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Kolb's experiential learning cycle includes concrete experience, reflective observation, abstract conceptualization, and active experimentation. This paper first examines some preliminary questions concerning the rationale for exploring the use of Kolb's experiential learning in supervision. Kolb's experiential learning theory, as well as four supervision models compatible with his learning cycle, are reviewed. Guidelines are suggested for integrating the experiential learning cycle with clinical supervision, collaborative action research, lesson study, and the collegial support group. Different types of research are recommended for studying the integration of the experiential learning cycle with supervision.

Knowing the target oxygen saturation (SpO2) range that results in the best outcomes for acutely hypoxemic adults is important for clinical care, training, and research in low-income and lower-middle income countries (collectively LMICs). The evidence we have for SpO2 targets emanates from high-income countries (HICs), and therefore may miss important contextual factors for LMIC settings. Furthermore, the evidence from HICs is mixed, amplifying the importance of specific circumstances. For this literature review and analysis, we considered SpO2 targets used in previous trials, international and national society guidelines, and direct trial evidence comparing outcomes using different SpO2 ranges (all from HICs). We also considered contextual factors, including emerging data on pulse oximetry performance in different skin pigmentation ranges, the risk of depleting oxygen resources in LMIC settings, the lack of access to arterial blood gases that necessitates consideration of the subpopulation of hypoxemic patients who are also hypercapnic, and the impact of altitude on median SpO2 values. This process of integrating prior study protocols, society guidelines, available evidence, and contextual factors is potentially useful for the development of other clinical guidelines for LMIC settings. We suggest that a goal SpO2 range of 90-94% is reasonable, using high-performing pulse oximeters. Answering context-specific research questions, such as an optimal SpO2 target range in LMIC contexts, is critical for advancing equity in clinical outcomes globally.

This study sought to determine how three teachers experienced learning when engaged in ongoing reflective inquiry regarding their teaching beliefs, teaching behaviors, and the comparison of those beliefs and behaviors. Three case studies describe teachers writing educational platforms, comparing their platforms to their classroom behaviors, and engaging in efforts to align their teaching with their beliefs. Five professional learning frameworks supported the teachers in their reflective inquiry: action research, a critical friend, reflective writing, a collegial support group and clinical supervision. The critical friend met teachers in individual meetings to discuss the inquiry process, facilitated their collegial support group meetings and conducted non-evaluative clinical supervision cycles for each teacher. Data collected for the study included transcribed audio recordings of the critical friend's individual meetings with teachers, post-observation conferences, and collegial support group meetings. Additional data included the teachers' educational platforms, action research game plans, classroom observation data, and reflective journals. Data for each teacher were analyzed and triangulated to develop individual cases, and a cross-case comparison identified group themes. Although they progressed through the inquiry process in different ways and at different tempos, all three teachers experienced cognitive dissonance that led to a commitment to align their beliefs and behaviors.

In this policy brief we examine the initial licensure process of all 50 states and the District of Columbia, and classify each licensure process as traditional, transitional, or transformative, based on criteria suggested by a panel of expert practitioners and university faculty from the field of educational leadership. The expert panel recommended general certification requirements like a teaching certificate, teaching experience, a master's degree, field experiences embedded in principal preparation coursework, and a yearlong internship. The panel suggested a number of specific leadership capacities that should be measured by assessment instruments, calling for the measurement higher-level capacities that integrated knowledge, skills, and dispositions. The experts proposed that assessment instruments be related directly to PSEL and NELP standards, and cautioned the instruments should be equitable. The panel advocated the use of multiple assessment instruments and multiple assessment environments, constructed responses, discussion with assessors, and performance-based assessment. Based on the expert panel's recommendations, we created a set of rubrics to classify state principal licensure processes as traditional, transitional, or transformative across a number of indicators. We reviewed documents on the initial principal licensure process for each of the 50 states and the District of Columbia, and using the rubrics, we classified the certification processes of 24 states as traditional and those of 26 states and the District of Columbia as transitional. Our analysis of state licensure processes is followed by our own recommendations for policy and practice leading to a transformative licensure process.

