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School improvement in chronically under-performing schools remains a formidable challenge for school leaders. Recent policies in the U.S. have created incentives for school leaders to attempt new strategies to improve outcomes, and increasingly, school leaders of charter management organizations and other multi-school organizations (MSOs) are taking on this work. Research suggests that the most successful school leaders of MSOs have established robust systems of instruction and professional development. This article is based on a longitudinal qualitative case study of a school leadership team at a new MSO and uses the framework of epistemic communities to consider how leaders can generate, manage, and transfer knowledge within and across school boundaries while operating within an accountability-focused school turnaround context. Given the diverse professional backgrounds of U.S. educators, creating the capacity for school leaders and teachers to develop a common theory of action and leverage common tools may both be necessary for improvement in student outcomes but also complex and resource-intensive work. Developing highly capable MSOs is an iterative process that requires significant time and resources in school leadership positions to build a shared curriculum, align on instructional design, and develop leadership capacity to support teaching and learning within and across schools.

Background Preseason movement screening can identify modifiable risk factors, deterioration of function, and potential for injury in baseball players. Limited resources and time intensive testing procedures prevent high school coaches from accurately performing frequent movement screens on their players. Purpose To establish the intra-rater and inter-rater reliability of a novel arm care screening tool based on the concepts of the Functional Movement Screen (FMS™) and Selective Functional Movement Assessment (SFMA™) in high school coaches. Study Design Methodological intra- and inter-rater reliability study Methods Thirty-one male high school baseball players (15.9 years ± 1.06) were independently scored on the Arm Care Screen (ACS) by three examiners (two coaches, one physical therapist) in real-time and again seven days later by reviewing video recordings of each players' initial screening performance. Results from each examiner were compared within and between raters using Cohen's kappa and percent absolute agreement. Results Substantial to excellent intra-rater and inter-rater reliability were established among all raters for each component of the ACS. The mean Cohen's kappa coefficient for intra-rater reliability was 0.76 (95% confidence interval, 0.54-0.95) and percent absolute agreement ranged from 0.82-0.94 among all raters. Inter-rater reliability demonstrated a mean Cohen's kappa value of 0.89 (95% confidence interval, 0.77-0.99) while percent absolute agreement between raters ranged from 0.81-1.00. Intra- and inter-rater reliability did not differ between raters with various movement screening experience (p>0.05). Conclusions High school baseball coaches with limited experience screening movement can reliably score all three components of the ACS in less than three minutes with minimal training. Level of Evidence Level 3, Reliability study [ABSTRACT FROM AUTHOR]

Background Arm care programs consisting of upper extremity strengthening and stretching have been recommended for injury prevention for pitchers of all ages. There has been no investigation into high school baseball coaches' usage and perceptions of arm care programs to mitigate physical impairments associated with injuries in baseball players. Hypothesis/Purpose The purpose of this study was to investigate the current usage of arm care programs by high school baseball coaches. The primary objective was to determine if coaches use group-based or individualized arm care programs. The secondary objective sought to determine if the use of arm care programs is influenced by coaches' age, education, and experience level. Finally, this study explored the potential barriers to arm care implementation and high school baseball coaches' current awareness and beliefs of injury prevention. Study Design Descriptive cross-sectional survey Methods A 29-item online survey was emailed to 18,500 high school baseball coaches throughout the United States. Data were collected for three months, and the response rate was 3.7%. Results A total of 87.3% (n=571/654) of responding coaches use arm care programs with their players. Of coaches performing arm care, only 18.5% of 571 individualize their arm care exercises based on specific player needs. However, older and more experienced coaches are more likely to individualize their programs. Among the 12.7% (n=83/654) of coaches who do not use arm care programs, the two most commonly cited reasons for not implementing arm care were lack of observed benefit (41%) and insufficient staff (31%). Although 42% of 654 coaches recognized reduced shoulder mobility as a major contributor to injury, risk factors such as throwing with a fatigued arm, previous injury history, and throwing > 8 months per year were not consistently identified as primary risk factors. Conclusion The results of this study suggest that the majority high school baseball coaches implement group-based arm care exercise programs to prevent injury. Lack of confidence in the effectiveness and staffing limitations were major barriers to implementation of arm care programming. However, the responding coaches exhibited inconsistent risk factor awareness and dated injury prevention beliefs. Therefore, better educational collaboration between rehabilitation professionals and high school coaches regarding injury risk factors and preventative strategies is warranted. [ABSTRACT FROM AUTHOR]

Offers a series of hands-on activities for introducing students to concepts of energy transfer and conversion. Describes how simple devices as marbles, ramps, and sliders can be used to gauge the transfer of energy and assist in the development of investigative skills. (ML)

Assessed the effectiveness of conducting an elementary science methods course based on the Concerns Based Adoption Model (CBAM) on the concerns and attitudes of 85 preservice elementary teachers. Results indicate that neither traditional nor CBAM methods courses proved superior in affecting concerns or attitudes of the preservice teachers. (Author/JN)

Determined whether the field experience component of an undergraduate science methods course influenced teachers' concerns and attitudes toward science and science teaching. Age, grade-point average, openmindedness, and school assignment were examined as variables which might explain some of the variance in the dependent measures. (Author/JN)

Reports on a study intended to compare the effects of two methods of instruction designed to teach preservice elementary teachers to acquire and retain integrated science process skills. Results indicated that the self-instructional method was significantly more effective than the teacher-directed method. (TW)

Relationships of student characteristics to student performance/attitudes were explored by meta-analysis for studies for years 1960-1981. Six characteristics (general ability, language ability, mathematics ability, socio-economic status, sex, and race) were selected for inclusion in the study. Indicates strong positive relationships between general/language/mathematics ability and achievement and attitude measures. (JN)