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This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally responsive teaching in action. The paper explores the use of instructional video in an asset-focused model of professional development that develops culturally responsive teaching through digital videos that can be shared among colleagues, posted online and presented at professional conferences.

The primary aims of the paper are conceptual and include drawing on a review of the literature on instructional video to map onto one model of professional development the learning goals and reflective activities that are most likely to develop the potential of instructional video to change beliefs and develop critical consciousness, and providing anecdotal evidence to explore the potential for using instructional video in an asset-focused, transformative and responsive model of professional development in culturally responsive teaching.

Instructional video can be effective for professional development in culturally responsive teaching because people often need to see transformations in teaching and learning before they can believe such transformations are possible. Instructional videos of effective culturally responsive teaching, in this manner, highlight best practices and provide a way for schools to post an “early win” in their work in addressing achievement gaps.

Instructional video can assist educators in confronting and challenging prevailing deficit-based beliefs about ostensibly “low-achieving” students that limit possibilities for culturally responsive teaching; opening up opportunities for transformative learning and inviting the shift to a culturally responsive mindset; and examining and discussing models of excellent teaching. This model of professional development is asset-focused and transformative because it moves teacher voices from margin to center and empowers teachers as models and stewards of transformative learning.

Although numerous studies have documented the potential of instructional video in asset-focused and transformative models of professional development, only two studies explore the potential of instructional video specifically in the development of culturally responsive teaching (Lopez, 2013; Rosaen, 2015). This paper contributes to this nascent literature through documenting an approach to instructional video that was developed for and with teachers at a K-8 public school in Brooklyn.

With the rapid spread of smartphones and tablets, it is becoming necessary for web developers to create responsive web pages which are visually appealing on devices of various sizes. However, building responsive UIs is a very challenging task, requiring deep knowledge of HTML and CSS. This paper aims to propose an approach to generate responsive web pages using SuperSQL, which is an extension of SQL that can format data retrieved from a database into various kinds of structured documents.

By incorporating the methodology of bootstrap, a grid-based framework for front-end development, the authors have made it possible to create responsive web pages from simple SuperSQL queries. In addition, by utilizing SuperSQL’s unique feature that can describe the structure of the output web page, the authors have proposed and implemented a mechanism to automatically optimize the web content’s size and position.

In the evaluation, the authors created some actual web applications with and without the use of SuperSQL and compared the code amount (number of lines). As a result, when using the proposed system, the amount of code was reduced to about 1/5. The authors also compared the layout generated by the proposed automatic layout generation mechanism with the responsive layout that was generated manually. As a result, the automatic layout generation mechanism created the same layout as the manually created layout 74.8 per cent of the time, and the user satisfaction level turned out to be 85.8 per cent.

The way to generate a responsive HTML by using a single SuperSQL query, and the mechanism for automatic responsive layout generation.

Between traditional and contemporary there are two contradictory visions. The first adopts originality and returning to the traditional, while the second advocates modernity and liberation from the old. The present paper discusses how to benefit from the present facilities without losing features of the past when developing new neighbour-hoods. Al-Dira', a traditional quarter in Al-Jouf, Saudi Arabia, is elected as a case study within which the housing unit and the urban pattern are analysed. Visual documentation, surveying, mapping, and interviews constitute essential tools to get an insight on the traditional planning and design process. On the other side, Al-Rabwa, a typical contemporary officially planned district, is investigated. It is concluded that the need for modernization should be balanced with originality. Understanding forces that shaped traditional quarters and are still embedded in the community offers a stream of information that can be utilized in contemporary development. A responsive development needs to consider local identity while formulating compact low rise buildings with courtyards and carefully positioned openings, small scale open space system, straight roads for cars and protected walkways for pedestrians, well distributed parking lots, and integrated relationship between housing, mosque and market.

The purpose of this paper, from a work‐based learning practitioner perspective, is to present an insight into some of the challenges, benefits and impacts associated with workforce development and employer responsive provision (ERP). The focus is learning, which is designed to meet an organization's needs and intended for groups of learners to develop their skills, whilst bringing tangible benefits to their organization.

Focusing upon experiences of managing an employer engagement, action research project, which worked with over 40, small and medium‐sized enterprises and more recently working with three major corporate organisations, this paper provides a personal perspective of engaging with organizations. It draws upon primary data from personal experiences and action research of working with employers and learners, and secondary data, such as the Higher Education Impact Study (2008) and the Higher Education Regional Development Agency's Skills for Growth report (2009). After setting the context, this paper will consider ERP and its challenges, in terms of organizational needs meeting academic tradition. This is supported with case study anecdotes, before a consideration of the impacts and benefits of ERP from an organizational perspective.

This paper provides insights into effective ERP and the elements needed to support its success. With probable continued growth in ERP, it is imperative that HEIs with ERP strategies understand the associated challenges and benefits. It suggests that in order to promote sustainable ERP activity, HEIs will need to consider a more strategic approach concerning the staff engaging in ERP activities.

