Because of the importance of developing highly skilled school leaders, statewide assessments of 784 Texas public school administrators were compared in a causal-comparison study to determine how leadership skills varied by type of campus (urban, suburban and rural) and by campus student achievement ratings. Data were collected from a 2006-2008 Texas state-approved principal performance assessment, Principal Assessment of Student Success (PASS). Principal leadership skills identified in PASS were compared within campus student achievement categories as measured by Texas (No Child Left Behind) public school accountability ratings, and data were disaggregated by campus type (urban, suburban, rural). Important findings indicate that leadership skills of urban, suburban, and rural principals at campuses with the state’s highest student academic achievement ratings differ from skills of principals at schools with lower student academic achievement ratings. Study findings indicate that principals from all campus achievement levels demonstrate functional domain (managerial) skills; however, as principals increasingly demonstrate programming domain (systemic) skills, campus student achievement increases. This finding suggests the need for professional development aimed at nurturing systemic practices among campus leaders. In addition, clear communication, both individually (i.e. Oral Expression) and within groups (i.e. Staff Development) appears to differentiate leaders at more highly rated campuses, indicating a need to develop these skills to a greater extent. Keywords: school leadership, academic achievement, urban schools, suburban schools, rural schools
{"title":"A Comparison of Urban, Suburban, and Rural Principal Leadership","authors":"S. Erwin, Pam Winn, J. Erwin","doi":"10.5929/2011.1.2.1","DOIUrl":"https://doi.org/10.5929/2011.1.2.1","url":null,"abstract":"Because of the importance of developing highly skilled school leaders, statewide assessments of 784 Texas public school administrators were compared in a causal-comparison study to determine how leadership skills varied by type of campus (urban, suburban and rural) and by campus student achievement ratings. Data were collected from a 2006-2008 Texas state-approved principal performance assessment, Principal Assessment of Student Success (PASS). Principal leadership skills identified in PASS were compared within campus student achievement categories as measured by Texas (No Child Left Behind) public school accountability ratings, and data were disaggregated by campus type (urban, suburban, rural). Important findings indicate that leadership skills of urban, suburban, and rural principals at campuses with the state’s highest student academic achievement ratings differ from skills of principals at schools with lower student academic achievement ratings. Study findings indicate that principals from all campus achievement levels demonstrate functional domain (managerial) skills; however, as principals increasingly demonstrate programming domain (systemic) skills, campus student achievement increases. This finding suggests the need for professional development aimed at nurturing systemic practices among campus leaders. In addition, clear communication, both individually (i.e. Oral Expression) and within groups (i.e. Staff Development) appears to differentiate leaders at more highly rated campuses, indicating a need to develop these skills to a greater extent.\u0000\u0000Keywords: school leadership, academic achievement, urban schools, suburban schools, rural schools","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"28 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114027763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This exploratory study examines U.S. management faculty usage of two types of supplements: PowerPoint (PPT) slides and quizzes. Results suggest the majority (67%) of experienced management faculty frequently employ PowerPoint in their classes. However, they do not see PPT basic slides provided by the publisher as very central to getting their message across. In using PPT they tend to personalize publisher slides to cover issues discussed in class and to embellish slides with visuals and videos for interest. Primarily they encourage their students to use PowerPoint slides provided on the instructor’s website to review lectures and chapter material to prepare for exams. Half of our study’s management professors used quizzes sparingly or not at all. When quizzes were used, professors developed their questions more often based on material presented in class as well as from the text. Further research investigating the reasoning behind faculty’s choices is warranted.
