Redefining library space: managing the co-existence of books, computers, and readers

Library design must better integrate space for collections and computers than it has. This article presents planning strategies that integrate digital products and print collections based on patron needs. Many flexible solutions in developing buildings will enhance library service in the technologically dynamic future.     

Contextualizing distributed leadership in higher education

This case study of development in a technical university situates distributed leadership in higher education in an organizational perspective. Analysis of documentation from development programs and interviews with 10 faculty members showed that leadership practices were related to different institutional logics prominent in four key activities in this specific university: education, research, formal organization and boundary-spanning cross-scientific environments. A shared understanding of these logics was accompanied with a reported increase in organizational understanding and leadership awareness that helped establish collaboration and sensemaking. Furthermore, we show that the theory of logic multiplicity provides a way to analyze previously neglected aspects of power, tensions, context and the practical relevance of the concept of distributed leadership.     

The mental health and psychological well-being of refugee children and young people: an exploration of risk,resilience and protective factors

This research investigates the perceptions of refugee children, refugee parents and school staff regarding the positive adaptation of refugee children in a new social context and the effects on mental health and psychological well-being. This included an exploration of resilience and the role of risk and protective factors. Few studies have focused on views from a resilience perspective, and these have tended to use quantitative rather than qualitative measures. This mixed methods piece of “real world” research adopted a “what’s working well” perspective and explored the important voices of these children, parents and school staff. Staff, parent and child responses were triangulated to provide a rich picture of the potential protective factors operating within the school and family environment. Implications for practice are discussed.     

Does speed matter? A comparison of the effectiveness of fluency and discrete trial training for teaching noun labels to children with autism

This study used an alternating‐treatment design to compare the efficacy of discrete trial training (DTT) with fluency training (FT) for the acquisition, stimulus generalization, and retention of noun labels in children with autism. Four elementary‐age students diagnosed with autism were taught to expressively label nouns using a DTT format and a FT format. A between‐treatments comparison of the total number of nouns retained at 6 weeks post intervention was also conducted to compare retention. The results of this study showed that FT was superior to DTT in all of these areas. © 2010 Wiley Periodicals, Inc.     

The effects of antecedent physical activity on the academic engagement of children with autism spectrum disorder

A multiple baseline design was used to examine the effects of participation in antecedent physical activity on the academic engagement of four elementary‐school children diagnosed with autism spectrum disorder (ASD). The results indicated large effect sizes for academic engaged time for all four students. It was suggested that physical activity in the form of something as simple to implement as jogging may be efficacious in promoting academic achievement for students diagnosed with ASD. © 2010 Wiley Periodicals, Inc.     

Features and strategies of supervisor professional community as a means of improving the supervision of preservice teachers

This article explores whether features associated with effective professional communities among K-12 teachers are relevant and sufficient for improving the practice of supervisors in teacher education programs. Interview and observational data from nineteen supervisors in one teacher education program illuminate what supervisors want in order to improve their professional practices and how their needs could be met through ongoing collaboration. The article proposes five features of professional communities that can help supervisors improve their work: norms promoting collaboration; trust and familiarity; activities deprivatizing practices; access to logistical information and shared expectations about the role of supervisors; and time for collaboration.     

Leading and managing learning and teaching in higher education

This paper outlines the findings of a study that examined the conceptions of academics regarding the nature of ‘leading’ and ‘managing’ learning and teaching in six Australian universities. These data were considered in the light of institutional systems and documentation regarding the leadership and management of learning and teaching and the contemporary literature on leadership and management, particularly in higher education. The research found that there was congruence between academic conceptions of the roles of leaders and managers in HE and those found in other contexts. In contrast, there was considerable variance and significant gaps between these conceptions and HR and professional development practices. The paper reports findings that have significant implications for more systematic and explicit professional development for University leaders and managers of teaching and learning. In addition, it argues that changes are required to the prevailing approaches in the current HR systems and policies in order to effectively develop, support and recognize effective leadership and management practices as they relate to learning and teaching.