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William Moore

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Dr. William Moore is Principal at The Strategy Group, an international consulting firm supporting nonprofits, foundations, and communities. Bill is a Senior Fellow at the Midwest Center for Nonprofit Leadership at the University of Missouri – Kansas City and Senior Associate for Rural Health at the Texas Health Institute.

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Hartford Art School, University of Hartford

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College of the Atlantic

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University of Massachusetts Amherst

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University of Pennsylvania

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Papers by William Moore

Strengthening Social Connection and Opportunities in Rural Communities

by William Moore and Abena Asante

Grantmakers in Health: Voices from the Field, 2022

This brief describes an unfolding learning journey intended to strengthen social connection, resi... more This brief describes an unfolding learning journey intended to strengthen social connection, resident voice, and agency to address inequities in rural health and well-being. At St. David's Foundation, we believe that realizing health equity to minimize the consequences of poverty and racism reflected in the social determinants of health is foundational in our work in Central Texas. In partnership with The Strategy Group (TSG), a national consulting firm with expertise in catalyzing resident-led community networks focused on health and well-being, the Foundation invested in community capacity building (CCB) strategies to engage interested residents in working collaboratively on issues of importance to community members and enable their inherent power to participate in finding local solutions to community problems.

Attitudes of Oncologists, Oncology Nurses, and Patients from a Women's Clinic Regarding Medical Decision Making for Older and Younger Breast Cancer Patients

The Gerontologist, 1994

To assess their attitudes toward patient input in medical decisions for breast cancer patients, 6... more To assess their attitudes toward patient input in medical decisions for breast cancer patients, 67 oncologists, 94 oncology nurses and 288 patients from a women&#39;s clinic completed the Beisecker Locus of Authority in Decision Making: Breast Cancer survey. Nurses and physicians responded in terms of a patient aged 40, 60, or 75 years. All groups believed that physicians should have the dominant role in decision making. Nurses felt that patients should have more input than patients or physicians felt they should. Physicians advocated the least patient input. Patient age was not a significant factor in explaining respondents&#39; attitudes.

Achievement and Enrollment Evaluation of the Science and Mathematics Middle Magnet Schools: 1990-1991

Evaluations of the "Long-Range Magnet School Plan" court-ordered desegregation program occur in 3... more Evaluations of the "Long-Range Magnet School Plan" court-ordered desegregation program occur in 3 year cycles. This report evaluates the programs of three Science and Mathematics Magnet Middle Schools in operation in Kansas City, Missouri. After presenting a program description and evaluation design, enrollment and achievement trends at the three schools during 4 years of operation are reported. Minority and non-minority students from sixth through eighth grade were examined for patterns of achievement performance on the following standardized tests: Iowa Tests of Basic Skills (ITBS), Missouri Mastery and Achievement Testing (MAT), and Degrees of Reading Power (DRP). Two intact groups of students, enrolled continuously for 3 years, were tracked from the sixth grade to the eighth grade for patterns of achievement on the ITBS. Examination of achievement data indicated differences in achievement between minority and non-minority students in favor of non-minority students. The researchers reported that this finding supported the conclusion that the magnet program continues to impact non-minority achievement to a greater extent that minority achievement. Findings of the most recent cohort group, with the exception of reading achievement, indicated that this discrepancy may have been reduced substantially. Results from ANCOVA with a sample of district middle school students ate a comparison group indicate few significant differences between math/science students and comparison students. The researchers concluded that without substantial improvement in minority achievement, the program has not completely fulfilled its, mission. IMMO Reproductions supplied by EARS are the best that can be made from the original document.

Teacher Efficacy, Empowerment, and a Focused Instructional Climate: Does Student Achievement Benefit?

EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Academic Achievement; Analysis of Variance; Colle... more EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Academic Achievement; Analysis of Variance; Collegiality; *Context Effect; *Educational Environment; Elementary Secondary Education; Factor Analysis; Instructional Program Divisions; *Participative Decision Making; *Self Efficacy; Teacher Attitudes; Teacher Influence; *Teaching Conditions IDENTIFIERS Kansas City Public Schools MO; *Teacher Empowerment

The Faxon Montessori Magnet Elementary School, 1990-1991. Summative Evaluation

The Southwest Science and Mathematics Magnet High School: 1988-1989; 1989-1990; 1990-1991. Summative Evaluation

This report evaluates the implementation of the "Long-Range Magnet School Plan" at Southwest High... more This report evaluates the implementation of the "Long-Range Magnet School Plan" at Southwest High School, a mathematics and science magnet school in Kansas City, Missouri. The evaluation covers the academic years from 1988-89 through 1990-91. After an executive summary and an introduction that describes the program, the report is presented in five sections. The first section reports enrollment and racial composition data of the school by grade in order to examine enrollment trends prior to and during the o program. The second section describes the implementation of the program, and includes information about student transportation, renovation of school facilities, provision of instructional supplies and equipment, staffing, the transition period to facilitate student adjustment, and the science and mathematics focus on a problem-solving learning environment. The third section presents data collected during weekly classroom observations of randomly selected classes. Data indicated a progressive increase in problem-solving activities in the classroom, little progress in infusing mathematics and science across the curriculum, an increased use of in total group instruction, low implementation of experimentation and statistics activities, and a substantial increase in hands-on learning activities. The fourth section reports the perceptions of the teachers, students, and parents towards the program. The fifth section reports the mathematics, science, and reading achievement ratings of Southwest students and compares them to the district for the following tests: Tests of Achievement and Proficiency (TAP); the Missouri Mastery and Achievement Test; and the Degrees of Reading Power. TAP achievement scores were found to be below district and national norms in reading, writing expression, science, and mathematics at all grade levels, with the exception of the mathematics achievement of grade eleven. The following recommendations are included: (1) continue efforts to staff vacant magnet-related resource and teacher positions; (2) increase security and safety at Southwest; (3) increase communication between school and program participants; (4) explore teachers' perceptions that their students are not making academic progress; and (5) consider

