This quantitative study investigated the relationship between teacher dispositions, subject content knowledge, pedagogical content knowledge, and reasons that school principals recommend non-renewal of teachers’ contracts. Nearly 2,000 school principals in 13 states completed an emailed survey. In deciding whether to non-renew a teacher contract, principals reported that they observed most a lack of pedagogical content knowledge from ineffective teachers and that they prioritized the importance of instructional skills. Ethical issues received greatest importance. Principals identified teacher integrity, honesty, and dependability as important teacher dispositions. The study’s findings are important for the planning of teacher and principal professional development initiatives and hiring selection decisions. Knowing how to accurately ascribe variance in student learning has potential for improving student outcomes, particularly with the emphasis on value-added teacher evaluations.

Self-report pain assessment tools are commonly used in clinical settings to determine patients' pain intensity. The Iowa Pain Thermometer (IPT) is a tool that was developed for research, but also can be used in clinical settings. However, its utility in clinical settings is challenging because it uses a 13-point scale (0-12 scale) that does not align with common electronic pain scoring metrics. Therefore, this study evaluated the psychometric properties of an 11-point (0-10 scale) adaptation of the Iowa Pain Thermometer (IPT-R) to evaluate the psychometric properties of the IPT-R and to determine patient preference for a self-report pain assessment tool. A descriptive, correlational design was employed. The IPT-R was compared with the original IPT and a numeric rating scale (NRS). This study was conducted in the southeastern United States with 75 adults ranging in age from 65-95 years with varying levels of cognition. Participants were primarily representative of black and white backgrounds. Participants were asked to rate current pain, worst pain during the past week, and reassessment of current pain after 10-minute intervals using three scales (IPT-R, IPT, and NRS) presented in random order. Participants were asked to identify the tool preferred (the easiest to use and that best represented their pain intensity). Spearman-rank correlations were performed to determine convergent validity and test-retest reliability. Based on the results of this preliminary study, the IPT-R has good validity and reliability. The participants in this sample preferred the IPT-R over the original IPT (0-12 scale) and the traditional NRS (0-10 scale). Clinicians may consider using this tool with diverse older patients to assess pain intensity.

In the last 20 years, the World Wide Web (Web) has gone from being the means of disseminating information for a few scientists to a universal means of disseminating information across the globe. While the Web provides an unprecedented level of access to information for many, if not properly designed, Web sites can actually create a number of barriers to information access to persons with disabilities. The purpose of this study was to evaluate the accessibility of home pages of University Departments of Special Education. A total of 51 Special Education departmental Web sites were located using a popular online search engine and evaluated for accessibility. Two Web site evaluation programs were used to determine whether the Web sites meet minimum accessibility guidelines, and one of them was used to quantify the number of accessibility errors on each site. The results indicated that most (97 %) of the pages evaluated had accessibility problems, many (39 %) of which were severe and should be given a high priority for correcting. The good news is the majority of errors can easily be corrected. The work reflects a need for Departments of Special Education to examine the accessibility of their home pages. Direction for improving accessibility is provided.

Success for students in the 21st century increasingly relies on competencies and proficiencies typically available on]y through formal educational processes. Researchers have noted the paramount importance of quality teaching as the important criterion for student success (Haycock, 1998; Marzano, 2003). Recent reforms have increased the expectation that school principals energetically address teacher evaluations and subsequently remove ineffective teachers. These recent reforms tend to have common priorities, including emphasizing high quality teaching, evaluating teachers for merit pay purposes, and linking evaluation to student performance with an emphasis on the removal of ineffective teachers from the classroom.

This quantitative study investigated the relationship between teacher dispositions, subject content knowledge, pedagogical content knowledge, and reasons that school principals recommend non-renewal of probationary teachers' contracts. Principals in the Southeastern Unites States completed an e-mailed survey. Two nonparametric tests, Kruskal-Wallis and Mann Whitney U, were used to statistically analyze group responses. Principals reported that they observed most a lack of pedagogical content knowledge from ineffective teachers and they prioritized the importance of instructional skills in deciding whether to non-renew a teacher contract. Principals identified teacher integrity, dependability, and honesty as important dispositions. The studies' findings are important for universities that prepare preservice teachers and also for the planning of professional development initiatives. The study findings suggest that principals tend to view dispositions as personality characteristics rather than as teacher competencies and that teacher expertise in both subject content and pedagogy must be woven together.

