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“An Unusual Phenomenon”

Decker, Juilee Rowman & Littlefield Publishers ePub

“An Unusual Phenomenon”

The Women’s Work Sub-Committee at the Imperial War Museum and How It Recorded What Women Did during the Great War

Sarah Paterson

Librarian, Library and Research Room Services, Imperial War Museum, London, England,

Abstract The Imperial War Museum was formed in 1917 to be both a memorial to and a place of record of every type of British and Commonwealth activity that took place during the First World War. It was a total war that created massive social upheaval. Women played an increasingly active role as the war progressed, and the Women’s Work Sub-Committee was established to record the female contribution. It was active primarily between 1917 and 1920 and gathered exhibits, uniforms, documents, publications, photographs, and artwork and commissioned models by female artists to demonstrate what women had done. This period coincided with the peak activity of women’s work and its rapid decline, and there was a determination to ensure that what had happened would be permanently remembered. The resulting collection is unique in capturing an intense, brief period when women worked together for the common good in a national emergency. How it has been utilized, studied, and displayed over the past century is informative. After 1918, women may have reverted to domestic roles, but there was never any doubt that they were an important resource, and in 1939, there was considered no need to systematically collect material about women, as they were factored into the war effort from the start.

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Diversifying Approaches to Educational Leadership: The Impact of Tradition in a Changing Educational Landscape

Murakami, Elizabeth; Tran, Natalie Rowman & Littlefield Publishers ePub

James S. Wright

Noelle W. Arnold

Muhammad Khalifa

Diversifying Approaches to Educational Leadership

The Impact of Tradition in a Changing Educational Landscape

In their 2007 article, Pounder and Johnson addressed the need for the discipline of Educational Administration to link more qualitative works to quantitative works and critical and social justice frameworks to the traditional ones, to help dispel the notion that the Educational Leadership/Administration discipline “is narrow in its theoretical and methodological foci” (p. 271). While the strong history of objective and positivist research in our discipline and its impact on our field is acknowledged, the question remains: is that enough? In our answer to that queston, we argue for more epistemological and theoretical diversity, namely explorations of approaches that center on leadership frames that have academic but also socioemotional outcomes for students. It is also important for an educator to know that the needs of students include material emotional, social, and psychological concerns (Dei, 2003). This theoretical article utilizes Pounder and Johnson’s (2007) challenge to diversify frames and research approaches in Educational Administration and discusses humanities based approaches. We also discuss socioemotional (Social Emotional Learning: SEL) outcomes for each frame and approach (Osher et al., 2016). We end with implications for the field.

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Guest Editors Bios

Decker, Juilee Rowman & Littlefield Publishers ePub

Guest Editors Bios

Consuelo Sendino is a paleontologist working as a curator of paleoinvertebrates in the Department of Earth Sciences of the Natural History Museum, London, since 2008. She is responsible for the fossil bryozoans, sponges, and worms as well as the Fossil Historical Collections. Consuelo has more than 20 years of experience, previously working as a curator at the National Museum of Natural Sciences in Madrid and as a project coordinator for GBIF. Her work includes not only the care of the collections but also participation in exhibitions, specimen-based research, fieldwork, and public outreach to promote the collections and digital curation and to make sure the collections fulfill the museum’s policy. She has a Ph.D. in geology and has experience in teaching master’s students and co-advising Ph.D.s.

Margot Note has 20 years of experience in information work in the national and international sectors. As a certified archivist and certified records manager, she is also the founder and principal of Margot Note Consulting, LLC, a New York City–based archives and records management consulting company. She is the author of Managing Image Collections: A Practical Guide (2011), Project Management for Information Professionals (2015), and Creating Family Archives: How to Preserve Your Papers and Photographs (2017, 2019) as well as numerous chapters, essays, and reviews. She received her M.A. in history from Sarah Lawrence College and holds a master’s in library and information science and post-master’s in archives and records management, both from Drexel University. At Sarah Lawrence, she is a professor in the graduate women’s history program, the first graduate degree program in women’s history in the United States.

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Medium 9781475848861

Development of a Theoretical Model for Achieving Inclusion in Schools . . . Mario S. Torres Jr., Jean Madsen, Wen Luo, Yuhong Ji, and Elisabeth Luevanos

Russo, Charles J. Rowman & Littlefield Publishers ePub

Development of a Theoretical Model for Achieving Inclusion in Schools

Mario S. Torres Jr.

Jean Madsen

Wen Luo

Yuhong Ji

Elisabeth Luevanos

ABSTRACT: School systems are in the midst of dealing with changing demographics. It is assumed schools play an important role in addressing the varying educational, cultural, and social needs of an increasingly diverse group of members (Holme, Diem, & Welton, 2013). In response authors reviewed multiple inclusive models and frameworks relevant to schools with changing demographics. The scale was based on three meta-constructs: leadership capacity, organizational justice, and performance outcomes. The School Inclusion Survey used in this study employed robust scales to ascertain inclusiveness. An exploratory factor analysis (EFA) and Cronbach’s α for subscale reliability, in addition to confirmatory factor analysis, were employed to evaluate the construct validity of the inclusion model. While the school inclusion model is exploratory, it is believed schools can use this tool to gauge organizational inclusiveness and develop strategies to address gaps or weaknesses to address the needs of their changing demographics.

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Journal of Evidence-Based Practices for Schools Rowman & Littlefield Publishers ePub

Effects of a Modified Daily Progress Report for Check In/Check Out at the Elementary Level

Courtney A. Dexter

Kathy L. Ruhl

Douglas D. Dexter

ABSTRACT: In an effort to examine a way to modify check in/check out (CICO) to enhance effectiveness, the current study assessed changes to the daily progress report (DPR) component. A multiple-baseline-across-participants design was used, with three sets of student/teacher pairs in an elementary school, to examine how modifying the DPR to reflect specific, positively worded, operationalized behaviors impacts the DPR as a visual prompt for student behavior and teacher feedback. Results indicate all teachers demonstrated increased levels of behavior-specific feedback, with three demonstrating an improved affirmative to corrective feedback ratio. All students demonstrated a reduction in problem behaviors and increased exhibition of prosocial behaviors. Furthermore, students and teachers rated the modified DPR as effective and easy to use. Implications for practice and implementation guidelines are also discussed in this article.

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