Achievement and Enrollment Evaluation of the Applied Learning Magnet Elementary Schools, 1990-1991

Two elementary schools in the Kansas City, Missouri, School District have been in operation for 5... more Two elementary schools in the Kansas City, Missouri, School District have been in operation for 5 years as Applied Learning Magnet Schools (ALMS). The ALMS are math and science magnet schools that emphasize skills in math, science, reading, language arts, and social studies. This report examines ALMS student achievement and enrollment during 5 years of operation under a court-ordered desegregation plan. Covering the years between 1986-87. and 1990-91, the report presents achievement gains or losses as measured by the Iowa Tests of Basic Skills (ITBS) and Missouri Mastery and Achievement Test. In addition, data on enrollment, racial composition, and extended-day participation are presented. Highlighted findings include the following: (1) ITBS achievement outcomes for students in the ALMS generally remained above national and district norms; (2) minority students typically performed above the national norm in language and science, and, to a lesser extent, in math; (3) nonminority students were above the national norm in reading, language, math, and science at all grade levels; (4) only the achievement data in science suggested a narrowing of the achievement discrepancy between minority and nonminority students; (5) ALMS students typically outperformed traditional school students in all content areas; (6) the ALMS program met its desegregation goals, with 41.3% nonminority enrollment; and (7) mean classroom enrollments indicated that class size was in compliance with guidelines. (AC)

Attitudes of Medical Students and Primary Care Physicians Regarding Input of Older and Younger Patients in Medical Decisions

Medical Care, 1996

This study was designed to determine whether medical students, residents, and fully trained physi... more This study was designed to determine whether medical students, residents, and fully trained physicians differ in their attitudes toward decision-making input by older and younger patients, whether they believe that physicians should have greater input than patients in medical decisions, whether physicians grant different decision-making authority to younger versus older patients, and whether physician gender affects attitudes toward patient input in medical decisions. Respondents (n = 818) were first- (n = 311) and third-year (n = 227) medical students and family practice and internal medicine residents (n = 120) and faculty (n = 160) from the University of Kansas Medical Center (n = 367) and The Ohio State University Hospital (n = 451) who completed the Beisecker Locus of Authority: Geriatrics Scale to assess attitudes regarding involvement in medical decision making for either a 25- or 75-year-old patient. Respondents were alternately assigned to one of the two patient age vignettes. Analyses included descriptive statistics, t tests, and four-way analysis of variance. Ninety percent of respondents believed that physicians should have greater input in decisions than patients. Female respondents advocated greater patient input than male respondents. As training and experience increased beyond medical school, there was an increased tendency toward belief in physician-only decision making. For the older patient, residents advocated the most patient input and faculty advocated the least. Level of training influenced belief in patient input when its interaction with patient age and institution were examined.

Oncologists' Perceptions of the Effects of Cancer Patients' Companions on Physician-Patient Interactions

Journal of Psychosocial Oncology, 1994

To determine physicians' perceptions of the effects that the companions of cancer patients ha... more To determine physicians' perceptions of the effects that the companions of cancer patients have on physician-patient communication, semistructured interviews were conducted with 12 oncologists (6 medical, 4 surgical, and 2 radiation) from a total population of 21 oncologists. The physicians estimated that threefourths of their patients brought companions with them to consultations and said that these consultations were more complex for the physician. The behaviors of the companions varied from domination to passive note taking, and the companions who were young professional men or older women who accompanied their husbands were the most assertive and asked the most questions. All possible coalitions were observed during medical visits. The physicians perceived that companions and patients often had different agendas and noted differences in the companions' behaviors according to their gender and whether they lived in rural or urban areas.

Preparation of Students for Testing: Teacher Differentiation of Appropriate and Inappropriate Practices

This paper studied whether or not elementary school classroom teachers in a large urban midwester... more This paper studied whether or not elementary school classroom teachers in a large urban midwestern school district were able to distinguish appropriate from inappropriate testing practices in a large-scale mandated program. Fifty of 62 teachers and paraprofessionals in 2 elementary schools completed the Teacher Assessment Preparation Practices Questionnaire (TAPQ), which explored 40 specific testing behaviors of teachers from pretesting to posttesting. Respondents rated each teacher behavior regarding testing for acceptability. Participants distinguished appropriate testing behaviors, but did not demonstrate the expected capability when rating the behaviors. Less than half of the inappropriate behaviors were correctly identified. Those that were characterized as inappropriate had the largest standard errors and variability indices, indicative of disagreement among participants about the appropriateness of these practices. Teachers and paraprofessionals responded in similar ways, dem...

Private-public school differences in the United States: Findings from the second international mathematics study

International Journal of Educational Research

Differences in public and private education in the United States were examined. Using the eighth ... more Differences in public and private education in the United States were examined. Using the eighth grade sample from the Second International Mathematics Study, achievement differences were found favoring private schools at the beginning and the end of the year. After adjusting posttest scores for fathers' occupation and the pretest, the differences were smaller, but still favored private schools. Additional findings include higher attitudes toward mathematics by students in private schools, higher instructional coverage in private schools and differences in the training and job requirements for teachers in private and public schools.