PURPOSE/OBJECTIVESTo explore patient satisfaction among newly diagnosed patients with breast cancer in a rural community setting using a nurse navigation model.DESIGNNonexperimental, descriptive study.SETTINGLarge, multispecialty physician outpatient clinic serving about 150 newly diagnosed patients with breast cancer annually at the time of the study.SAMPLE103 patients using nurse navigation services during a two-year period.METHODSA researcher-developed 14-item survey tool using a Likert-type scale was mailed to about 300 navigated patients.MAIN RESEARCH VARIABLESNurse navigation and patient satisfaction.FINDINGSThe majority of participants (n = 73, 72%) selected "strongly agree" in each survey statement when questioned about the benefits of nurse navigation.CONCLUSIONSPatients receiving nurse navigation for breast cancer are highly satisfied with the services offered in this setting.IMPLICATIONS FOR NURSINGFindings from this study offer insight regarding the effectiveness of an individualized supportive care approach to nurses and providers of oncology care. That information can be used to guide the implementation of future nurse navigation programs, determine effective methods of guiding patients through the cancer experience, and aid in promoting the highest standard of oncology care.

This quantitative study investigated reasons that school principals recommend non-renewal of probationary teachers' contracts. Principals in the Southeast and Midwest completed an emailed survey. The ordinal nature of the data gathered dictated that comparisons be made between groups using the Mann Whitney U. The study investigated the barriers that work against principals addressing ine ective teaching. Results indicated that principals from both regions are more willing to initiate contract non-renewal when there has been an ethical violation or inappropriate conduct. Principals from both regions reported that teacher instructional skills are more important than subject content knowledge and dispositions in teacher contract non renewals. Vast di erences in response by region were found, however as Midwestern principals strongly identi ed the following barriers: teacher union, high cost of litigation, laws protecting teachers, collective bargaining agreement, and desire to avoid con ict and confrontation. Both regions identi ed time as a barrier. note: This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a signi cant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is published in the International Journal of Educational Leadership Preparation, Volume 6, Number 4 (October December, 2011), ISSN 2155-9635. Formatted and edited in Connexions by Theodore Creighton and Brad Bizzell, Virginia Tech and Janet Tareilo, Stephen F. Austin State University. The assignment of topic editor and double-blind reviews managed by Editor, Linda Lemasters, George Washington University. ∗Version 1.3: Nov 29, 2011 12:31 pm US/Central †http://creativecommons.org/licenses/by/3.0/ http://www.ncpeapublications.org http://cnx.org/content/m41623/1.3/ Connexions module: m41623 2 1 Sumario en espanol Este estudio cuantitativo investigo razones que eses directores de la escuela recomiendan no-renovacion de los contratos de maestros probatorios. Los directores en Sudeste y Medio oeste completaron un mando un correo electronico inspeccion. naturaleza ordinal de los datos reunio dicto que comparaciones son hechas entre los grupos que utilizan Mann Whitney U. El estudio investigo barreras que in uyen negativamente a directores que dirige la ensenanza ine caz. Los resultados indicaron que directores de ambas regiones estan mas dispuestos a iniciar no-renovacion de contrato cuando haya una infraccion etica o conducto inadecuado. Los directores de ambas regiones informaron que maestro habilidades instruccionales son mas importantes que conocimiento y disposiciones contentos sujetos en contrato de maestro no renovaciones. Las diferencias vastas en la respuesta por la region fueron encontradas, como como directores del medioeste identi caron totalmente barreras siguientes: La union de maestro, el costo alto de pleito, las leyes que protegen a maestros, acuerdo de negociacion colectiva, y deseo para evitar con icto y enfrentamiento. Ambas regiones identi caron tiempo como una barrera. note: Esta es una traduccion por computadora de la pagina web original. Se suministra como informacion general y no debe considerarse completa ni exacta.