{"title":"To the Point: How Management Faculty Use Powerpoint Slides and Quizzes.","authors":"S. Williamson, K. E. Clow, R. Stevens","doi":"10.5929/2011.1.2.12","DOIUrl":"https://doi.org/10.5929/2011.1.2.12","url":null,"abstract":"This exploratory study examines U.S. management faculty usage of two types of supplements: PowerPoint (PPT) slides and quizzes. Results suggest the majority (67%) of experienced management faculty frequently employ PowerPoint in their classes. However, they do not see PPT basic slides provided by the publisher as very central to getting their message across. In using PPT they tend to personalize publisher slides to cover issues discussed in class and to embellish slides with visuals and videos for interest. Primarily they encourage their students to use PowerPoint slides provided on the instructor’s website to review lectures and chapter material to prepare for exams. Half of our study’s management professors used quizzes sparingly or not at all. When quizzes were used, professors developed their questions more often based on material presented in class as well as from the text. Further research investigating the reasoning behind faculty’s choices is warranted.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126400876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Changes in the health care environment have impacted nursing workload, quality of care, and patient safety. Traditional nursing workload measures do not guarantee efficiency, nor do they adequately capture the complexity of nursing workload. Review of the literature indicates nurses perceive the quality of their work has diminished. Research has looked at tasks associated with nursing work, but not the nurse’s perception of workload demands. Human factors research principles examine cognitive and perceptual abilities needed to meet the workload demands. A human factors framework focuses on mental demands and adds an understanding of why some demands are handled easily while others lead to mental overload and decreased performance. Study findings in human factors research indicate that human beings have the ability to attend to multiple details simultaneously and that the subjective perception of the worker is important in understanding the multiple, complex dimensions of workload. This review identifies the body of nursing workload research and establishes the need to include a subjective perception of the nurse as part of any workload measure. Keywords: nursing workload, human factors, subjective mental workload, cognitive workload
{"title":"NURSING WORKLOAD AND THE CHANGING HEALTH CARE ENVIRONMENT: A REVIEW OF THE LITERATURE","authors":"Denise Neill","doi":"10.5929/2011.1.2.11","DOIUrl":"https://doi.org/10.5929/2011.1.2.11","url":null,"abstract":"Changes in the health care environment have impacted nursing workload, quality of care, and patient safety. Traditional nursing workload measures do not guarantee efficiency, nor do they adequately capture the complexity of nursing workload. Review of the literature indicates nurses perceive the quality of their work has diminished. Research has looked at tasks associated with nursing work, but not the nurse’s perception of workload demands. Human factors research principles examine cognitive and perceptual abilities needed to meet the workload demands. A human factors framework focuses on mental demands and adds an understanding of why some demands are handled easily while others lead to mental overload and decreased performance. Study findings in human factors research indicate that human beings have the ability to attend to multiple details simultaneously and that the subjective perception of the worker is important in understanding the multiple, complex dimensions of workload. This review identifies the body of nursing workload research and establishes the need to include a subjective perception of the nurse as part of any workload measure.\u0000\u0000Keywords: nursing workload, human factors, subjective mental workload, cognitive workload","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122457356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Lester, B., M., & Sparrow, J.D. (Eds.) Nuturing Children and Families: Building on the Legacy of T. Berry Brazelton","authors":"Kathleen E. Fite","doi":"10.5929/2011.1.2.13","DOIUrl":"https://doi.org/10.5929/2011.1.2.13","url":null,"abstract":"","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125001331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The role of the administrator has evolved over the past 30 years from manager to instructional leader. As instructional leaders, administrators are now responsible for student achievement on high-stakes state-mandated assessments. Therefore, it is imperative principal preparation programs provide the necessary training instructional leaders need to analyze and interpret assessment data and make informed decisions toward school improvement. This descriptive study analyzes four syllabi components to determine the extent to which testing and measurement are covered in each course: objectives, classroom sessions, resources, and activities. Based on responses from 30 universities across the United States, less than 30% of principal preparation programs are preparing candidates to be data-driven decision-makers. The most frequently adopted textbooks provided practical applications, and respondents used a wide variety of activities that provided relevant data-driven experiences; however, less than 50% of respondents spent at least 19 hours on testing and measurement in a 45-hour semester. The researchers make recommendations principal preparation programs may include to increase data-driven decision-making experiences.