Community Innovation Network Framework: A Model for Reshaping Community Identity

by June Holley, William Moore, and Adena Klem

The Foundation Review, 2016

• The article also describes lessons learned and new roles for funders interested in assisting co... more

The Faxon Montessori Magnet Elementary School, 1990-1991. Summative Evaluation

First Things First: Creating the Conditions & Capacity for Community-Wide Reform in an Urban School District

This report describes an ongoing, large scale evaluation of First Things First (FTF), a district-... more This report describes an ongoing, large scale evaluation of First Things First (FTF), a district-wide comprehensive school reform initiative in Kansas City, Kansas. FTF is an example of a theory of change initiative, which entails specifying and sequencing each step required to achieve the desired outcomes in order to monitor early, intermediate, and long-term results. The report documents strategies and activities of FTF partners from the preparatory phase through the first year of implementation, which involved two groups of elementary and secondary schools. It also assesses the extent to which these activities were successful in achieving early outcomes: creating the conditions and building the capacity of the system's key stakeholders to plan and begin reform. Chapter 1 introduces the effort. Chapter 2 describes the reform model. Chapter 3 discusses creating the conditions and building the capacity for change (e.g., preparing district leadership for change and reallocating central office resources). Chapter 4 discusses planning for change at the building level (variations in district level activities with clusters and variations in contextual characteristics of schools). Chapter 5 looks at the effectiveness of district activities in achieving early outcomes of FTF (e.g., examining cluster level early outcomes, assessing awareness and knowledge of FTF, and assessing the sense of urgency and commitment to FTF). Three appendices contain research methodology. (Contains 30 references.) (SM)

Achievement and Enrollment Evaluation of the Science and Mathematics Middle Magnet Schools: 1990-1991

Evaluations of the "Long-Range Magnet School Plan" court-ordered desegregation program occur in 3... more Evaluations of the "Long-Range Magnet School Plan" court-ordered desegregation program occur in 3 year cycles. This report evaluates the programs of three Science and Mathematics Magnet Middle Schools in operation in Kansas City, Missouri. After presenting a program description and evaluation design, enrollment and achievement trends at the three schools during 4 years of operation are reported. Minority and non-minority students from sixth through eighth grade were examined for patterns of achievement performance on the following standardized tests: Iowa Tests of Basic Skills (ITBS), Missouri Mastery and Achievement Testing (MAT), and Degrees of Reading Power (DRP). Two intact groups of students, enrolled continuously for 3 years, were tracked from the sixth grade to the eighth grade for patterns of achievement on the ITBS. Examination of achievement data indicated differences in achievement between minority and non-minority students in favor of non-minority students. The researchers reported that this finding supported the conclusion that the magnet program continues to impact non-minority achievement to a greater extent that minority achievement. Findings of the most recent cohort group, with the exception of reading achievement, indicated that this discrepancy may have been reduced substantially. Results from ANCOVA with a sample of district middle school students ate a comparison group indicate few significant differences between math/science students and comparison students. The researchers concluded that without substantial improvement in minority achievement, the program has not completely fulfilled its, mission. IMMO Reproductions supplied by EARS are the best that can be made from the original document.

The Science and Mathematics Magnet Elementary Schools: 1990-1991. Formative Evaluation

The elementary science and mathematics magnet schools have completed their second year of operati... more The elementary science and mathematics magnet schools have completed their second year of operation as part of the Kansas City, Missouri, School District's Long-Range Afagnet School Plan. The elementaryscience/math program is being implemented at Gladstone, Three Trails, Weeks, and Wheatley. This formative evaluation report documents the progress made by lour schools during their second year of implementing the science/math theme. The evaluation was guided by the goals and objectives established at each school and in the Long-Range kfagnet School Plan. The results of this evaluaiion indicate that three of the four elementary science/math magnets had a total school enrollment seven to nine percent below program capacity. Furthermore, all grade levels, with the exception of Wheatley kindergarten, had actual student enrollments less than the stated capacity for the grade. The elementary math/science schools are making progress in their efforts to meet the desegregative expectancies of the district. Two schools, Gladstone and Three Trails, are closer to meeting racial composition guidelines. Alternately, Weeks and Wheatley are further from meeting the court-ordered desegregative guidelines. Wheatley has demonstrated considerable progress toward the 60% minority/40% non-minority expectancy by increasing non-minority enrollment by 7% from the first year of implementation. Extended day enrollment indicated that the four schools served almost 900 students. Class size enrollment figures indicated that, across all grade levels, each school has maintained the court-mandated pupil-to-teacher ratio. Almost 3,000 minutes of observational data suggested that deductive learning(inquiry, and problem-solving) skills are being promoted in almost half of the observation intervals. Similarly, visits to laboratory and classrooms indicate that hands-on learning opportunities are frequent in computer, math, and science settings. Program participants report favorable perceptions of the magnet program. Teacher responses indicate progress in the implementation of the magnet theme. One area of concern for teachers at Weeks and Wheatley was safety. Less than half the teachers at these schools felt safe in their teaching environment. Alternately, more than 80% of the teachers at Gladstone and Three Trails felt safe. Student and parents perceptions of the science/math program appear quite favorable. A large majority of students are glad they go to their school and feel good about their school. Parents report favorable perceptions and feel well informed about the program. Parents report vi satisfaction with their child's progress in science, math, and other basic skills. Greater than 90% of the parents would recommend their child's school to other parents. Achievement performance of students at the four schools was found to be quite diverse. Science ITBS achievement is above or near the national norm in each of five grade levels tested. Math, reading, and language arts ITBS scores demonstrated a similar pattern across grade levels. Typically, kindergarten, first, second, and third graders perform above the national norm. Fourth and fifth graders are generally performing below the norm. vii 1v FORMATIVE EVALUATION OF THE SCIENCE AND MATHEMATICS MAGNET ELEMENTARY SCHOOLS 1990-1991

