The Public Library System as an Element in the 2007 and 2015 Electoral Programs of Spain's Political Parties in the Region of Castilla-La Mancha

To assess the relevance of the Public Library System in the political agenda, programs presented by the Political Parties competing in Regional and Local elections in the Spanish Region of Castilla-La Mancha were analyzed and the proposals about these library institutions were identified.

All Regional programs were collected and also an ample sample from the Municipalities for the 2007 and 2015 elections, trying to find the differences influenced by the impact of the financial crisis and recession on the public-library policies.

The conclusion arrived at was that, although the Public Libraries may be reasonably present in the studied programs, there is a low awareness by the Political Parties of the main problems.     

What does ‘inclusion’ mean for pupils on the autistic spectrum in mainstream secondary schools?

The last decade has seen a groundswell of developments in educational policy in the UK relating to inclusive education for students with special educational needs (SEN). However, whether government policy has been fully implemented in schools remains a concern. The experience of students with autistic spectrum disorders (ASDs) provides an excellent case in point. An increasing number of such students are now educated in mainstream schools, but the limited research in this area has indicated that their experience of school is often marked by bullying, social isolation and anxiety. In light of this, the aim of the current study was to examine the extent to which inclusive educational policy was actually reflected in the practices of four mainstream secondary schools. An exploratory case study approach was adopted, utilising interviews with pupils, teachers, other school staff (e.g., senior managers, learning support assistants) and parents, observations of lessons and other contexts (e.g., lunch time), and document analysis. Our findings highlighted a number of school practices which acted as facilitators or barriers to students’ learning and participation, some of which were generic to SEN provision, and some of which appeared to be specific to those on the autistic spectrum. A discussion of these is presented to enable further understanding of, and inform practice relating to, the inclusion process for students with ASDs.     

Intervention for children with language impairments: a model of evidence-based outcome research

Over the past 30 years successive governments in the UK have endeavoured to make the statutory framework suitable for children with special educational needs (SEN). More recently, efforts have been made to personalise children's learning, making educational experience more innovative and responsive to the diversity of needs in schools. A drive is emerging in health and education to develop and evaluate intervention strategies for children with language impairments (LIs), which is both methodologically challenging and rewarding. The current review demonstrates difficulties encountered with using evidence-based (evidence-related) outcome research involving children with LIs. Many studies have inherent methodological problems such as small sample sizes, ill-matched groups and designs that are difficult to replicate or compare. Such approaches are unlikely to yield significant results, or if they do, it is difficult to devise clear guidance regarding choice of intervention strategies. In the light of these difficulties, theoretical, methodological and practical issues are discussed herein and a model is proposed to assist in enabling interventions to be identified, evaluated in a robust manner, and the results shared with educators. We suggest that the use of a process-driven model ensures a more rigorous approach when undertaking large-scale systematic, evidence-based research into the effective approaches to teaching children not only with LIs but across the field of special needs education.     

Effects of Academic Discipline and Teaching Goals in Predicting Grading Beliefs Among Undergraduate Teaching Faculty

Prior research reveals that differential grading patterns exist among the academic disciplines. One explanation may lie in discipline-related differences in teaching goals and beliefs about the meaning grades should convey. This study examined the effects of academic discipline and teaching goals on grading beliefs. A national sample (n = 442) of undergraduate teaching faculty provided responded to a survey measuring the importance of various teaching goals and orientations toward norm-referenced or criterion-referenced grading (Frame of Reference), and beliefs about using grades to sort and select students on the basis of achievement (Gatekeeping). Both teaching goals and academic discipline were significantly related to gatekeeping beliefs, but not to beliefs about frames of reference for grading. Higher gatekeeping scores were associated with faculty in the paradigmatic fields and those who emphasized analytic skills and time management. Lower gatekeeping scores were associated with the preparadigmatic disciplines and teaching goals of synthesis and integration and developing respect for others. Faculty who identified their primary teaching role as subject matter oriented were more gatekeeping than those who identified themselves primarily as being student/personal development oriented.     

Technology in Physical Education Teacher Education: A Call to Action

ABSTRACT

Teacher education programs have been tasked with the responsibility to develop educators who can successfully infuse technology into their teaching. Despite standards-based expectations, a plethora of technology infusion opportunities, and the importance of faculty roles as models and teachers, physical education teacher education (PETE) programs have yet to demonstrate current expectations for teaching with and about educational technology. In this article, the authors provide a glimpse into the educational technology requirements, challenges, and strategies for teacher education/PETE programs. The authors suggest a call to action among PETE programs to address the issues that prevent PETE graduates from entering their teaching careers less than equipped to effectively use technology to enhance teaching and learning.     

A Systematic Literature Review of Funding for Higher Education Institutions in Developed Countries

Resource allocation and funding in higher education is crucial to the success of reform and transformation of our higher education system. With a view to identifying trends and best practices in the area, utilizing a method of systematic literature review, we have critically reviewed relevant theories and practices from developed counties that are covered in the scholarly literature published in English in the past 10 years. Our review has revealed: (1) Several universal trends have exerted a decisive impact on resource allocation in higher education, for example, funding reduction and tuition fee increases, performancebased funding, privatization, corporatization, and internationalization; (2) Several theories underpin key research in the area, for example, new institutional economics, resource dependence theory, and political economy; (3) Several controversial issues have made their way into public debate, for example, higher education as a public good or private good, academic capitalism, educational equity, and the role of econometrics.     

An Application of Score Equity Assessment: Invariance of Linkage of New SAT® to Old SAT Across Gender Groups

The College Board's SAT^® data are used to illustrate how the score equity assessment (SEA) can help inform the program about equatability. SEA is used to examine whether the content change(s) to the revised new SAT result in differential linking functions across gender groups. Results of population sensitivity analyses are reported on the linkage of the new SAT critical reading (CR) prototype to an old SAT verbal (OV). Based on the criteria used in this study, population invariance was achieved with respect to gender groups.