By understanding its past, a field of study and practice can better understand its present and improve its future, yet the field of educational supervision has done very little to document or contemplate its history. In this paper, 10 books on supervision published from 1920 through 1950 are reviewed, including books by Nutt (1920), Burton (1922), Crabbs (1925), Barr and Burton (1926), Nutt (1928), Kyte (1930), Barr (1931), Rorer (1942), Barr, Burton, and Brueckner (1947), and Wiles (1950). The discussion of each book is organized into three parts. First, the author discusses a concept from the book that he believes should be "retained," meaning the concept should continue to be discussed and acted upon. Second, the author reviews a concept no longer valued or utilized that he argues should be revived in order to improve present-day supervision. Third, the author describes a concept discussed in the book under review that he maintains should be "reproved" as a negative influence on the field. The reader is urged to review historical literature on supervision and form her or his own perspectives on the value of historical concepts to modern supervision.

BackgroundIn Sub-Saharan Africa cross-sectional studies report a high prevalence of abnormal lung function indicative of chronic respiratory disease. The natural history and health impact of this abnormal lung function in low-and middle-income countries is largely unknown.MethodsA cohort of 1481 adults representative of rural Chikwawa in Malawi were recruited in 2014 and followed-up in 2019. Respiratory symptoms and health-related quality of life (HRQoL) were quantified. Lung function was measured by spirometry.Findings1232 (83%) adults participated; spirometry was available for 1082 (73%). Mean (SD) age 49.5 (17.0) years, 278(23%) had ever smoked, and 724 (59%) were women. Forced expiratory volume in one second (FEV1) declined by 53.4 ml/year (95% CI: 49.0, 57.8) and forced vital capacity (FVC) by 45.2 ml/year (95% CI: 39.2, 50.5) . Chronic airflow obstruction increased from 9.5% (7.6, 11.6%) in 2014 to 17.5% (15.3, 19.9%) in 2019. There was no change in diagnosed asthma or in spirometry consistent with asthma or restriction. Rate of FEV1 decline was not associated with diagnosed Chronic obstructive pulmonary disease (COPD), asthma, or spirometry consistent with asthma, COPD, or restriction. HRQoL was adversely associated with respiratory symptoms (dyspnoea, wheeze, cough), previous tuberculosis, declining FEV1 and spirometry consistent with asthma or restriction. These differences exceeded the minimally important difference.InterpretationIn this cohort, the increasing prevalence of COPD is associated with the high rate of FEV1 decline and lung function deficits present before recruitment. Respiratory symptoms and sub-optimal lung function are independently associated with reduced HRQoL.

The author shares summaries of the supervision literature along with personal reflections and recommendations to discuss supervision's past, present, and future. Topics from the past include the heyday of clinical superevision, the University of Georgia's Department of Curriculum and Supervision, important concepts introduced by supervision scholars, and groups associated with supervision. Consideration of the present encompasses current scholarship, other recent influences on supervision, and the resurgence of the Council of Professors of Instructional Supervision (COPIS). The part of the article on supervision's future consists of hopes and recommendations for the future, with discussions of the "Journal of Educational Supervision" as well as recommendations for political action, teacher leadership, and fully functioning professional development schools. The author also recommends an expanded COPIS as well as partnership among scholarly groups focused on educational supervision, school districts and schools, and supervision scholars from around the world.

RationaleNasopharyngeal administration of live virulence-attenuated Streptococcus pneumoniae strains is a potential novel preventative strategy. One target for creating reduced virulence S. pneumoniae strains is the capsule, but loss of the capsule reduces the duration of S. pneumoniae colonisation in mice which could impair protective efficacy against subsequent infection.ObjectivesTo assess protective efficacy of nasopharyngeal administration of unencapsulated S. pneumoniae strains in murine infection models.MethodsStrains containing cps locus deletions combined with the S. pneumoniae virulence factors psaA (reduces colonisation) or proABC (no effect on colonisation) were constructed and their virulence phenotypes and ability to prevent recolonisation or invasive infection assessed using mouse infection models. Serological responses to colonisation were compared between strains using ELISAs, immunoblots and 254 S. pneumoniae protein antigen array.Measurements and main resultsThe ∆cps/piaA and ∆cps/proABC strains were strongly attenuated in virulence in both invasive infection models and had a reduced ability to colonise the nasopharynx. ELISAs, immunoblots and protein arrays showed colonisation with either strain stimulated weaker serological responses than the wild type strain. Mice previously colonised with these strains were protected against septicaemic pneumonia but, unlike mice colonised with the wild type strain, not against S. pneumoniae recolonisation.ConclusionsColonisation with the ∆cps/piaA and ∆cps/proABC strains prevented subsequent septicaemia, but in contrast, to published data for encapsulated double mutant strains they did not prevent recolonisation with S. pneumoniae. These data suggest targeting the cps locus is a less effective option for creating live attenuated strains that prevent S. pneumoniae infections.