The Southwest Science and Mathematics Magnet High School: 1988-1989; 1989-1990; 1990-1991. Summative Evaluation

This report evaluates the implementation of the "Long-Range Magnet School Plan" at Southwest High... more This report evaluates the implementation of the "Long-Range Magnet School Plan" at Southwest High School, a mathematics and science magnet school in Kansas City, Missouri. The evaluation covers the academic years from 1988-89 through 1990-91. After an executive summary and an introduction that describes the program, the report is presented in five sections. The first section reports enrollment and racial composition data of the school by grade in order to examine enrollment trends prior to and during the o program. The second section describes the implementation of the program, and includes information about student transportation, renovation of school facilities, provision of instructional supplies and equipment, staffing, the transition period to facilitate student adjustment, and the science and mathematics focus on a problem-solving learning environment. The third section presents data collected during weekly classroom observations of randomly selected classes. Data indicated a progressive increase in problem-solving activities in the classroom, little progress in infusing mathematics and science across the curriculum, an increased use of in total group instruction, low implementation of experimentation and statistics activities, and a substantial increase in hands-on learning activities. The fourth section reports the perceptions of the teachers, students, and parents towards the program. The fifth section reports the mathematics, science, and reading achievement ratings of Southwest students and compares them to the district for the following tests: Tests of Achievement and Proficiency (TAP); the Missouri Mastery and Achievement Test; and the Degrees of Reading Power. TAP achievement scores were found to be below district and national norms in reading, writing expression, science, and mathematics at all grade levels, with the exception of the mathematics achievement of grade eleven. The following recommendations are included: (1) continue efforts to staff vacant magnet-related resource and teacher positions; (2) increase security and safety at Southwest; (3) increase communication between school and program participants; (4) explore teachers' perceptions that their students are not making academic progress; and (5) consider

Exploring the Context of Teacher Efficacy: The Role of Achievement and Climate

Abstract: This study hypothesizes that a sense of personal and teaching efficacy can be explained... more

Biomarker and cytologic abnormalities in women at high and low risk for breast cancer

Journal of Cellular Biochemistry, 1993

Fine needle aspirates (FNA) from 106 high-risk women and 25 low-risk women were evaluated for ove... more Fine needle aspirates (FNA) from 106 high-risk women and 25 low-risk women were evaluated for overexpression of estrogen receptor (ER), epidermal growth factor receptor (EGFR), mutant p53, and HER-2/neu by immunocytochemistry, and for aneuploidy by image analysis. Aspirates were also classified cytologically as normal, apocrine metaplasia, epithelial hyperplasia (EH), or dysplasia. High-risk women were those with a first-degree relative with breast cancer (76%), precancerous breast disease (26%), prior cancer of the contralateral breast (9%), or multiple abnormalities (I1 %). Low-risk women had none of the above risk factors, nor a prior breast biopsy or clinical evidence of fibrocystic disease. The median 10-year Gail risk for the high-risk group was 4%, compared to 0.7% for the low-risk group. There were significant differences (p < 0.01) between high-and low-risk women in the prevalences of hyperplasia (55% versus 12%), dysplasia (19% versus O%), aneuploidy (32% versus O%), overexpressed EGFR (32% versus 4%), and overexpressed p53 (29% versus 4%). The prevalence of multiple biomarker abnormalities was also greater in high-risk than in low-risk women (28% versus 0%; p < 0.01). Four percent (4%) of FNAs from high-risk women with normal cytology, 29% of aspirates with hyperplastic cytology, and 60% of those with dysplasia were associated with two or more biomarker abnormalities. The differences in the prevalence of multiple biomarker abnormalities among various cytologic categories were statistically significant (p = 0.02, normal versus EH; p = 0.02, EH versus dysplasia; p < 0.01, normal versus dysplasia). Further study of these tissue biomarkers as potential intermediate-term (5-10 year) predictors of breast cancer development is warranted.

Prevalence of aneuploidy, overexpressed ER, and overexpressed EGFR in random breast aspirates of women at high and low risk for breast cancer

Breast Cancer Research and Treatment, 1994

Breast tissue biomarkers which accurately predict breast cancer development within a 10 year peri... more Breast tissue biomarkers which accurately predict breast cancer development within a 10 year period in high risk women are needed but currently not available. We initiated this study to determine 1) the prevalence of one or more breast tissue abnormalities in a group of women at high risk for breast cancer, and 2) if the prevalence of biomarker abnormalities is greater in high risk than in low risk women. Eligible high risk women were those with a first degree relative with breast cancer, prior breast cancer, or precancerous mastopathy. Low risk women were those without these or other major identifiable risk factors. Ductal cells were obtained via random fine needle aspirations and cytologically classified. Biomarkers included DNA ploidy, estrogen receptor (ER), and epidermal growth factor receptor (EGFR). The prevalence of DNA aneuploidy was 30%, overexpression of ER 10%, and overexpression of EGFR 35 %, in the 206 high risk women whose median 10 year Gail risk (projected probability) of developing breast cancer was 4.5 %. The prevalence of aneuploidy and overexpressed EGFR was significantly higher in the high risk women than in the 25 low risk controls (p < 0.002), whose median 10 year Gail risk was 0.7%. The difference in the prevalence of ER overexpression between high and low risk groups was not statistically significant (p = 0.095). This may be due to the low prevalence of overexpressed ER and the small number of controls. A significant difference was noted in the prevalence of one or more abnormal biomarkers between the high risk and low risk women (p < 0.001). A large prospective trial is needed to determine if one or more of these biomarkers, is predictive of breast cancer development.