{"title":"Assessment Training in Principal Preparation Programs.","authors":"B. Grigsby, W. Vesey","doi":"10.5929/2011.1.2.2","DOIUrl":"https://doi.org/10.5929/2011.1.2.2","url":null,"abstract":"The role of the administrator has evolved over the past 30 years from manager to instructional leader. As instructional leaders, administrators are now responsible for student achievement on high-stakes state-mandated assessments. Therefore, it is imperative principal preparation programs provide the necessary training instructional leaders need to analyze and interpret assessment data and make informed decisions toward school improvement. This descriptive study analyzes four syllabi components to determine the extent to which testing and measurement are covered in each course: objectives, classroom sessions, resources, and activities. Based on responses from 30 universities across the United States, less than 30% of principal preparation programs are preparing candidates to be data-driven decision-makers. The most frequently adopted textbooks provided practical applications, and respondents used a wide variety of activities that provided relevant data-driven experiences; however, less than 50% of respondents spent at least 19 hours on testing and measurement in a 45-hour semester. The researchers make recommendations principal preparation programs may include to increase data-driven decision-making experiences.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121904467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Steven W. Neill, P. Bland, E. Church, Climetine Clayburn, W. M. Shimeall
The goal of this study was to identify areas of teacher performance that were lacking to the point that the teacher was nonrenewed. Individual school districts can gain insight into why teachers are failing and make adjustments to their training and teacher induction programs that will improve professional practice. The study found that teachers failed primarily in the area of classroom management. Of the 22 possible teaching skills in which teachers could be deficient, four of the top five causes for nonrenewal came within the category of classroom management (Creating an Environment of Respect and Rapport, Managing Student Behavior, Managing Classroom Procedures, and Establishing a Culture for Learning). School districts should examine their staff development strategies and teacher induction programs to assure that these areas of concern are addressed. Keywords: teacher characteristics, administrator attitudes, teacher evaluation, personnel management, teacher competencies, teacher shortage, teacher dismissal, job performance, employer-employee relationship, employment problems, teacher-administrator relationship
{"title":"Helping Teachers Be Successful: Lessons for Administrators.","authors":"Steven W. Neill, P. Bland, E. Church, Climetine Clayburn, W. M. Shimeall","doi":"10.5929/2011.1.2.5","DOIUrl":"https://doi.org/10.5929/2011.1.2.5","url":null,"abstract":"The goal of this study was to identify areas of teacher performance that were lacking to the point that the teacher was nonrenewed. Individual school districts can gain insight into why teachers are failing and make adjustments to their training and teacher induction programs that will improve professional practice. The study found that teachers failed primarily in the area of classroom management. Of the 22 possible teaching skills in which teachers could be deficient, four of the top five causes for nonrenewal came within the category of classroom management (Creating an Environment of Respect and Rapport, Managing Student Behavior, Managing Classroom Procedures, and Establishing a Culture for Learning). School districts should examine their staff development strategies and teacher induction programs to assure that these areas of concern are addressed.\u0000\u0000Keywords: teacher characteristics, administrator attitudes, teacher evaluation, personnel management, teacher competencies, teacher shortage, teacher dismissal, job performance, employer-employee relationship, employment problems, teacher-administrator relationship","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127296305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Organizational downsizing has increased exponentially worldwide and is also affecting the healthcare industry. It is one thing to speak abstractly of the need to reduce costs and quite another to actually tell a worker the bad news that he or she has been laid off. This paper offers practical advice to healthcare managers on conducting unpleasant conversations with employees based on a widely used medical model—the SPIKES protocol. This strategy has been extensively employed by physicians and other health care professionals who frequently communicate negative information to patients and is offered as an approach that can be easily and effectively adapted by healthcare managers when they must tell a person they have been terminated. Although breaking the bad news of a cutback will never be easy, having a plan of action that entails sound business and medical advice and is also the necessary thing to do can help firms carefully manage and execute reorganizations for the well-being of the organization and the terminated worker.