Although coteaching has become a widespread instructional option for students with disabilities, there are concerns regarding its effectiveness on student achievement especially at the secondary level. The authors examined whether ninth grade students with learning disabilities (LD) who received instruction in a resource classroom achieved at a comparable level to students with LD who received instruction in a cotaught general education classroom. The findings indicate that the students with LD in the resource classroom achieved at a better level than did those students who received their instruction in the cotaught classroom. Implications and suggestions for further research are discussed. In response to providing a more inclusive education for students with disabilities, coteaching has become increasingly popular as an instructional service delivery option (Friend & Bursuck, 2009; Kloo & Zigmond, 2008; Magiera & Zigmond, 2005; Rea & Connell, 2005; Scruggs,

Although nursing education has always used simulation in learning activities, the advent of high-fidelity simulation (HFS) has provided students with an opportunity to practice high-stakes/low-incidence scenarios, such as post-partum hemorrhage, in an environment in which the “patient” cannot be harmed. Although students have expressed satisfaction with HFS scenarios, information is scarce about the best HFS design characteristics. Jeffries (2007) found that a significant amount of variance in student satisfaction and self-confidence was related to design factors.

All states differentiate between the requirements for ending the employment of teachers depending on their tenure status. Most importantly, a tenured teacher must be afforded certain procedural rights prior to dismissal or termination. These rights generally include notice of the grounds for the action and the opportunity to a hearing. Depending on the statutory protections of the state granting tenure, tenured teachers often must be provided with names of witnesses, the power of subpoena to compel production of documents and testimony of witnesses, the right to counsel at all stages of the process, and the right to appeal. Non-tenured, or probationary teachers, are not generally afforded the same due process rights as tenured teachers. Probationary teachers are considered to be at-will employees. They may be non-renewed without cause at the option of the employer upon proper notice of the intent not to renew by the employing school board at the end of any contract year. The legal precedent for this is found in Roth v Board of Regents, 408 U.S. 564 (1972). In this 1972 case the Court held that non-tenured teachers need not be given due process unless the non-renewal deprived the teacher of a property or liberty interest. A property interest means that a teacher has a legal expectation of continuing employment, which a probationary teacher on a one year renewable contract does not. A liberty interest is the right of a teacher not to have their reputation defamed. A contract renewal generally states no reason for a new contract not to be tendered (without cause). Therefore, there is no violation of a liberty interest for the probationary teacher as no reasons for non-renewal are made public. In each of the states analyzed in this study, teachers are placed on probationary status for three years before they are tendered a contract that grants them tenure or an expectation of continuing employment. Teacher contract non-renewal transpires for a variety of reasons. Common reasons may include excessive absenteeism and tardiness, neglect of duty, abusive language, administering corporal punishment, insubordination, unethical conduct, sexual misconduct, abuse of a controlled substance, theft or fraud, misuse of a school computer, criminal misconduct outside the work setting, and conduct unbecoming a teacher (Lawrence, Vashon, Leake, & Leake, 2005). Legal causes for teacher non-renewal are typically defined in state statutes, and often include incompetency, insubordination, immorality, good cause, reduction in force, and contract violations. In all cases, the school principal is expected to act in a reasonable manner and to avoid arbitrary and capricious behavior. This study investigated reasons for the contract non-renewal of probationary teachers. Targeted school principals from Alabama, Georgia, and South Carolina responded to a mailed survey asking them to provide demographic information and to provide reasons they would be likely to recommend contract non-renewal for probationary teachers. Common Legal Reasons for Contract Non-Renewal Probationary teachers may have their contracts non-renewed without cause, however typical grounds exist. These most common legal reasons often include incompetence, insubordination, and immorality. The targeted principals were asked to identify the reasons that they would be most likely to recommend a contract non-renewal with the following answer choices provided: absenteeism, classroom management, ethical violations and inappropriate conduct, incompetence, professional demeanor, tardiness, and other (please specify). Teacher competence is viewed as a pattern of behavior rather than a single event. Alexander and Alexander (2009) most recently defined incompetence in the context of to teach, noting that fitness to teach is essential and contains a broad range of factors...lack of knowledge of subject matter, lack of discipline, unreasonable discipline, unprofessional conduct, and willful neglect of duty (p. …