Strengthening Social Connection and Opportunities in Rural Communities

by William Moore and Abena Asante

Grantmakers in Health: Voices from the Field, 2022

This brief describes an unfolding learning journey intended to strengthen social connection, resi... more This brief describes an unfolding learning journey intended to strengthen social connection, resident voice, and agency to address inequities in rural health and well-being. At St. David's Foundation, we believe that realizing health equity to minimize the consequences of poverty and racism reflected in the social determinants of health is foundational in our work in Central Texas. In partnership with The Strategy Group (TSG), a national consulting firm with expertise in catalyzing resident-led community networks focused on health and well-being, the Foundation invested in community capacity building (CCB) strategies to engage interested residents in working collaboratively on issues of importance to community members and enable their inherent power to participate in finding local solutions to community problems.

Attitudes of Oncologists, Oncology Nurses, and Patients from a Women's Clinic Regarding Medical Decision Making for Older and Younger Breast Cancer Patients

The Gerontologist, 1994

To assess their attitudes toward patient input in medical decisions for breast cancer patients, 6... more To assess their attitudes toward patient input in medical decisions for breast cancer patients, 67 oncologists, 94 oncology nurses and 288 patients from a women&#39;s clinic completed the Beisecker Locus of Authority in Decision Making: Breast Cancer survey. Nurses and physicians responded in terms of a patient aged 40, 60, or 75 years. All groups believed that physicians should have the dominant role in decision making. Nurses felt that patients should have more input than patients or physicians felt they should. Physicians advocated the least patient input. Patient age was not a significant factor in explaining respondents&#39; attitudes.

Achievement and Enrollment Evaluation of the Science and Mathematics Middle Magnet Schools: 1990-1991

Evaluations of the "Long-Range Magnet School Plan" court-ordered desegregation program occur in 3... more Evaluations of the "Long-Range Magnet School Plan" court-ordered desegregation program occur in 3 year cycles. This report evaluates the programs of three Science and Mathematics Magnet Middle Schools in operation in Kansas City, Missouri. After presenting a program description and evaluation design, enrollment and achievement trends at the three schools during 4 years of operation are reported. Minority and non-minority students from sixth through eighth grade were examined for patterns of achievement performance on the following standardized tests: Iowa Tests of Basic Skills (ITBS), Missouri Mastery and Achievement Testing (MAT), and Degrees of Reading Power (DRP). Two intact groups of students, enrolled continuously for 3 years, were tracked from the sixth grade to the eighth grade for patterns of achievement on the ITBS. Examination of achievement data indicated differences in achievement between minority and non-minority students in favor of non-minority students. The researchers reported that this finding supported the conclusion that the magnet program continues to impact non-minority achievement to a greater extent that minority achievement. Findings of the most recent cohort group, with the exception of reading achievement, indicated that this discrepancy may have been reduced substantially. Results from ANCOVA with a sample of district middle school students ate a comparison group indicate few significant differences between math/science students and comparison students. The researchers concluded that without substantial improvement in minority achievement, the program has not completely fulfilled its, mission. IMMO Reproductions supplied by EARS are the best that can be made from the original document.

Teacher Efficacy, Empowerment, and a Focused Instructional Climate: Does Student Achievement Benefit?

EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Academic Achievement; Analysis of Variance; Colle... more EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Academic Achievement; Analysis of Variance; Collegiality; *Context Effect; *Educational Environment; Elementary Secondary Education; Factor Analysis; Instructional Program Divisions; *Participative Decision Making; *Self Efficacy; Teacher Attitudes; Teacher Influence; *Teaching Conditions IDENTIFIERS Kansas City Public Schools MO; *Teacher Empowerment

The Faxon Montessori Magnet Elementary School, 1990-1991. Summative Evaluation

The Southwest Science and Mathematics Magnet High School: 1988-1989; 1989-1990; 1990-1991. Summative Evaluation

This report evaluates the implementation of the "Long-Range Magnet School Plan" at Southwest High... more This report evaluates the implementation of the "Long-Range Magnet School Plan" at Southwest High School, a mathematics and science magnet school in Kansas City, Missouri. The evaluation covers the academic years from 1988-89 through 1990-91. After an executive summary and an introduction that describes the program, the report is presented in five sections. The first section reports enrollment and racial composition data of the school by grade in order to examine enrollment trends prior to and during the o program. The second section describes the implementation of the program, and includes information about student transportation, renovation of school facilities, provision of instructional supplies and equipment, staffing, the transition period to facilitate student adjustment, and the science and mathematics focus on a problem-solving learning environment. The third section presents data collected during weekly classroom observations of randomly selected classes. Data indicated a progressive increase in problem-solving activities in the classroom, little progress in infusing mathematics and science across the curriculum, an increased use of in total group instruction, low implementation of experimentation and statistics activities, and a substantial increase in hands-on learning activities. The fourth section reports the perceptions of the teachers, students, and parents towards the program. The fifth section reports the mathematics, science, and reading achievement ratings of Southwest students and compares them to the district for the following tests: Tests of Achievement and Proficiency (TAP); the Missouri Mastery and Achievement Test; and the Degrees of Reading Power. TAP achievement scores were found to be below district and national norms in reading, writing expression, science, and mathematics at all grade levels, with the exception of the mathematics achievement of grade eleven. The following recommendations are included: (1) continue efforts to staff vacant magnet-related resource and teacher positions; (2) increase security and safety at Southwest; (3) increase communication between school and program participants; (4) explore teachers' perceptions that their students are not making academic progress; and (5) consider

