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Research, spanning half a century, points to the critical role of school administration and to the successful implementation of US government policies and programs. In part these findings reflect the times and a US educational governance system characterized by local control, a constitutionally‐constrained federal government, resource‐poor state governments, and an overall system of segment arrangements for governing education. However, the US education policy environment has changed dramatically over the past several decades, with standards and high stakes accountability becoming commonplace. The purpose of this paper is to examine the entailments of shifts in the policy environment for school administrative practice, focusing on how school leaders manage in the middle between this shifting external policy environment and classroom teachers.

The paper's focus is on how school administration manages the dual organizational imperatives of legitimacy and integrity in a changing institutional environment. This paper is an essay in which the authors reflect on the entailments of shifts in the education sector for school administration over the past quarter century in the USA.

While considerable change for school administrative practice is suggested, the authors argue that organizational legitimacy and organizational integrity are still central concerns for school leaders.

Although the paper's account is based entirely on the US education sector, several aspects of the framing may be relevant in other countries.

This chapter explores the role of informal sport in the development of top-level Icelandic athletes. The approach is explorative and intended to develop an empirically grounded theory. We conducted semistructured interviews with 10 Icelandic elite athletes. Our analysis suggests that the development of free play may be of central importance to the development of elite athletes. Free play offers the opportunity to foster intrinsic motivation, mastery of skills, flow, craftsmanship, and aesthetic experience. We suggest that these qualities are important in the development of top athletes, especially in their early sport career. Our analysis also highlights the importance of unsupervised informal peer interaction. A pool of unsupervised peer networks can serve as a prerequisite for the development of informal sport that may promote qualities that are desirable for the development of top-level athletes. Our analysis further suggests that the contribution of informal sport depends on how it interacts with other elements in the social context and its relationship to formal sport.

The purpose is to bring together all bibliographic references of the published literature on electronic books (e‐books) and related technologies in one source so that it will save time for others in conducting literature searches and reviewing the developments.

The information included in this bibliography is collected systematically from all the published sources in the world such as journal articles, conference papers, conference proceedings, books, reports and PhD theses on e‐books until the last quarter of 2004. Mainly it covers e‐books, e‐books publishing, the impact of e‐books on different types of users, e‐book publishing techniques and trends, e‐book user interfaces and other technologies related to e‐publications.

As computer usage continues to grow exponentially, the desire of users to use electronic publications (e‐publications) has also increased tremendously. This has led to the publication of materials in electronic form as e‐publications on both CD‐ROMs and web. The e‐book is one of the several forms of e‐publications and its popularity has been growing steadily for the past decade.

This bibliography will be useful to all researchers conducting research in any areas related to e‐books and e‐book publishing.

Purpose – This chapter discusses a study in which we examined campus architecture, spatial design, aesthetics, and cultural policy with regard to the manner in which attributes in these visual and textual entities shape the full range of diversity of the student body or the individuals and collective group who study within the university.

Methodology – This chapter presents the qualitative element of a larger multi-method inquiry. The data for this study were generated from a sample composed of eight universities in four states in the United States and of cultural policy documents from multiple universities in addition to the eight specific universities that were visited on-site.

Findings – Twelve themes emerged from data derived from campus visits to eight universities representing diverse geographies and institutional structures and from analysis of the cultural policies of 30 institutions of higher education. Taxonomic analysis (analysis of the organization of themes and their relationships to one another) revealed important directional associations among the themes yielding rich findings for future theory development and testing.

Implications – The findings yielded important understandings about the influence of cultural policy as reflected in the campus community, on inclusion, exclusion, and diversity. Of particular note were the unexpected thematic findings regarding the political, proprietary preferences of “disabled” groups related to space ownership and the future implications of occupying specialized designated architectures. We conclude with conceptual and methodological directions for expanding this research agenda internationally and for informing change in cultural policy and architectures on campus communities.

The purpose of this paper is to examine how the perceived benefits and costs of volunteering affect participation. Based on this rational choice approach, the research tests a multivariate model of the determinants of volunteering.

The database for the empirical analysis is the 2005 Americans' Time Use Survey. To estimate the model of participation in volunteer activity, this research uses the complementary log‐log technique.

The findings support the central hypothesis that participation in volunteering decreases as the opportunity cost of volunteer activity increases. In addition, participation in volunteering increases as people perceive themselves as more embedded in their communities, thus suggesting that rational individuals make strategic assessments in their decisions to volunteer based on the level of trust in the exchange relationship.

The findings suggest that policies that promote a sense of embeddedness in the community, as well as those that link the workplace and volunteer opportunities, would help motivate rational individuals to volunteer. In‐depth interviews to ascertain people's motivations to volunteer would be useful to supplement the findings.

The findings suggest that policies that promote a sense of embeddedness in the community, as well as those that link the workplace and volunteer opportunities, would help motivate rational individuals to volunteer.

This paper contributes to the understanding of volunteer behavior as a rational choice in an exchange relationship. Based on these findings, this research argues that policies that promote a sense of community embeddedness as well as those that link the workplace and volunteer opportunities, help motivate rational individuals to volunteer.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the twentieth to be published in Reference Services Review, includes items in English published in 1993. A few are not annotated because the compiler could not obtain copies of them for this review.

The digital economy, which heralds the start of the Fourth Industrial Revolution (IR4), is upon us. What can history teach international business scholars about how firms are likely to respond to this new form of technological change? Who are the likely winners or the likely losers? For 30 years, the author has lived through, studied, and written about the Third Industrial Revolution and other major environmental shocks, ranging from new entrants to academia to regional integration to outbreak of war, looking at the fundamental issues of how individuals, firms, communities, and countries respond to and are affected by life-changing events. In this chapter, the author tells seven brief stories about living through and studying “shocks and responses.” Perhaps, some of these stories may provide useful lessons to the scholars of IR4.

The purpose of this paper is to describe the topics covered by coaches assisting teachers implementing a research‐based drug prevention program and explore how coaching affects student outcomes.

The All Stars drug prevention curriculum is implemented by 16 urban teachers who received four coaching sessions. Two coaches participated. Coaches are interviewed by investigators to assess topics covered. Students completed pre‐test‐post‐test measures of mediators and substance use behaviours.

The average teacher is coached on 11.7 different topics, out of a total of 23 topics. Coaching topics most heavily emphasized include: introduction and wrap up; time management; general classroom management; teacher's movement around the class; asking open‐ended questions; using students' questions, comments and examples to make desired points; general preparation; engaging high‐risk youth; reading from the curriculum; implementing activities correctly; focusing on objectives and goals; maintaining a focus on the task; and improving depth of understanding. Seven coaching topics are found to relate to changes in student mediators and behaviour.

The current study is exploratory. Future research should explore how teachers develop the particular skills required by prevention programs and how coaches can assist them.

Five levels of skill development are postulated, which coaches may address: fundamental teaching skills, mechanics of program delivery, development of an interactive teaching style, effective response to student input, and effective tailoring and adaptation.

The paper is one of a very few studies that explores how coaching impacts outcomes in substance abuse prevention.