From a work‐based learning practitioner perspective, this paper presents an insight into some of the challenges, benefits and impacts associated with workforce development and employer responsive provision (ERP).

This paper draws together current thinking on ERP with practice‐based application and understanding in order to inform and develop practice. It offers practical insights and experiences which build upon various bodies of literature to present identified elements necessary for successful engagement with employers. As the literature around ERP at present is fairly small, this paper offers a valuable insight into successful practice, building usable models for people working in this field.

Momentum around the institutionalization of Ethnic Studies in US K-12 classrooms is increasing. Opponents have argued that Ethnic Studies does not challenge students academically and prepare them for high stakes testing (Planas, 2012; Sanchez, 2007). Conversely, research continues to show ways Ethnic Studies contribute to students’ academic achievement, especially for students from marginalized and vulnerable communities (Cabrera et al., 2014; Halagao, 2010; Tintiangco-Cubales et al., 2015). This study aims to demonstrate the possibilities and potential of Ethnic Studies-framed tools for English and Language arts teachers. This moment concerning Ethnic Studies in schools illuminates an important opportunity to demonstrate how Ethnic Studies-framed tools positively affect learning mainstream school content, namely, English and Language Arts. The authors consider the following point: To what extent can Ethnic Studies-framed tools affect approaches for learning English, writing and reading while simultaneously being responsive to a community’s needs? The authors maintain the importance of such tools that exist in how they support the development of community responsive literacies (CRLs).

This paper examines CRLs through the Ethnic Studies Praxis Story Plot (ESPSP). The authors begin by exploring the development of the ESPSP, first used in Pin@y Educational Partnerships (PEP), an innovative K-college Ethnic Studies teaching pipeline. Next, the authors examine each coordinate of the ESPSP, examining their purpose, theoretical underpinnings and ways the ESPSP offers nuanced approaches for learning literacies.

The authors then discuss how CRLs emerged to support PEP teachers and students’ reading and writing skills using the ESPSP.

Finally, the authors learn from students’ experiences with the ESPSP and offer implications for English and Language Arts teachers in the pursuit of teaching and serving students in more socially just and community responsive ways.

Socioeconomic stress has been a major influence on organizational development during the past decade, and will continue for the foreseeable future. This treatise aims to focus on The Key and its importance for effective organizational development via leadership responses to communication challenges during the present era. It is a conceptual paper based on an actual case.

The Key is a concept that refers to the thoughts and feelings (based on attitudes) that a leader reflects in communications and interactions with his/her universe, a universe that exists both internally within an organization as well as externally to it. The case focuses on communication challenges encountered by Judith Campbell, executive vice president of Creative Innovations, Ltd, and her interaction with Jonathan Bryant, president of Bryant and Associates, Ltd, an organizational development firm. Communication challenges that had arisen primarily due to socioeconomic stress, were seven in number: tendency to rely on only logical thinking; negative responses to external influences; lack of expectations for positive results; tendency toward reliance on sensory input; actions that ignore an inclusive perspective; failure to value and trust in change; and lack of commitment to interactive relations.

Following Bryant's counsel, Campbell chose to address these communication challenges with a training seminar that focused on a paradigm of seven leadership responses related to The Key. These were: Paradoxical thinking; Controlled reflecting; Intentional focusing; Instinctive responding; Inclusive behaving; Purposeful trusting; and Relational being. The training program, as described herein, proved to be very enlightening to the participants and quite effective for the continued organizational development of the firm.

The paper reveals the results of a training program based on seven communication challenges the results of which can be used to aid in continued organizational development of a firm.

This chapter examines best practice and burgeoning needs within general and special education teacher preparation programs as identified within the literature and as evidenced in recent research (Cavendish, Harry, Menda, Espinosa, & Mahotiere, 2012) that examined the beliefs and practices of current educators teaching within schools utilizing a response to intervention (RtI) model. Specifically, our discussion of the emerging needs in teacher preparation programs that prepare both general and special education teachers for assessment, instructional delivery, and progress monitoring within an RtI framework is informed by a 3-year research project of the initial implementation of an RtI model in a diverse, urban school district. Implications for practice include the need to: (a) address deficit perspectives of culturally and linguistically diverse (CLD) students and youth with disabilities, (b) address changing perceptions of the function of special education, and (c) communicate the need for greater collaboration across silos within teacher preparation programs.

This study aims to present a detailed investigation into the approaches of academic librarians in Trinidad and Tobago in pursuing continuing professional development (CPD) activities. The paper also examines the extent of their participation in CPD at both the institutional and external levels in contributing to the development of their careers.

The instrument used was a questionnaire which assesses the effectiveness of the librarians in their involvement in and attitude toward CPD activities.

The paper demonstrates the active role and willingness of academic librarians in Trinidad and Tobago in providing and participating in CPD training and support to library and information personnel at both the national and international levels.

The paper underscores the effectiveness of a group of academic librarians in Trinidad and Tobago who pursue and provide a high level of CPD activities to professionals.