BackgroundExposure to household air pollution is associated with an increased risk of pneumonia in children in low- and middle-income countries; however, exposure-response data are limited, and there are uncertainties around the extent to which biomass-fueled cookstoves can reduce these exposures.Research questionWhat is the association between exposure to household air pollution and pneumonia in children under the age of 5 years in rural Malawi and what are the effects of a biomass-fueled cookstove intervention on personal exposure to household air pollution?Study design and methodsWe measured personal exposure to carbon monoxide (CO; 48 hours of continuous measurement and transcutaneous carboxyhemoglobin) every 6 months in children who participated in a cluster-randomized controlled trial of a cleaner burning biomass-fueled cookstove intervention to prevent pneumonia in children under the age of 5 years in rural Malawi (the Cooking And Pneumonia Study). Exposure-response and multivariable analyses were done.ResultsWe recruited 1805 (928 intervention; 877 control) children (mean age, 25.6 months; 50.6% female). We found no evidence of an association between exposure to CO (incident rate ratio, 1.0; 95% CI, 0.967 to 1.014; P = .53) or carboxyhemoglobin (incident rate ratio, 1.00; 95% CI, 0.993 to 1.003; P = .41) in children who experienced pneumonia vs those who did not. Median exposure to CO in the intervention and control groups was was 0.34 (interquartile range, 0.15 to 0.81) and 0.37 parts per million (interquartile range, 0.15 toa 0.97), respectively. The group difference in means was 0.46 (95% CI, -0.95 to 0.012; P = .06).InterpretationExposure to CO in our population was low with no association seen between exposure to CO and pneumonia incidence and no effect of the Cooking And Pneumonia Study intervention on these exposures. These findings suggest that CO may not be an appropriate measure of household air pollution exposure in settings such as rural Malawi and that there is a need to develop ways to measure particulate matter exposures directly in young children instead.Clinical trial registrationISRCTN59448623.

RationaleThere are no population-based studies from sub-Saharan Africa describing longitudinal lung function in adults.ObjectivesTo explore the lung function trajectories and their determinants, including the effects of air pollution exposures and the cleaner-burning biomass-fuelled cookstove intervention of the Cooking and Pneumonia Study (CAPS), in adults living in rural Malawi.MethodsWe assessed respiratory symptoms and exposures, spirometry and measured 48-hour personal exposure to fine particulate matter (PM2.5) and carbon monoxide (CO), on three occasions over 3 years. Longitudinal data were analysed using mixed-effects modelling by maximum likelihood estimation.Measurements and main resultsWe recruited 1481 adults, mean (SD) age 43.8 (17.8) years, including 523 participants from CAPS households (271 intervention; 252 controls), and collected multiple spirometry and air pollution measurements for 654 (44%) and 929 (63%), respectively. Compared with Global Lung Function Initiative African-American reference ranges, mean (SD) FEV1 (forced expiratory volume in 1 s) and FVC (forced vital capacity) z-scores were -0.38 (1.14) and -0.19 (1.09). FEV1 and FVC were determined by age, sex, height, previous TB and body mass index, with FEV1 declining by 30.9 mL/year (95% CI: 21.6 to 40.1) and FVC by 38.3 mL/year (95% CI: 28.5 to 48.1). There was decreased exposure to PM2.5 in those with access to a cookstove but no effect on lung function.ConclusionsWe did not observe accelerated lung function decline in this cohort of Malawian adults, compared with that reported in healthy, non-smoking populations from high-income countries; this suggests that the lung function deficits we measured in adulthood may have origins in early life.

