Redfern Julie , Neubeck Lis 
Published: January 2019

Background: Coronary heart disease (CHD) is a major cause of death worldwide. Cardiac rehabilitation, an evidence-based CHD secondary prevention programme, remains underutilized. Telehealth may offer an innovative solution to overcome barriers to cardiac rehabilitation attendance. We aimed to determine whether contemporary telehealth interventions can provide effective secondary prevention as an alternative or adjunct care compared with cardiac rehabilitation and/or usual care for patients with CHD. Methods: Relevant randomized controlled trials evaluating telehealth interventions in CHD patients with at least three months’ follow-up compared with cardiac rehabilitation and/or usual care were identified by searching electronic databases. We checked reference lists, relevant conference lists, grey literature and keyword searching of the Internet. Main outcomes included all-cause mortality, rehospitalization/cardiac events and modifiable risk factors. (PROSPERO registration number 77507.) Results: In total, 32 papers reporting 30 unique trials were identified. Telehealth was not significant associated with a lower all-cause mortality than cardiac rehabilitation and/or usual care (risk ratio (RR)=0.60, 95% confidence interval (CI)=0.86 to 1.24, p=0.42). Telehealth was significantly associated with lower rehospitalization or cardiac events (RR=0.56, 95% CI=0.39 to 0.81, p<0.0001) compared with non-intervention groups. There was a significantly lower weighted mean difference (WMD) at medium to long-term follow-up than comparison groups for total cholesterol (WMD= −0.26 mmol/l, 95% CI= −0.4 to −0.11, p <0.001), low-density lipoprotein (WMD= −0.28, 95% CI = −0.50 to −0.05, p=0.02) and smoking status (RR=0.77, 95% CI =0.59 to 0.99, p=0.04]. Conclusions: Telehealth interventions with a range of delivery modes could be offered to patients who cannot attend cardiac rehabilitation, or as an adjunct to cardiac rehabilitation for effective secondary prevention.
Computer-Aided Diagnosis of Pancreas Serous Cystic Neoplasms: A Radiomics Method on Preoperative MDCT Images
Authors: Wei Ran , Lin Kanru , Yan Wenjun , Guo Yi , Wang Yuanyuan , Li Ji , Zhu Jianqing 
Published: January 2019

Objective: Our aim was to propose a preoperative computer-aided diagnosis scheme to differentiate pancreatic serous cystic neoplasms from other pancreatic cystic neoplasms, providing supportive opinions for clinicians and avoiding overtreatment. Materials and Methods: In this retrospective study, 260 patients with pancreatic cystic neoplasm were included. Each patient underwent a multidetector row computed tomography scan and pancreatic resection. In all, 200 patients constituted a cross-validation cohort, and 60 patients formed an independent validation cohort. Demographic information, clinical information, and multidetector row computed tomography images were obtained from Picture Archiving and Communication Systems. The peripheral margin of each neoplasm was manually outlined by experienced radiologists. A radiomics system containing 24 guideline-based features and 385 radiomics high-throughput features was designed. After the feature extraction, least absolute shrinkage selection operator regression was used to select the most important features. A support vector machine classifier with 5-fold cross-validation was applied to build the diagnostic model. The independent validation cohort was used to validate the performance. Results: Only 31 of 102 serous cystic neoplasm cases in this study were recognized correctly by clinicians before the surgery. Twenty-two features were selected from the radiomics system after 100 bootstrapping repetitions of the least absolute shrinkage selection operator regression. The diagnostic scheme performed accurately and robustly, showing the area under the receiver operating characteristic curve = 0.767, sensitivity = 0.686, and specificity = 0.709. In the independent validation cohort, we acquired similar results with receiver operating characteristic curve = 0.837, sensitivity = 0.667, and specificity = 0.818. Conclusion: The proposed radiomics-based computer-aided diagnosis scheme could increase preoperative diagnostic accuracy and assist clinicians in making accurate management decisions.
Long-Term Limb Salvage and Amputation-Free Survival After Femoropopliteal Bypass and Femoropopliteal PTA for Critical Ischemia in a Clinical Cohort
Authors: Altreuther Martin , Mattsson Erney 
Published: January 2019