This study explored the relationship between childhood traumatic exposure, such as violence and loss of a significant other, and reading achievement. With a sample of 163 urban elementary children (grades 2-5), the impact of traumatic events on 3 years of reading scores was examined. Results suggested that violence exposure had an adverse effect on reading scores and that there was a striking difference between students who experienced moderate exposure as compared to students with high exposure. However, both groups of students experienced a significant decrease in reading achievement. Discussion of these findings proposes an explanation for why reading achievement might be adversely affected by traumatic exposure and gives suggestions for teachers to utilize with those students identified as having been exposed to traumatic events.

The University of West Georgia implemented a successful research-based initiative, Project DEW (Developing eCore Winners) to improve retention in its eCore courses. eCore courses are those offered through a collaborative University System of Georgia program, and includes courses required to complete the first two years of an undergraduate degree. eCore courses are taught entirely online, except for the required proctored exam. This article highlights the results of a telephone survey conducted to determine the causes of eCore attrition, and the retention improvement data following the implementation of a comprehensive orientation and advisement program and redundant communications to students.

Although many studies have documented ethnic disparities in analgesia administration, few have dealt with the wait time for analgesia in the emergency department, despite the fact that the provision of timely and appropriate analgesia should be a primary goal in caring for patients. Inadequate analgesia has been reported for patients presenting with long bone fractures, and a body of evidence exists indicating that ethnic and minority patients may be receiving inadequate pain care when presenting to the emergency department for treatment of long bone fractures. The purpose of the present research was to determine whether wait time differences in pain treatment existed for ethnic and minority adults (18 years old or older) who were admitted to the emergency department suffering from long bone fractures using a quantitative retrospective design. Purposive sampling of medical records of 234 European-American, African-American, and Hispanic patients presenting with long bone fractures from two small Georgia hospitals were analyzed. Although Hispanic, European-American, and African-American patients in this study all reported substantial pain, a significant (p = .005) overall wait time difference was found between Hispanic and European-American patients, with Hispanic patients waiting an average of 102 minutes for the first dose of analgesia, and the European-Americans waiting an average of 67 minutes. Significant (p = .011) wait time differences were also found between Hispanics and European Americans when opioids were ordered and when there was a nurse notation of pain in the record (p = .029).

The purpose of this study was to determine the reliability and validity of selected pain intensity scales including the Faces Pain Scale Revised (FPS-R), Verbal Descriptor Scale (VDS), Numeric Rating Scale (NRS), and Iowa Pain Thermometer (IPT) with a cognitively impaired minority sample. A descriptive correlational design was used, and a convenience sample of 68 participants, admitted to acute care facilities in the South, with an average Mini Mental Status Exam score of 23 comprised the sample. Thirty-two percent of the participants were males, and 68% were females. The majority (74%) of the sample consisted of African-American participants with the exception that 16% were Hispanic and 10% were Asian. An overwhelming majority of participants were able to use all of the tools. Concurrent validity was supported with correlations ranging from 0.56 to 0.90. The lowest correlations were found between the FPS-R and the other scales, suggesting that the FPS-R may be measuring a broader construct incorporating pain. Test–retest reliability was supported with coefficients ranging from 0.77 to 0.89. In terms of pain scale preference, the Numeric Rating Scale (33%) was the preferred scale in the cognitively intact group and the FPS-R (54%) was the preferred scale in the cognitively impaired group. When race and cognitive status were considered, African-Americans and Hispanics preferred the FPS-R. Severely, moderately, and mildly impaired participants also preferred the FPS-R. The findings of this study support the use of these scales with older cognitively impaired minority adults.