Educators in PK-12 schools were surveyed to seek their perceptions of colleagues who they considered informal teacher leaders, defined as leaders who were not appointed to a leadership role by a school or district administrator. The survey asked administrators, educational specialists, and teachers working in PK-12 schools across four states to share their perceptions of informal teacher leaders' leadership activities, personal and professional attributes, relationships with other educators, and impact. Open, axial, and selective coding were used to analyze the respondents' open-ended survey responses, and themes were developed relative to research topics. The respondents reported that the informal teacher leaders they identified engaged in important leadership activities at the individual, team, and school levels. The informal teacher leaders were described by respondents as passionate, caring, efficient, open to others, and professional. A variety of specific types of leadership knowledge and skills were attributed to the informal teacher leaders. Relationships of the informal teacher leaders with other educators were characterized as respectful, trusting, and warm, and the informal leaders' working relationships with other teachers and school administrators were considered positive. The respondents reported a variety of positive impacts of informal teacher leaders on students, teachers, and the school. Although many of the leadership activities, attributes, relationships, and impacts of informal teacher leaders parallel those of formal teacher leaders, a number of distinctions also were identified indicating some differentiation of roles and functions. Recommendations are made for educator programs, principals, and future research.

The purpose of this study was to describe four successful collaborative action research (CAR) projects through the lens of teacher leaders who facilitated the school teams that conducted the CAR. For each CAR project described, the paper will report on the various phases of the CAR, the challenges of implementation as well as how the challenges were addressed by the teacher leaders, and results of the action research. Additionally, the study identifies several common characteristics of the widely varied CAR projects.

In this article I propose that curriculum and instruction are inextricably intertwined, curriculum development should be an important function of educational supervision, and supervision should foster a multidimensional curriculum developed by teachers. The proposed curriculum framework includes cognitive, social-emotional, moral, cultural, democratic, creative-artistic, and health and physical dimensions. I provide a rationale for including each of the seven dimensions, and recommend integrating the seven dimensions within a holistic curriculum. I contend that each dimension of the proposed curriculum will promote learning in the other dimensions. The suggested curriculum development process involves the supervisor facilitating professional development "for" teachers and curriculum design "by" teachers. Finally, I recommend a three-phase model for curriculum development leading to the multidimensional curriculum, with continuous curriculum development at the school, team, and individual level.

This article reports on a study of the value master's students in a principal preparation program placed on a variety of instructional strategies. The aspiring principals completed a survey with fixed-response and open-ended items. The students' most valued class discussions were about how their personal experiences related to the class topic and how to apply the topic to practice. The class activities they valued the most highly were problem solving, simulations, small-group discussions, and whole-group discussions. The highest rated out-of-class assignments included writing reflective papers, conducting interviews and observations, and performing leadership activities in schools. The types of readings the master's students most appreciated were case studies and journal articles. In describing their "outstanding professor," the aspiring principals focused on the professor's personal qualities, creation of a positive learning environment, and constructivist teaching.

The purpose of this study was to identify and describe successful innovations in educational leadership preparation programs. Professors of educational leadership from across the nation nominated innovations of 12 programs. Based on review of descriptions of the innovations provided by nominees, further documentation on the innovations was requested from the programs. Various stakeholders in the programs with the most promising innovations were interviewed to gather additional data on those innovations. Data analysis in relation to three criteria for selection--fidelity of implementation, positive student learning outcomes, and adaptability to other programs--resulted in the identification of six successful innovations.

The author identifies 10 phases of the principal development pipeline, some of which are seldom acknowledged and many of which are inadequately addressed. The author argues that various stakeholder groups should collaborate to provide continuous professional development to future and current principals through each phase of the pipeline. Examples of leadership development and stakeholder collaboration for each phase of the pipeline are also provided in this article.

Household air pollution is estimated to cause half a million deaths from pneumonia in children worldwide. The Cooking and Pneumonia Study (CAPS) was conducted to determine whether the use of cleaner-burning biomass-fueled cookstoves would reduce household air pollution and thereby the incidence of pneumonia in young children in rural Malawi. Here we report a cross-sectional assessment of carbon monoxide (CO) exposure and carboxyhemoglobin (COHgB) levels at recruitment to CAPS. Mean (SD; range) 48-h CO exposure of 1928 participating children was 0.90 (2.3; 0⁻49) ppm and mean (SD; range) COHgB level was 5.8% (3.3; 0⁻20.3). Higher mean CO and COHgB levels were associated with location (Chikhwawa versus Chilumba) (OR 3.55 (1.73⁻7.26)); (OR 2.77 (1.08⁻7.08)). Correlation between mean CO and COHgB was poor (Spearman's ρ = 0.09, p < 0.001). The finding of high COHgB levels in young children in rural Malawi that are at levels at which adverse neurodevelopmental and cognitive effects occur is of concern. Effective approaches for reducing exposure to CO and other constituents of air pollution in rural sub-Saharan African settings are urgently needed.