Achievement and Enrollment Evaluation of the Applied Learning Magnet Elementary Schools, 1990-1991

Two elementary schools in the Kansas City, Missouri, School District have been in operation for 5... more Two elementary schools in the Kansas City, Missouri, School District have been in operation for 5 years as Applied Learning Magnet Schools (ALMS). The ALMS are math and science magnet schools that emphasize skills in math, science, reading, language arts, and social studies. This report examines ALMS student achievement and enrollment during 5 years of operation under a court-ordered desegregation plan. Covering the years between 1986-87. and 1990-91, the report presents achievement gains or losses as measured by the Iowa Tests of Basic Skills (ITBS) and Missouri Mastery and Achievement Test. In addition, data on enrollment, racial composition, and extended-day participation are presented. Highlighted findings include the following: (1) ITBS achievement outcomes for students in the ALMS generally remained above national and district norms; (2) minority students typically performed above the national norm in language and science, and, to a lesser extent, in math; (3) nonminority students were above the national norm in reading, language, math, and science at all grade levels; (4) only the achievement data in science suggested a narrowing of the achievement discrepancy between minority and nonminority students; (5) ALMS students typically outperformed traditional school students in all content areas; (6) the ALMS program met its desegregation goals, with 41.3% nonminority enrollment; and (7) mean classroom enrollments indicated that class size was in compliance with guidelines. (AC)

Attitudes of Medical Students and Primary Care Physicians Regarding Input of Older and Younger Patients in Medical Decisions

Medical Care, 1996

This study was designed to determine whether medical students, residents, and fully trained physi... more This study was designed to determine whether medical students, residents, and fully trained physicians differ in their attitudes toward decision-making input by older and younger patients, whether they believe that physicians should have greater input than patients in medical decisions, whether physicians grant different decision-making authority to younger versus older patients, and whether physician gender affects attitudes toward patient input in medical decisions. Respondents (n = 818) were first- (n = 311) and third-year (n = 227) medical students and family practice and internal medicine residents (n = 120) and faculty (n = 160) from the University of Kansas Medical Center (n = 367) and The Ohio State University Hospital (n = 451) who completed the Beisecker Locus of Authority: Geriatrics Scale to assess attitudes regarding involvement in medical decision making for either a 25- or 75-year-old patient. Respondents were alternately assigned to one of the two patient age vignettes. Analyses included descriptive statistics, t tests, and four-way analysis of variance. Ninety percent of respondents believed that physicians should have greater input in decisions than patients. Female respondents advocated greater patient input than male respondents. As training and experience increased beyond medical school, there was an increased tendency toward belief in physician-only decision making. For the older patient, residents advocated the most patient input and faculty advocated the least. Level of training influenced belief in patient input when its interaction with patient age and institution were examined.

Oncologists' Perceptions of the Effects of Cancer Patients' Companions on Physician-Patient Interactions

Journal of Psychosocial Oncology, 1994

To determine physicians' perceptions of the effects that the companions of cancer patients ha... more To determine physicians' perceptions of the effects that the companions of cancer patients have on physician-patient communication, semistructured interviews were conducted with 12 oncologists (6 medical, 4 surgical, and 2 radiation) from a total population of 21 oncologists. The physicians estimated that threefourths of their patients brought companions with them to consultations and said that these consultations were more complex for the physician. The behaviors of the companions varied from domination to passive note taking, and the companions who were young professional men or older women who accompanied their husbands were the most assertive and asked the most questions. All possible coalitions were observed during medical visits. The physicians perceived that companions and patients often had different agendas and noted differences in the companions' behaviors according to their gender and whether they lived in rural or urban areas.

Preparation of Students for Testing: Teacher Differentiation of Appropriate and Inappropriate Practices

This paper studied whether or not elementary school classroom teachers in a large urban midwester... more This paper studied whether or not elementary school classroom teachers in a large urban midwestern school district were able to distinguish appropriate from inappropriate testing practices in a large-scale mandated program. Fifty of 62 teachers and paraprofessionals in 2 elementary schools completed the Teacher Assessment Preparation Practices Questionnaire (TAPQ), which explored 40 specific testing behaviors of teachers from pretesting to posttesting. Respondents rated each teacher behavior regarding testing for acceptability. Participants distinguished appropriate testing behaviors, but did not demonstrate the expected capability when rating the behaviors. Less than half of the inappropriate behaviors were correctly identified. Those that were characterized as inappropriate had the largest standard errors and variability indices, indicative of disagreement among participants about the appropriateness of these practices. Teachers and paraprofessionals responded in similar ways, dem...

Private-public school differences in the United States: Findings from the second international mathematics study

International Journal of Educational Research

Differences in public and private education in the United States were examined. Using the eighth ... more Differences in public and private education in the United States were examined. Using the eighth grade sample from the Second International Mathematics Study, achievement differences were found favoring private schools at the beginning and the end of the year. After adjusting posttest scores for fathers' occupation and the pretest, the differences were smaller, but still favored private schools. Additional findings include higher attitudes toward mathematics by students in private schools, higher instructional coverage in private schools and differences in the training and job requirements for teachers in private and public schools.

