Critical modeling principles when testing for gender equity in faculty salary

Multiple regression procedures are commonly used to investigate gender equity in faculty salary. However, a review of 19 case studies indicates that many of them fail to (a) adequately develop a regression model that examines the linear and nonlinear (i.e., interactive and curvilinear) relations between predictors and the criterion and (b) appropriately apply regression diagnostic statistics throughout salary model development. A seven-step process is presented as a comprehensive framework for testing allegations of gender discrimination in faculty salary. Steps include (a) identifying predictors of faculty salary, (b) identifying and establishing criteria for interpreting statistical tests and diagnostic procedures, (c) determining the criterion variable used in the salary model, (d) developing a salary model, (e) testing for gender discrimination in pay, (f) conducting diagnostic procedures to confirm the appropriateness of the final salary model, and (g) testing the assumptions of the regression model. An application of this model is presented using a case study (N = 725 faculty).     

Dyslexia policy and practice: cross‐professional and parental perspectives on the Northern Ireland context

This article considers policy and practice in relation to dyslexia provision in Northern Ireland since the 2002 Task Group Report. Using interviews with original and current stakeholders, this research, funded by SCoTENS (Standing Conference on Teacher Education, North and South), examined the extent to which recommendations have been met in the intervening years. Perspectives of interviewees indicated that while pockets of good practice have existed, this has been inconsistent. Despite the Department of Education (Northern Ireland) promoting and funding a significant and replicable model of teacher education and making efforts to monitor its efficacy, concerns remain regarding the optional nature of training, the maintenance of the discrepancy model of dyslexia identification, the need for early multi‐disciplinary identification, whole‐school policy development and post‐primary provision. In addition, stakeholders questioned the sustainability of funding and advocated enhanced transparency for parents, whose voices, it would appear, can still go unheard.     

When is a Publishing Business Truly ‘Global’? An Analysis of a Routledge Case Study with Reference to Ohmae’s Theory of Globalization

This study first reviews the writing of the management theorist Kenichi Ohmae, before assessing the potential application of his theory of global commercial maturation to the strategies adopted by the academic publishing company, Routledge, and its precursor imprints between 1960 and 2013. Based on the analysis of interviews carried out between 2011 and 2013 and supporting document analysis, the paper concludes that, with some caveats, the stages of globalization identified by Ohmae are of considerable explanatory value for students and analysts of global publishing as well as offering strategic insights to managers of academic publishing houses.     

A SUCCESSFUL VIDEOCONFERENCE SATELLITE PROGRAM: PROVIDING NUTRITIONAL INFORMATION ON DEMENTIA TO RURAL CAREGIVERS

A videoconference satellite program proved to be an effective method of distance education for rural caregivers seeking information on nutrition and dementia. A team of specialists designed the 90-min program by implementing the components of successful videoconferencing: (a) defining the audience and their needs, (b) identifying key topics in the subject area, (c) designing an interactive program format, (d) coordinating activities at the downlink sites, (e) promoting the program, and (f) evaluating the project. The objectives of the teleconference, discussed in this article, were to provide rural caregivers with up-to-date nutrition interventions, to create a local environment in which caregivers and providers could interact, and to assess the general acceptance of videoconferencing as an educational medium in rural Montana. A panel consisting of a narrator, a physician, an occupational therapist, and a registered dietitian, provided an overview of nutritional concerns, discussed problem-solving techniques, and answered questions. Twenty-three Montana communities hosted the KU/C satellite frequency band downlink program for both family and professional caregivers. The program was simultaneously broadcast on public television. Program participants rated both program content and delivery method highly, and 100% of survey respondents indicated that they would attend another teleconference.     

Can mimetics,a theatre‐based practice,open possibilities for young people with learning disabilities? A capability approach

While the significance of the social model of disability for articulating inclusive approaches in education is recognised, the application of capability theory to education is less well developed. This article by Jo Trowsdale of the University of Warwick and Richard Hayhow of Open Theatre considers how a particular theatre‐based practice, here described as ‘mimetics’, can alter and extend the aspirations and achievements of children and young people with learning disabilities, and might be understood as applied capability theory or ‘capability practice’. Mimetics has been crafted from experimental psycho‐physical actor‐training processes by Open Theatre Company working in collaboration with actors with learning disabilities, and adapted to support the learning and development of young people with learning disabilities. This study draws upon an action research project set up by Creative Partnerships with Open Theatre Company and a special school, where children demonstrated increased motivation and capacity for communication and socialisation, improved well‐being, learning and wider achievement. To illustrate the process, we offer a case study of one child with an autistic spectrum disorder.