The purpose of this study was to determine the value that graduate students place on different types of instructional methods used by professors in educational leadership preparation programs, and to determine if master's and doctoral students place different values on different instructional methods. The participants included 87 graduate students, including 43 master's students and 44 PhD students in an educational leadership program at a university located in the Southwest. The students completed a qualitative survey that asked them to discuss instructional methods that they valued, including specific types of (a) class discussions, (b) in-class learning activities other than discussions, (c) course readings (d) out-of-class assignments and projects other than readings, and (e) instruction provided by a "composite" outstanding professor of educational leadership. Although both master's and doctoral students valued many of the same instructional methods, there were clear differences between the two groups regarding several methods. This study begins to address the gaps in our knowledge base on graduate students' perceptions of different instructional methods used in leadership preparation.

Exposure to household air pollution (HAP) from solid fuel combustion affects almost half of the world population. Adverse respiratory outcomes such as respiratory infections, impaired lung growth and chronic obstructive pulmonary disease have been linked to HAP exposure. Solid fuel smoke is a heterogeneous mixture of various gases and particulates. Cell culture and animal studies with controlled exposure conditions and genetic homogeneity provide important insights into HAP mechanisms. Impaired bacterial phagocytosis in exposed human alveolar macrophages possibly mediates several HAP-related health effects. Lung pathological findings in HAP-exposed individuals demonstrate greater small airways fibrosis and less emphysema compared with cigarette smokers. Field studies using questionnaires, air pollution monitoring and/or biomarkers are needed to better establish human risks. Some, but not all, studies suggest that improving cookstove efficiency or venting emissions may be associated with reduced respiratory symptoms, lung function decline in women and severe pneumonia in children. Current studies focus on fuel switching, stove technology replacements or upgrades and air filter devices. Several governments have initiated major programmes to accelerate the upgrade from solid fuels to clean fuels, particularly liquid petroleum gas, which provides research opportunities for the respiratory health community.

BackgroundIn urban settings of Africa with rapidly increasing population, traffic-related air pollution is a major contributor to outdoor air pollution (OAP). Although OAP has been identified as a leading cause of global morbidity and mortality, there is however, lack of a simple biomarker to assess levels of exposure to OAP in resource-poor settings. This study evaluated the role of exhaled carbon monoxide (exhCO) as a potential biomarker of exposure to ambient carbon monoxide (ambCO) from OAP.MethodsThis was a descriptive study conducted among male commercial motorcycle riders in Cotonou - the economic capital of Benin. The participants' AmbCO was measured using a portable carbon monoxide (CO) data logger for 8 h during the period of their shift. ExhCO was measured just before and immediately after their shift (8-h) Participants were asked not to cook or to smoke during the day of the measurements. Linear regression analysis was used to assess the association between ambCO and exhCO for the last 2, 4 and 6 h of their shift.ResultsOf 170 participants who completed the study, their mean ± SD age was 42.2 ± 8.4 years, and their mean ± SD daily income was 7.3 ± 2.7$. Also, 95% of the participants' used solid fuels for cooking and only 2% had ever smoked. Average exhCO increased by 5.1 ppm at the end of the shift (p = 0.004). Post-shift exhCO was significantly associated to ambCO, this association was strongest for the last 2 h of OAP exposure before exhCO measurement (β = 0.34, p

Appreciative inquiry (AI) is an alternative approach to action research that moves participants beyond problem solving and builds on existing strengths as the participants co-construct a positive vision of the future and move toward that vision through collaborative inquiry. Ph.D. students enrolled in a doctoral seminar on AI (who also are co-authors of the article) facilitated three separate AI projects. This article describes the AI projects, carried out at the school, district, and university levels, and identifies doctoral students' experiences and perceptions as first-time facilitators of AI. The authors also make recommendations to others considering or initiating AI in educational settings.