Community Innovation Network Framework: A Model for Reshaping Community Identity

by June Holley, William Moore, and Adena Klem

The Foundation Review, 2016

• The article also describes lessons learned and new roles for funders interested in assisting co... more

The Faxon Montessori Magnet Elementary School, 1990-1991. Summative Evaluation

First Things First: Creating the Conditions & Capacity for Community-Wide Reform in an Urban School District

This report describes an ongoing, large scale evaluation of First Things First (FTF), a district-... more This report describes an ongoing, large scale evaluation of First Things First (FTF), a district-wide comprehensive school reform initiative in Kansas City, Kansas. FTF is an example of a theory of change initiative, which entails specifying and sequencing each step required to achieve the desired outcomes in order to monitor early, intermediate, and long-term results. The report documents strategies and activities of FTF partners from the preparatory phase through the first year of implementation, which involved two groups of elementary and secondary schools. It also assesses the extent to which these activities were successful in achieving early outcomes: creating the conditions and building the capacity of the system's key stakeholders to plan and begin reform. Chapter 1 introduces the effort. Chapter 2 describes the reform model. Chapter 3 discusses creating the conditions and building the capacity for change (e.g., preparing district leadership for change and reallocating central office resources). Chapter 4 discusses planning for change at the building level (variations in district level activities with clusters and variations in contextual characteristics of schools). Chapter 5 looks at the effectiveness of district activities in achieving early outcomes of FTF (e.g., examining cluster level early outcomes, assessing awareness and knowledge of FTF, and assessing the sense of urgency and commitment to FTF). Three appendices contain research methodology. (Contains 30 references.) (SM)

Achievement and Enrollment Evaluation of the Science and Mathematics Middle Magnet Schools: 1990-1991

Evaluations of the "Long-Range Magnet School Plan" court-ordered desegregation program occur in 3... more Evaluations of the "Long-Range Magnet School Plan" court-ordered desegregation program occur in 3 year cycles. This report evaluates the programs of three Science and Mathematics Magnet Middle Schools in operation in Kansas City, Missouri. After presenting a program description and evaluation design, enrollment and achievement trends at the three schools during 4 years of operation are reported. Minority and non-minority students from sixth through eighth grade were examined for patterns of achievement performance on the following standardized tests: Iowa Tests of Basic Skills (ITBS), Missouri Mastery and Achievement Testing (MAT), and Degrees of Reading Power (DRP). Two intact groups of students, enrolled continuously for 3 years, were tracked from the sixth grade to the eighth grade for patterns of achievement on the ITBS. Examination of achievement data indicated differences in achievement between minority and non-minority students in favor of non-minority students. The researchers reported that this finding supported the conclusion that the magnet program continues to impact non-minority achievement to a greater extent that minority achievement. Findings of the most recent cohort group, with the exception of reading achievement, indicated that this discrepancy may have been reduced substantially. Results from ANCOVA with a sample of district middle school students ate a comparison group indicate few significant differences between math/science students and comparison students. The researchers concluded that without substantial improvement in minority achievement, the program has not completely fulfilled its, mission. IMMO Reproductions supplied by EARS are the best that can be made from the original document.

The Science and Mathematics Magnet Elementary Schools: 1990-1991. Formative Evaluation

The elementary science and mathematics magnet schools have completed their second year of operati... more The elementary science and mathematics magnet schools have completed their second year of operation as part of the Kansas City, Missouri, School District's Long-Range Afagnet School Plan. The elementaryscience/math program is being implemented at Gladstone, Three Trails, Weeks, and Wheatley. This formative evaluation report documents the progress made by lour schools during their second year of implementing the science/math theme. The evaluation was guided by the goals and objectives established at each school and in the Long-Range kfagnet School Plan. The results of this evaluaiion indicate that three of the four elementary science/math magnets had a total school enrollment seven to nine percent below program capacity. Furthermore, all grade levels, with the exception of Wheatley kindergarten, had actual student enrollments less than the stated capacity for the grade. The elementary math/science schools are making progress in their efforts to meet the desegregative expectancies of the district. Two schools, Gladstone and Three Trails, are closer to meeting racial composition guidelines. Alternately, Weeks and Wheatley are further from meeting the court-ordered desegregative guidelines. Wheatley has demonstrated considerable progress toward the 60% minority/40% non-minority expectancy by increasing non-minority enrollment by 7% from the first year of implementation. Extended day enrollment indicated that the four schools served almost 900 students. Class size enrollment figures indicated that, across all grade levels, each school has maintained the court-mandated pupil-to-teacher ratio. Almost 3,000 minutes of observational data suggested that deductive learning(inquiry, and problem-solving) skills are being promoted in almost half of the observation intervals. Similarly, visits to laboratory and classrooms indicate that hands-on learning opportunities are frequent in computer, math, and science settings. Program participants report favorable perceptions of the magnet program. Teacher responses indicate progress in the implementation of the magnet theme. One area of concern for teachers at Weeks and Wheatley was safety. Less than half the teachers at these schools felt safe in their teaching environment. Alternately, more than 80% of the teachers at Gladstone and Three Trails felt safe. Student and parents perceptions of the science/math program appear quite favorable. A large majority of students are glad they go to their school and feel good about their school. Parents report favorable perceptions and feel well informed about the program. Parents report vi satisfaction with their child's progress in science, math, and other basic skills. Greater than 90% of the parents would recommend their child's school to other parents. Achievement performance of students at the four schools was found to be quite diverse. Science ITBS achievement is above or near the national norm in each of five grade levels tested. Math, reading, and language arts ITBS scores demonstrated a similar pattern across grade levels. Typically, kindergarten, first, second, and third graders perform above the national norm. Fourth and fifth graders are generally performing below the norm. vii 1v FORMATIVE EVALUATION OF THE SCIENCE AND MATHEMATICS MAGNET ELEMENTARY SCHOOLS 1990-1991

