Building Leadership: The Knowledge of Principals in Creating Collaborative Communities of Professional Learning

Research literature is replete with the importance of collaboration in schools, the lack of its implementation, the centrality of the role of the principal, and the existence of a gap between knowledge and practice--or a "Knowing-Doing Gap." In other words, there is a set of knowledge that principals must know in order to create a collaborative workplace environment for teachers. This study sought to describe what high school principals know about creating such a culture of collaboration. The researcher combed journal articles, studies and professional literature in order to identify what principals must know in order to create a culture of collaboration. The result was ten elements of principal knowledge: Staff involvement in important decisions, Charismatic leadership not being necessary for success, Effective elements of teacher teams, Administrator‘s modeling professional learning, The allocation of resources, Staff meetings focused on student learning, Elements of continuous improvement, and Principles of Adult Learning, Student Learning and Change. From these ten elements, the researcher developed a web-based survey intended to measure nine of those elements (Charismatic leadership was excluded). Principals of accredited high schools in the state of Nebraska were invited to participate in this survey, as high schools are well-known for the isolation that teachers experience--particularly as a result of departmentalization. The results indicate that principals have knowledge of eight of the nine measured elements. The one that they lacked an understanding of was Principles of Student Learning. Given these two findings of what principals do and do not know, the researcher recommends that professional organizations, intermediate service agencies and district-level support staff engage in systematic and systemic initiatives to increase the knowledge of principals in the element of lacking knowledge. Further, given that eight of the nine elements are understood by principals, it would be wise to examine reasons for the implementation gap (Knowing-Doing Gap) and how to overcome it.

A Qualitative Analysis of Youth Feedback of Nutrition School Enrichment Kits in Lincoln, NE

A Qualitative Analysis of Youth Feedback of Nutrition School Enrichment Kits in Lincoln, NE Richard A. Losey, M.S. University of Nebraska, 2010 Advisor: Wanda M. Koszewski The qualitative analysis of the responses given by students participating in classrooms that used the Nutrition Education Program‟s (NEP) school enrichment kits was the primary focus of this research. Data was collected from the participants in written form. Three major themes appeared during analysis of the data, healthy eating habits, cleanliness and change. The theme of healthy eating habits is comprised of the following sub-themes: breakfast, nutrients, label reading, Food Guide Pyramid/MyPyramid and healthy snacks. Cleanliness is comprised of hand washing and food safety sub-themes. The change theme is made up of change in healthy eating habits, change in cleanliness and change in both healthy eating habits and cleanliness. The data suggests that participating students have made or intend to make changes regarding healthy eating habits and cleanliness, which is the goal of nutrition education. The students‟ responses indicate that the NEP school enrichment kits are effective in increasing the knowledge of students and promoting healthy lifestyle changes.

Nebraska Adolescents' HIV/Aids Attitudes, Knowledge and Related Practices: 1989

This Prevention Center Paper (No. 22) describes the HIV/AIDS related knowledge, attitudes and practices of a random sample of 1240 Nebraska adolescents in grades 9-12. The data were gathered in 1989. Data were gathered by staff of Health Education, Inc., a Nebraska-based nonprofit research and development corporation, as part of a contract with the Nebraska Department of Education. The Nebraska Department of Education has a major HIV /AIDS cooperative agreement with the U.S. Centers for Disease Control (CDC) in Atlanta, Georgia. Schools were selected at random from each of the six classifications of Nebraska schools established by the Nebraska Department of Education. Two to three classrooms for each grade 9-12 were then randomly selected within each sampled school. All students in the classes on the day of the survey voluntarily completed CDC's HIV / AIDS adolescent survey. All responses were anonymous. Classroom teachers and school administrators 'were not involved in the data collection in any way. A data collection protocol was followed to ensure validity in this self-report survey. This report is divided into four parts: Part 1 deals with students' acceptance of HIV/AIDS instruction and of people with HIV / AIDS. Part 2 describes students' access to HIV / AIDS information: Part 3 is about students ' knowledge of HIV / AIDS, and Part 4 discusses Nebraska adolescents' practices that increase the risk of HIV/AIDS.