A longitudinal study of state government homepage accessibility in Maryland and the role of web page templates for improving accessibility

It is well documented that government agencies, at all levels, continue to have problems ensuring that government web sites follow laws related to web accessibility for people with disabilities. Although there are a number of published studies on government web accessibility that are point-in-time, there are no published studies consisting of a longitudinal analysis of state-level government web site accessibility. This paper contributes to the research literature in three ways: 1) an accessibility inspection of 25 Maryland state government homepages in 2012 which involved 150 human inspections of web pages, 2) a comparison of the results from 2012 to a similar accessibility evaluation in 2009, and 3) a discussion of the role of a web page template, which was introduced in Maryland state government shortly after the 2009 evaluation. The data from this longitudinal evaluation leads to the conclusion that web page templates do tend to result in more accessible sites within state government.     

Supporting the Professional Development of Science Teacher Educators Through Shadowing

Despite calls for more attention to the preparation of those who prepare teachers, there have been few examples of institutionally sanctioned and structured learning opportunities created to equip faculty with the knowledge and skills necessary to become effective teacher educators. In this paper, we describe a cross-disciplinary and collaborative initiative that involves shadowing of colleagues as a means of supporting the professional learning of science teacher educators. We illustrate the unique affordance of this model and highlight our professional learning across multiple dimensions: cognitive, practical, relational, and emotional. We illustrate how shadowing can support the learning of faculty at different career stages and from different disciplinary backgrounds and entry points to teacher education through a series of vignettes of shadowing in a variety of course contexts. Finally, we offer considerations for the transferability of our model to other institutions and contexts, and how further research conducted in the context of shadowing could help deepen our understanding of the knowledge base of science teacher educators and how this knowledge is developed.

     

Film Bibliographies

Alan R. Dyment's The Literature of the Film: A Bibliographical Guide to the Film as Art and Entertainment 1936-1970 (Detroit, Mich.: Gale Research [London: White Lion Publishers, Ltd.], 1975---$35.00)

Mel Schuster's Motion Picture Performers: A Bibliography of Magazine and Periodical Articles Supplement No. 1 (Metuchen, N.J.: Scarecrow Press, 1976---$27.50)

A.G.S. Enser's Filmed Books and Plays: A List of Bpoks and Plays From Which Films Have Been Made 1928-1974 (New York: Academic Press [London: Andre Deutsch], 1975---$24.00)

American Film (December 1975, and January-Bebruary 1976 issues)

Hollis Melton's “Museums with Film Programs,” (Educational Film Library Association, 17 West 60th St., New York 10023---$5.00/$3.00 to members, paper)     

Preserving the dignity of children around the world: the U.N. Convention on the Rights of the Child

The United Nations Convention on the Rights of the Child provides a guidepost to the development of child protection policy. Both comprehensive and conceptually coherent, the Convention provides a statement of international consensus that children are indeed persons, legally and morally, and that the state should ensure that they are treated with dignity. At least in spirit, the Convention demands substantial reform of most existing child protection systems.     

Childbirth education for multiple pregnancy: part 2: intrapartum and postpartum considerations

Women with a multiple pregnancy can expect a different labor and birth course than those with a singleton pregnancy. While the postpartum period is similar to that of families with a singleton, it is likely to be more hectic in families with multiple infants. In addition, a multiple pregnancy increases both maternal and neonatal risks; therefore, women with a multiple pregnancy may experience slight differences in care due to these potential risks, including additional monitoring and treatment. This article discusses the intrapartum and postpartum considerations families with a multiple pregnancy/birth may experience. This information is provided so that the childbirth educator can incorporate this content into courses, as appropriate, and assist families with a multiple pregnancy to anticipate a realistic birth and postpartum experience.     

Design Dynamics of a Leadership Assessment Academy: Principal Self-Assessment Using Research and Technology

This article describes and analyzes the design dynamics of a school principal self-assessment process, provided through a three-day, state-approved Leadership Assessment Academy, which allows principals to experience and reflect on important self-assessment data that leads to a personal professional growth plan. Designing and implementing such an academy is complex and requires careful consideration of all aspects of the principalship and the requirements set forth by the state regarding principal assessment and professional growth plans. A primary challenge of this leadership academy is in providing principals with a self-assessment experience that is meaningful and accurate using carefully designed assessment techniques and technology, and that can serve as a viable alternative to the traditional paper and pencil assessment tools that require very little personal involvement in defining and producing the principal's professional growth plan.