The Southwest Science and Mathematics Magnet High School: 1988-1989; 1989-1990; 1990-1991. Summative Evaluation

This report evaluates the implementation of the "Long-Range Magnet School Plan" at Southwest High... more This report evaluates the implementation of the "Long-Range Magnet School Plan" at Southwest High School, a mathematics and science magnet school in Kansas City, Missouri. The evaluation covers the academic years from 1988-89 through 1990-91. After an executive summary and an introduction that describes the program, the report is presented in five sections. The first section reports enrollment and racial composition data of the school by grade in order to examine enrollment trends prior to and during the o program. The second section describes the implementation of the program, and includes information about student transportation, renovation of school facilities, provision of instructional supplies and equipment, staffing, the transition period to facilitate student adjustment, and the science and mathematics focus on a problem-solving learning environment. The third section presents data collected during weekly classroom observations of randomly selected classes. Data indicated a progressive increase in problem-solving activities in the classroom, little progress in infusing mathematics and science across the curriculum, an increased use of in total group instruction, low implementation of experimentation and statistics activities, and a substantial increase in hands-on learning activities. The fourth section reports the perceptions of the teachers, students, and parents towards the program. The fifth section reports the mathematics, science, and reading achievement ratings of Southwest students and compares them to the district for the following tests: Tests of Achievement and Proficiency (TAP); the Missouri Mastery and Achievement Test; and the Degrees of Reading Power. TAP achievement scores were found to be below district and national norms in reading, writing expression, science, and mathematics at all grade levels, with the exception of the mathematics achievement of grade eleven. The following recommendations are included: (1) continue efforts to staff vacant magnet-related resource and teacher positions; (2) increase security and safety at Southwest; (3) increase communication between school and program participants; (4) explore teachers' perceptions that their students are not making academic progress; and (5) consider

Exploring the Context of Teacher Efficacy: The Role of Achievement and Climate

Abstract: This study hypothesizes that a sense of personal and teaching efficacy can be explained... more

Biomarker and cytologic abnormalities in women at high and low risk for breast cancer

Journal of Cellular Biochemistry, 1993

Fine needle aspirates (FNA) from 106 high-risk women and 25 low-risk women were evaluated for ove... more Fine needle aspirates (FNA) from 106 high-risk women and 25 low-risk women were evaluated for overexpression of estrogen receptor (ER), epidermal growth factor receptor (EGFR), mutant p53, and HER-2/neu by immunocytochemistry, and for aneuploidy by image analysis. Aspirates were also classified cytologically as normal, apocrine metaplasia, epithelial hyperplasia (EH), or dysplasia. High-risk women were those with a first-degree relative with breast cancer (76%), precancerous breast disease (26%), prior cancer of the contralateral breast (9%), or multiple abnormalities (I1 %). Low-risk women had none of the above risk factors, nor a prior breast biopsy or clinical evidence of fibrocystic disease. The median 10-year Gail risk for the high-risk group was 4%, compared to 0.7% for the low-risk group. There were significant differences (p < 0.01) between high-and low-risk women in the prevalences of hyperplasia (55% versus 12%), dysplasia (19% versus O%), aneuploidy (32% versus O%), overexpressed EGFR (32% versus 4%), and overexpressed p53 (29% versus 4%). The prevalence of multiple biomarker abnormalities was also greater in high-risk than in low-risk women (28% versus 0%; p < 0.01). Four percent (4%) of FNAs from high-risk women with normal cytology, 29% of aspirates with hyperplastic cytology, and 60% of those with dysplasia were associated with two or more biomarker abnormalities. The differences in the prevalence of multiple biomarker abnormalities among various cytologic categories were statistically significant (p = 0.02, normal versus EH; p = 0.02, EH versus dysplasia; p < 0.01, normal versus dysplasia). Further study of these tissue biomarkers as potential intermediate-term (5-10 year) predictors of breast cancer development is warranted.

Prevalence of aneuploidy, overexpressed ER, and overexpressed EGFR in random breast aspirates of women at high and low risk for breast cancer

Breast Cancer Research and Treatment, 1994

Breast tissue biomarkers which accurately predict breast cancer development within a 10 year peri... more Breast tissue biomarkers which accurately predict breast cancer development within a 10 year period in high risk women are needed but currently not available. We initiated this study to determine 1) the prevalence of one or more breast tissue abnormalities in a group of women at high risk for breast cancer, and 2) if the prevalence of biomarker abnormalities is greater in high risk than in low risk women. Eligible high risk women were those with a first degree relative with breast cancer, prior breast cancer, or precancerous mastopathy. Low risk women were those without these or other major identifiable risk factors. Ductal cells were obtained via random fine needle aspirations and cytologically classified. Biomarkers included DNA ploidy, estrogen receptor (ER), and epidermal growth factor receptor (EGFR). The prevalence of DNA aneuploidy was 30%, overexpression of ER 10%, and overexpression of EGFR 35 %, in the 206 high risk women whose median 10 year Gail risk (projected probability) of developing breast cancer was 4.5 %. The prevalence of aneuploidy and overexpressed EGFR was significantly higher in the high risk women than in the 25 low risk controls (p < 0.002), whose median 10 year Gail risk was 0.7%. The difference in the prevalence of ER overexpression between high and low risk groups was not statistically significant (p = 0.095). This may be due to the low prevalence of overexpressed ER and the small number of controls. A significant difference was noted in the prevalence of one or more abnormal biomarkers between the high risk and low risk women (p < 0.001). A large prospective trial is needed to determine if one or more of these biomarkers, is predictive of breast cancer development.