Teacher Empowerment: A Key to Restructuring

Despite a wealth of research pointing to the benefits of empowerment, teachers still remain encapsulated in their classrooms (Rice 1987). They have been unable to take their place as first-class citizens within the education profession. It is encouraging to note the various programs and plans that are being tried across the country. It is also encouraging to read so much in the literature about teacher empowerment, school-centered decision making, and the restructuring of schools. Empowerment, it is to be hoped, will not be looked on as merely “another fad.”

It is crucial that programs supporting teacher empowerment expand and that the “reform states” reduce the restrictions placed on teacher autonomy. If legislators continue to insist on making the crucial educational decisions, then they ought to accept the fact that schools are unlikely to improve.     

Cortisol Reactivity to Social Stress as a Mediator of Early Adversity on Risk and Adaptive Outcomes

Children chronically exposed to stress early in life are at increased risk for maladaptive outcomes, though the physiological mechanisms driving these effects are unknown. Cortisol reactivity was tested as a mediator of the relation between prenatal substance exposure and/or early adversity on adaptive and maladaptive outcomes. Data were drawn from a prospective longitudinal study of prenatal substance exposure (N = 860). Cortisol reactivity was assessed at age 11. Among African Americans, prenatal substance exposure exerted an indirect effect through early adversity and cortisol reactivity to predict externalizing behavior, delinquency, and a positive student–teacher relationship at age 11. Decreased cortisol reactivity was related to maladaptive outcomes, and increased cortisol reactivity predicted better executive functioning and a more positive student–teacher relationship.     

Provision for youngsters with autistic spectrum disorders in mainstream schools: what parents say — and what parents want

Relatively little research has focused on parental perceptions and experience of educational provision in mainstream settings for children and young people with autism. Much of that which has been undertaken (and certainly that which is most widely cited) has tended to rely on samples which may not be sufficiently representative. In the study reported here, Philip Whitaker, of the Children and Young People's Service in Northamptonshire sought the views of every parent or carer of a child with an autistic spectrum condition living within one English county. Almost half the parents of the 350 children attending mainstream schools responded to a questionnaire exploring their experiences, views, attitudes and levels of satisfaction. The analysis looks at the differences and similarities between the experiences and views of the 'satisfied' and 'dissatisfied' groups of parents.
Overall, 61% of respondents reported themselves satisfied with the provision being made for their children. The extent to which parents felt that school staff understood (and empathised) with their children's difficulties, and the perceived flexibility of the schools' responses to the children's needs were the factors which most sharply differentiated the two groups of parents. The extent and quality of reciprocal communication between home and school also seemed strongly associated with levels of satisfaction. The two groups of parents shared many concerns, with the schools' role in promoting social development and social relationships emerging as a high priority. Philip Whitaker discusses the implications of these findings for schools and for the development of local authority provision founded in mainstreaming.     

Joining the Ranks: Opportunities and Obstacles in Obtaining Principal Positions

This study examines the application and acquisition process of individuals completing a principal licensure program to obtain school administrative positions over a period of five years. While relatively low compensation and high-pressure accountability demands were viewed as deterrents by those deciding not to seek principalships, the majority of the study participants actively sought and obtained schoool administrative positions. Gender differences were examined in the areas ofapplying for positions, interviewing, and number of job offers. Reasons for not applying for principal and assistant principal positions were also examined.     

Developing Embedded Signature Assessments for Continuous Improvement in Teacher Education

The development and use of assessment systems to measure the performance and progress of teacher candidates and inform the continuous improvement of teacher education programs has been a longstanding priority in teacher education for the past 30 years. Teacher educators in the School of Education at a small public midwestern university revised and improved their assessment system by developing seven Embedded Signature Assessments (ESAs). ESAs are formative performance assessments that are implemented in professional education courses to measure a teacher candidate’s performance prior to student teaching and readiness for student teaching. This article describes the development and implementation of ESAs at one university, with attention to the benefits and challenges.     

WISC‐IV and low IQ: review and comparison with the WAIS‐III

The WISC‐IV is likely to be in common use for the assessment of children with low intellectual ability for the next 10–12 years. There are several concerns about its uses with these children. Some children may not understand the instructions on some subtests, notably for letter‐number sequencing. There may be an unacknowledged floor effect that will result in an overestimate of intellectual ability. The percentile ratings given in the manual are inaccurate for percentiles below 1%. Evidence is presented that the WISC‐IV may systematically give lower IQ scores than the WAIS‐III when assessing low IQ.     

Powering Up, Philanthropically

Faculty members have an important role to play in helping to fund programs and direct donor dollars at colleges and universities. This paper outlines the ‘golden age of philanthropy’ that the United States has currently entered, explaining the combination of material resources and spiritual inclinations that have led to increased giving. It then outlines several principles that faculty members should keep in mind in approaching prospective donors, including the reasons for giving, donors’ interest in ideas, and the importance of persistence, local focus, and collaboration. Finally it offers several practical steps that faculty members can take to marshal philanthropic support for their visions.

Executive impairment determines ADHD medication response: implications for academic achievement

Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to indirect informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes direct neuropsychological or academic assessment data to determine treatment efficacy. Documenting "cool" executive-working memory (EWM) and "hot" self-regulation (SR) neuropsychological impairments could aid in differential diagnosis of ADHD subtypes and determining cognitive and academic MPH response. In this study, children aged 6 to 16 with ADHD inattentive type (IT; n = 19) and combined type (n = 33)/hyperactive-impulsive type (n = 4) (CT) participated in double-blind placebo-controlled MPH trials with baseline and randomized placebo, low MPH dose, and high MPH dose conditions. EWM/ SR measures and behavior ratings/classroom observations were rank ordered separately across conditions, with nonparametric randomization tests conducted to determine individual MPH response. Participants were subsequently grouped according to their level of cool EWM and hot SR circuit dysfunction. Robust cognitive and behavioral MPH response was achieved for children with significant baseline EWM/SR impairment, yet response was poor for those with adequate EWM/ SR baseline performance. Even for strong MPH responders, the best dose for neuropsychological functioning was typically lower than the best dose for behavior. Findings offer one possible explanation for why long-term academic MPH treatment gains in ADHD have not been realized. Implications for academic achievement and medication titration practices for children with behaviorally diagnosed ADHD will be discussed.