{"title":"BREAKING BAD NEWS IN HEALTHCARE ORGANIZATIONS: APPLICATION OF THE SPIKES PROTOCOL","authors":"C. VonBergen, R. Stevens, D. Loudon","doi":"10.5929/2011.1.2.8","DOIUrl":"https://doi.org/10.5929/2011.1.2.8","url":null,"abstract":"Organizational downsizing has increased exponentially worldwide and is also affecting the healthcare industry. It is one thing to speak abstractly of the need to reduce costs and quite another to actually tell a worker the bad news that he or she has been laid off. This paper offers practical advice to healthcare managers on conducting unpleasant conversations with employees based on a widely used medical model—the SPIKES protocol. This strategy has been extensively employed by physicians and other health care professionals who frequently communicate negative information to patients and is offered as an approach that can be easily and effectively adapted by healthcare managers when they must tell a person they have been terminated. Although breaking the bad news of a cutback will never be easy, having a plan of action that entails sound business and medical advice and is also the necessary thing to do can help firms carefully manage and execute reorganizations for the well-being of the organization and the terminated worker.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125359226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The design of governmental regulations creates an assumption that policy implementation is linear in nature and is unproblematic (Dorey, 2005). As states, local education agencies (LEAs), and eventually school leaders and teachers engage in the policy implementation process, it becomes evident that this hierarchal dissemination of policy results in various interpretations and actions (Spillane, 1996, 2002). In the 1997 Individuals with Disabilities Education Act (IDEA) and the 2001 No Child Left Behind (NCLB) Act, the legislative language clearly states that students with disabilities are to participate in assessments with accommodations as described on their Individualized Education Plan (IEP). Research suggests that teachers continue to have difficulty discriminating between accommodations and modifications and between learning strategies and accommodations (Bruininks et al., 1994; Ysseldyke et al., 2001), as well as choosing accommodations that benefit students (Fletcher et al., 2006; Fuchs, Fuchs, Eaton, Hamlett, & Karns, 2000; Helwig & Tindal, 2003). It may be that state-level guidance for policy implementation is addressed at the procedural level, while the IEP teams need guidance on the substantive level of accommodation assignments. This paper draws on policy implementation literature in general and accommodation policy literature specifically to understand the relationship between how states and districts approach accommodations policy and the resulting impact on the decision-making process used by the IEP team to assign accommodations. The authors make suggestions for considering a framework for a professional development experience addressing accommodation assignments. The authors’ suggestions seek to improve the substantive consideration between policy and practice to enhance the decision-making process used by IEP teams.
政府法规的设计创造了一个假设，即政策的实施本质上是线性的，是没有问题的(Dorey, 2005)。随着各州、地方教育机构(LEAs)以及最终学校领导和教师参与政策实施过程，很明显，这种政策的分层传播导致了各种解释和行动(Spillane, 1996, 2002)。在1997年的《残疾人教育法》(IDEA)和2001年的《不让一个孩子掉队法》(NCLB)中，立法语言明确规定，残疾学生将按照其个性化教育计划(IEP)的规定参加评估。研究表明，教师仍然难以区分适应和修改以及学习策略和适应(Bruininks et al.， 1994;Ysseldyke et al.， 2001)，以及选择有利于学生的住宿(Fletcher et al.， 2006;富克斯，富克斯，伊顿，哈姆雷特和卡恩斯，2000;Helwig & Tindal, 2003)。可能的情况是，国家一级的政策执行指导是在程序一级处理的，而独立环境政策小组需要在住宿任务的实质性一级得到指导。本文借鉴了一般的政策实施文献和专门的住宿政策文献，以了解各州和地区如何处理住宿政策与IEP团队分配住宿的决策过程所产生的影响之间的关系。作者建议考虑一个解决住宿分配的专业发展经验框架。作者的建议旨在改善政策与实践之间的实质性考虑，以提高IEP团队使用的决策过程。
{"title":"FEDERAL ACCOMMODATION POLICY IN PRACTICE: IMPLICATIONS FOR A SUBSTANTIVE PROCESS","authors":"Lynn M. Hemmer, Candace Baker","doi":"10.5929/2011.1.2.9","DOIUrl":"https://doi.org/10.5929/2011.1.2.9","url":null,"abstract":"The design of governmental regulations creates an assumption that policy implementation is linear in nature and is unproblematic (Dorey, 2005). As states, local education agencies (LEAs), and eventually school leaders and teachers engage in the policy implementation process, it becomes evident that this hierarchal dissemination of policy results in various interpretations and actions (Spillane, 1996, 2002). In the 1997 Individuals with Disabilities Education Act (IDEA) and the 2001 No Child Left Behind (NCLB) Act, the legislative language