Objective: This population-based retrospective cohort study investigates long-term results of femoropopliteal bypass and femoropopliteal endovascular intervention (PTA) in patients with critical ischemia, with focus on limb salvage and amputation-free survival. Methods: All patients who underwent femoropopliteal bypass or femoropopliteal PTA for critical ischemia without other simultaneous intervention between 1999 and 2013 were included. Stratification was according to treatment modality and symptoms, rest pain, or ischemic ulcer/gangrene. We assessed technical success, 30-day complications, length of stay, recurrent interventions, limb salvage, survival, and amputation-free survival in all patients. Results: We identified 292 operations in 264 patients, 140 bypass and 152 PTA. In 32 PTA cases, the patients were explicitly deemed unfit for bypass surgery. This group had significantly inferior technical success and limb salvage ( P = .00). In other patients, technical success was 96% for bypass and 93% for PTA, while limb salvage after 5 years was 78% for bypass and 81% for PTA. Reoperation for local complications was performed in 16% after bypass and 2% after PTA ( P = .00). Mean length of stay was 8 days after bypass and 1.9 days after PTA ( P = .00). Conclusions: Long-term follow-up showed similar technical success and good limb salvage for both PTA and bypass patients in this clinical cohort. Patients who were unfit for bypass surgery had significantly inferior technical success and limb salvage. PTA was associated with shorter hospital stay and fewer reoperations for local complications. The findings support a PTA first strategy in all cases where technical success is likely.
“What Self-Respecting Museum is without One?”: The Story of Collecting the Old World at the Science Museum of Minnesota 1914–1988
Authors: Redman S. J. 
Published: January 2019

Many Americans have learned some, if not all, of what they know about ancient world cultures through visiting museums. The museums that Americans visit, much like those of the remainder of the Western world, seem to almost always possess objects reflecting the ancient cultures of Mesopotamia, Egypt, Greece, and Rome. Many American museums, however, unlike their European counterparts, were not founded with the intention of focusing on what could be termed Old World or Classical Archaeology. Why then, if American museums did not originally intend to collect these objects, do American institutions hold comparatively large collections from these areas? In order to better understand this phenomenon, I chose to study the collections of three museums in the midwestern United States. Possibly the most instructive institution that I studied was the Science Museum of Minnesota. In examining the collections of museums in the midwest that lacked an intended focus on Classical Archaeology, such as the Science Museum of Minnesota, we may gain insights into how museum culture in America has formed. This project is significant in that it allows researchers a better understanding of the nature of the museum collections that they study. In the past, the historical context of the collecting process itself has been overlooked when research or display of the objects has taken place. It is my hope that a more complete understanding of these collections will prove to be a catalyst for better future research and collecting.
The Museum Environment: Adverse Consequences of Well-Intentioned Solutions
Authors: Weintraub Steven 
Published: January 2019

The museum environment is a complex subject that cannot be reduced to a simple set of requirements. The enforcement of prescriptive and rigid environmental specifications can result in unintended and adverse consequences, both to the collection and to the overall institution. Although there are practical reasons why guidelines have transformed into rigid specifications, the emphasis needs to shift back to flexible performance-based guidelines. The successful application of performance-based environmental standards can only be accomplished if conflict is avoided within the planning process. This can be achieved through improved communication and collaboration, which must be initiated at the outset of the process. Also, improvements in how the museum environment is taught are necessary, with an emphasis on the planning process, risk management, and an extensive technical understanding of how environmental control is achieved.
What if the Only Legacy of New Media is a Static Image? The Curatorial Struggle in Preserving New Media's Aesthetics and Art Practices1
Authors: Aceti Lanfranco 
Published: January 2019

The preservation and exhibition of computer and new media artworks is affected by the necessity to present a traditional and objectified image to the viewers. New media practices and computer arts are characterized by evolutionary processes and technological supports that contribute to shaping and defining the aesthetic. If ‘migration’ and ‘emulation’ represent a curatorial strategy or methods for collections’ management, preservation and display to deal with the obsolescence of computer and media-based artworks, the strategy of ‘extrapolation and objectification’ may represent another opportunity to address some of the difficulties presented by the immateriality of these art forms. Perhaps the methodologies of display should be changed and the possibilities of new media technologies exploited for new curatorial approaches even when they challenge the authority of both the author and the curator by focusing on the representation of the environmental interaction and the importance of multiple media formats of circulation of contemporary digital cultural expressions.