clearly states that students with disabilities are to participate in assessments with accommodations as described on their Individualized Education Plan (IEP). Research suggests that teachers continue to have difficulty discriminating between accommodations and modifications and between learning strategies and accommodations (Bruininks et al., 1994; Ysseldyke et al., 2001), as well as choosing accommodations that benefit students (Fletcher et al., 2006; Fuchs, Fuchs, Eaton, Hamlett, & Karns, 2000; Helwig & Tindal, 2003). It may be that state-level guidance for policy implementation is addressed at the procedural level, while the IEP teams need guidance on the substantive level of accommodation assignments. This paper draws on policy implementation literature in general and accommodation policy literature specifically to understand the relationship between how states and districts approach accommodations policy and the resulting impact on the decision-making process used by the IEP team to assign accommodations. The authors make suggestions for considering a framework for a professional development experience addressing accommodation assignments. The authors’ suggestions seek to improve the substantive consideration between policy and practice to enhance the decision-making process used by IEP teams.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"246 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116157296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper we present a model of collaborative evaluation that has been used to engage teachers in data-based decision making for improving teaching and learning in mathematics and science. We examine three external challenges that threaten the process of continuous school improvement; namely, making sense of data, policy changes, and curriculum changes. In addition, we describe how the collaborative evaluation model facilitated progress beyond these challenges. Keywords: data-based decision making, evaluation, mathematics education, science education
{"title":"Navigating the Challenges of Helping Teachers Use Data to Inform Educational Decisions.","authors":"Kelli R. Thomas, Douglas Huffman","doi":"10.5929/2011.1.2.7","DOIUrl":"https://doi.org/10.5929/2011.1.2.7","url":null,"abstract":"In this paper we present a model of collaborative evaluation that has been used to engage teachers in data-based decision making for improving teaching and learning in mathematics and science. We examine three external challenges that threaten the process of continuous school improvement; namely, making sense of data, policy changes, and curriculum changes. In addition, we describe how the collaborative evaluation model facilitated progress beyond these challenges.\u0000\u0000Keywords: data-based decision making, evaluation, mathematics education, science education","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128687033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Evidence-based practice and evidence-informed practice are not just buzzwords in education. It is essential that administrators encourage both the development and the application of new knowledge in the field. This study of 1755 elementary age children in Central Texas indicates a positive association between the experience of childhood loss and grief and a diagnosis of AD/HD. Implications of this information for administrators in education are explored, including the training of counselors and classroom teachers in grief interventions and accommodations for grief related attention problems in children.
{"title":"Childhood Loss and AD/HD: Program Implications for Education Administrators.","authors":"H. Harris, Marlene Zipperlen","doi":"10.5929/2011.1.2.3","DOIUrl":"https://doi.org/10.5929/2011.1.2.3","url":null,"abstract":"Evidence-based practice and evidence-informed practice are not just buzzwords in education. It is essential that administrators encourage both the development and the application of new knowledge in the field. This study of 1755 elementary age children in Central Texas indicates a positive association between the experience of childhood loss and grief and a diagnosis of AD/HD. Implications of this information for administrators in education are explored, including the training of counselors and classroom teachers in grief interventions and accommodations for grief related attention problems in children.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130111695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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